GEC 102 Purposive Communication PDF

PURPOSIVE COMMUNICATION COLLEGE OF SOCIAL SCIENCES AND HUMANITIES ENGLISH DEPARTMENT MINDANAO STATE UNIVERSITY - GENERAL SANTOS CITY Rossel M. Audencial...

PURPOSIVE COMMUNICATION COLLEGE OF SOCIAL SCIENCES AND HUMANITIES ENGLISH DEPARTMENT MINDANAO STATE UNIVERSITY - GENERAL SANTOS CITY Rossel M. Audencial Jeffrey E. Floriza George S. Gunay Norman Ralph B. Isla Fernan B. Lehao Jana N. Reginio INTRODUCTION In every challenge, an opportunity arises. Since 2007, the English Department has started producing instructional materials for the students. With our commitment to calibrate our instruction, a new set of modules is prepared to continue improve the delivery and quality of our instruction. This set of modules for GEC 102 – Purposive Communication is developed for the students’ introduction and understanding of how communication works and facilitates human interaction. At the dawn of human civilization, communication has been a vital element that ensures cohesiveness in the society, so as to understand and even control the greater constructs of the world. Communication is more than a functionalist human politics rather it aims to make the citizens of nations and the world to be dialogically coherent and globally responsive individuals. This set of modules deals with the basics of purposive communication as well as introducing the students to its related fields such as technology, globalization, culture, gender and politics. This likewise provide avenue for analysis and meaning-making through mass communication. Notwithstanding of course that English is the common language of the global industry. When we start our semester with these modules, always remember that communication is as essential as your daily meal as the air you breathe. Learn it now so you will become more relevant when applying for a job soon, survive in the workplace, influence others, and be effectively heard with your convictions. Communication is powerful and it empowers the person. NORMAN RALPH ISLA Chairperson English Department CSSH, MSU General Santos GEC 102 - Purposive Communication | 2 TABLE OF CONTENTS Introduction 2 SET I Module 1. Communication Process, Types and Modes 5 Module 2A. Models of Communication 8 Module 2B. Principles of Effective Communication 13 Module 3A. Ethics in Communication 16 Module 3B Communication and Technology 23 SET II Module 4. Communication in Multicultural Setting Module 5A. Communication and Globalization Module 5B. World Englishes and Philippine English Moule 6. Analysis, Meaning and Communication Module 7. Mass Communication GEC 102 - Purposive Communication | 3 CONTENT CREATORS Module 1. Jana N. Reginio Communication Process, Types and Modes Module 2A. Norman Ralph Isla Models of Communication Module 2B. Norman Ralph Isla Principles of Effective Communication Module 3A. Jeffrey E. Floriza Ethics in Communication Module 3B. Jeffrey E. Floriza Communication and Technology Module 4. Rossel M. Audencial Communication in Multicultural Setting Module 5A. Norman Ralph Isla Communication and Globalization Module 5B. Jana N. Reginio World Englishes and Philippine English Module 6. George S. Gunay Analysis, Meaning and Communication Module 7. Fernan B. Lehao Mass Communication GEC 102 - Purposive Communication | 4  MODULE 1 Learning Outcomes: Communication Process, Types 1. Demonstrate understanding of the key ideas in communication. and Modes 2. Identify the types of communication in relation to communication mode, context, and purpose and style. 3. Discuss the advantages and disadvantages of the different communication modes in various communication settings. 4. Use these modes appropriately depending on the context of the communication situation. Time frame: 3 hours Activity: Please refer to the graphics on the right. 1. What is the image saying about communication today? Introduction Illustration by GSGunay 2. Why do people communicate? Communication has progressed significantly in the last five years, and 3. Why do miscommunication and it keeps on advancing as innovation in misunderstanding happen? technology and social media develops. Communication happens anytime and Analysis: anywhere. Hence, it becomes central to life and culture. It has become a key instrument to build and strengthen relationships between and among 1. Why is language important in people. For every instance of communication, there is an appropriate form of communication? messaging. This success relies on our ability to communicate effectively. 2. How can miscommunication and The purpose of this lesson is to better understand the key ideas in misunderstanding be avoided? communication. 3. How do you think has communication mode changed or improved over Components of THE Communication PROCESS time? Communication is divided into several components which would help us Abstraction: better understand its mechanics or processes. Communication is a natural phenomenon. 1. Source. The sender thoughtfully creates the message. The source can be It is a process of sharing and conveying anyone, in mass communication, they can be regarded as ‘influencers’, messages or information from one ‘gatekeepers’ or ‘agenda-setters’. person to another within and across channels, contexts, media, and cultures 2. Message. The ideas or thoughts conveyed by the sender to influence (McCornack, 2014). It comes from the its target audience. This message take many forms - from simple to Latin communicare, meaning to share or complex. to make ideas common. People’s need for self-expression leads to communicating 3. Channel. This is the medium or the means through which the message their thoughts and feelings. Whether is conveyed. It is the responsibility of, either or both the sender and the we speak or not, we communicate to receiver, to choose the best channel for the interaction. the other party. Hence, communication is inevitable, and it can be expressed 4. Receiver. The receiver is the recipient or target of the message. He/She/ through written or spoken words, actions, They are expected to be influenced by the source/sender. or both spoken words and nonverbal 5. Feedback. This is the reaction and/or response to the message by the actions at the same time. receiver. GEC 102 - Purposive Communication | 5 6. Environment. This is the place, the feeling, the mood, the mindset, and the condition of both sender and receiver. It may involve the physical set-up of a location where communication takes place, the space and time occupied by both, including all their circumstances that coud affect them. 7. Context. This involves the ‘constructed reality’ of the sender which determines how the message is packaged for the receiver to ensure such message is deemed agreeable to the target audience or the receiver. 8. Interference. This is also known as barriers or difficulties that prevents effective communication to take place. Barriers could be issues/states/nature of the sender and the receiver’s physical, psychological, cultural, social, economic, and political character, their linguistic competencies, are among the interferences that may affect their interaction. Message Channel Environment Context Source Interference Receiver illustration by GSGunay Feedback the Communication process The Types of Communication Communication is classified according to mode, context, and purpose and style. 1. According to Mode a. Verbal & Non-Verbal Communication. Effective communication calls for the blending of verbal and nonverbal elements because one cannot be separated from the other. Verbal communication uses words to interchange the information with other people either in the form of speech or writing. The message can be clearly understood and immediate feedback is possible. On the contrary, Nonverbal communication does not use words for communicating anything, but some other modes such as body language, facial expressions, sign language, symbols, among others. b. Visual Communication. This uses visuals to convey information and message. Examples are signs, symbols, imagery, maps, graphics, etc. Today, emojis, emoticons, giphs, and animations are prevalent. How these visuals are interpreted is crucial in the communication process. 2. According to Context a. Intrapersonal Communication. This is talking to oneself. It could also be labeled as inner talk, inner monologue or dialogue. Self-talk can be advantageous as it enables you to practice what you ought to say in times when you lack the motivation and confidence to speak. b. Interpersonal Communication. This is when interactive exchange between or among people takes place. c. Extended Communication. This involves the use of electronic media. Anyone can participate despite distance. Messages are transmitted quickly with the use of extended communication. d. Organizational Communication. The focus of this communication is on the role that communication plays in organizational contexts. For an organization to be successful, a system of communication should be put in place. A set of rules or standards for communication protocol should be made clear so that interaction patterns are established. e. Intercultural Communication. This is communication between or among people having different linguistic, religious, ethnic, social, and professional backgrounds. GEC 102 - Purposive Communication | 6 3. According to Purpose and Style a. Formal Communication. Also termed as official communication, it is a type of communication in which the sender follows a pre-defined channel to transmit the information to the receiver. This employs formal language delivered orally or in written form. Its main objectives are to inform, persuade, and entertain. b. Informal Communication. Most commonly known as grapevine, this is a type of communication in which the sender does not follow any pre-defined channels to transmit the information. This does not employ formal language. It involves personal and ordinary conversations. The Modes of Communication Communication modes refers to the channel through which one expresses his/her communicative intent. This is the medium through which one conveys his/her thoughts and feelings. These can be communicated through face-to-face interaction, video, audio, or text based. Face-to-face. This is the most preferred mode because it is highly effective. This is an informal or casual conversation between two or more people. How to speak, what to speak, when to speak, and to whom one is speaking are all important considerations in using this mode. One advantage is that one can note visual cues through facial expressions, etc. Video. Cameras are now used to communicate online. This is a significant alternative to in-person meetings. Popular applications of this mode are Messenger, Facetime, Skype, and Google Meet. While this is a convenient communication mode for individuals who need to connect with one another or several persons despite of distance, the regional time differences pose a challenge. Audio. Only the speaker’s voice is heard. This is great for connecting several remote people at once. However, this poses challenges especially in listening to people with different accents. For instance, when listening to a native speaker of English, some cannot distinguish the sound. Another obvious downside is not being able to see the body language or cues of the person you are talking to. Text-based. It has a wider reach and can disseminate information to a bigger audience quickly. This style of communication does not necessarily take place in real time. Examples of text-based communication are e-mails, chat, and forums. To help improve the delivery of the messages, one must explore the various modes to help decide which is the most efficient and effective for one’s purpose. Assessment Answer the following: 1. Illustrate the communication process through a diagram. 2. Identify possible communication blocks in the following situations: a. interaction between a doctor and a child in pain b. a written letter with figurative language c. a speech with too many jargons 3. List various channels through which personnel of your school connect with you. Which channel(s) do you find most effective? Why? GEC 102 - Purposive Communication | 7 Application 1. Slogan-Making. Based on this image, create a slogan how the knowledge of communication aids people in communicating effectively. Source: http://blogs.nature.com/naturejobs/2016/12/12/lost-for-words-the-language-of-science-communication/ 2. Choose one among the communication modes and express your thoughts and feelings about the challenges in the new normal learning environment. 3. Read Barriers to Communication by Shilpa Mittal at http://www.advancedjournal.com/download/962/3-1-24-244.pdf References: 1. Madrunio, M.R. & Martin, I. P. 2018. Purposive communication: using English in multilingual contexts. Quezon City: C & E Publishing, Inc. 2. McCornack, S. (2014). Interpersonal communication and you: An introduction. New York, NY: Bedford/ St. Martin’s. 3. Surbhi, S. 2015, April 2. Difference between verbal and nonverbal communication. Retrieved from https://keydifferences.com/difference-between- verbal-and-non-verbal communication.html#:~:text=The%20following%20points%20explain%20the%20difference%20between%20 verbal,in%20verbal%20communication%20between%20the%20sender%20and%20receiver. 4. Wakat, G.S. et.al. 2018. Purposive communication. Quezon City: LORIMAR Publishing Inc. Prepared by Approved by Jana N. Reginio Norman Ralph Isla Faculty Chairperson English Department | CSSH English Department GEC 102 - Purposive Communication | 8  MODULE 2A MODELS OF COMMUNICATION Learning Outcomes: 1. Understand the communication flow based on the framework of various models 2. Differentiate the various communication models 3. Determine the elements and components of communication as presented in the models. illustrationn by GSGunay Time frame: 3 hours Activity: Draw in the space below a house. Use only 15 straight lines. Introduction A Analysis: ristotle’s claim that knowledge is derived from the understanding 1. Do you agree that communication of the whole and not that of the single parts (Aristotle’s Holism) but can be set as a model? with the interrelationship of the parts to create the whole, it benefits the determination of where the knowledge comes from. With the dawn of 2. What are the components of human civilization, we try to explain the flow of any phenomena and even communication that can be reflected create a model to cement the elaboration. in the model? Communication, like any body of knowledge, has a structure. Since we learn Abstraction: to speak, language becomes an integral part of the human communication thus experts try to draw this linguistic mystery for years. In this lesson, Like your drawing of a house, you we will better understand the models used to explain the communication consider where to put the lines so it may process. be connected to construct a structure. You think how to fully utilize the lines Aristotle’s Model is mainly focused on speaker and speech. It can be broadly to create a good house. This is also true divided into 5 primary elements: Speaker, Speech, Occasion, Audience and in making a model for communication. Effect. Theorists and proponents consider the components of communication and linguistic codes in creating a model. Speaker Speech Audience Effect Each component affects the other and Occassion shows the relationship and further interrelationships of the parts towards the success in communication. Figure 1: Aristotle’s Communication Model In this particular module, we will discuss Aristotle’s communication model revolves around the speaker as the main six models of communication namely: concept of this theory, that is, the speaker plays the most important role Aristotle’s Model of Communication, in communication and it is the only one who holds the responsibility to Lasswell’s Communication Model, influence his/her audience through public speaking. It is the speaker’s role to Shannon-Weaver’s Communication deliver a speech to the audience. The audience is passive, influenced by the Model, Berlo’s SMCR Communication speech. This makes the communication process one way, from speaker to Model, Osgood-Schramm Model receiver. The speaker must organize and prepare his/her speech beforehand, of Communication and White’s according to the target audience and situation (occasion). Communication Model. Even if the model is speaker-oriented and focuses on audience interaction in communication, there is no concept of feedback. For instance, a politician (speaker) gives a speech to get votes from the civilians (audience) at the time of election (occasion). The civilians only vote if they are influenced by the politician through his speech. To achieve this, GEC 102 - Purposive Communication | 9  the content must be very impressive, and the delivery too, to influence the masses. The speaker must design the message very carefully, thus, oration was a highly-esteemed art during that time. Lasswell’s Communication Model This model describes communication as being focused on the following: WHO says WHAT in WHICH channel to WHOM and with WHAT effect as seen in the model above. The whole process of communication begins with the communicator (who) sending out a message (what) using a medium (which channel) for the receiver (to whom) to react on (with what effect) afterwards. The process may be analyzed through the content sent, the medium used, as well as the effect on the receiver of the message. While this model is similar to Aristotle’s, both are linear and have the same components, Lasswell’s model differs in the variables involved, particularly the medium and the effect components. WHO SAYS IN WHICH TO WHOM WHAT WHAT? CHANNEL? EFFECT? Communicator Message Medium Receiver Effect Figure 2: Lasswell’s Communication Model Shannon-Weaver’s Communication Model Shannon-Weaver’s Communication Model was introduced in 1949, a year after Lasswell’s, for Bell Laboratories. Originally, it was conceptualized for radio and television serving as a model for technical communication and was later adopted in the field of communication. In this model, other components such as noise, reception, destination, and feedback have been identified. Other terms such as information source for the sender, transmitter for the encoder, decoder (reception), and receiver (destination) were introduced. The noise and feedback components are addition to this model. Noise, the literal noise generated by atmospheric disturbances afftecting the signal/frequency, affects the channel (or medium), while feedback interconnects and determines the success of communication process between the sender and the receiver. This is highly relevant today because of the proliferation of technology in communication the ‘figurative noise’, like fake news, can directly affect both the receiver’s understanding and feedback (i.e. miscommunication). NOISE SENDER ENCODER CHANNEL DECODER RECEIVER NOISE FEEDBACK Figure 3: Shannon-Weaver’s Communication Model GEC 102 - Purposive Communication | 10  Berlo’s SMCR Model of Communication David Berlo’s model, conceptualized in 1960, is probably the most well-known among the communication models. Initially, this model was called SMCR which stands for sender of the message, using a channel or a medium for a receiver to decode. However, it was modified later on to include noise, hence the acronym is changed from SMCR to SMCRN. encodes decodes SOURCE MESSAGE CHANNEL RECEIVER Communication Content Hearing Communication Skills Skills Elements Seeing Attitudes Attitudes Treatment Touching Knowledge Knowledge Structure Smelling Social System Social System Code Tasting Culture Culture Figure 4: Berlos’s SMCR Communication Model The major variables involved in the communication process are (1) source, (2) message, (3) channel, and (4) receiver. The source being the originator of the message acts as the encoder. As such, the encoder should practice communication skills such as listening, speaking, reading and writing. His/her attitude towards the audience or the subject as well as his/ her knowledge about the subject matter counts along with the social system he/she is in which includes values, beliefs and practices, and culture, among others. The second variable, message, includes (1) content; (2) elements such as the language used and gestures employed; (3) treatment or the manner by which the message is transmitted; and (4) structure which refers to the arrangement of parts or flow of the message. The code shows how the message is sent: that is, the language (verbal code) used and the accompanying gestures (non-verbal code) employed. Note that there should be no mismatch between the verbal and non-verbal codes. The third variable which is channel refers to the different senses: seeing, hearing, smelling, tasting and touching. Finally, the fourth variable is receiver, the one who decodes the message and reacts on it. Note that the components of this last variable are similar to those of the first since for communication to be effective, both the source and the receiver should have the good communication skills. Osgood-Schramm Model of Communication MESSAGE Osgood-Schramm Model is a circular model treating communication as a cycle. From the message starting to ending, there is an interpretation goes on. This model breaks the sender and receiver ENCODER DECODER model it sees communication in a practical way. It is not a traditional model like the previous ones. INTERPRETER INTERPRETER Based on this interpretation, only the message is DECODER ENCODER received. Study the following parts: Encoder – Who does encoding or sends the message (message originates) MESSAGE Decoder – Who receives the message Interpreter – Person trying to understand (analyze/perceive) or interpret the message Figure 5: Osgood-Schramm’s Communication Model GEC 102 - Purposive Communication | 11 White’s Model of Communication Like in the previous models, the White model implies a step-by-step sequence of events that starts with thinking in the mind of the speaker and ends with monitoring also by the speaker. Communication is a repetitive, cyclical event but the dynamic quality of interaction is not depicted. The speaker is the originator of the communication process and the listener is a passive reactor who does not initiate communication. Eugene White introduces in his model the eight stages of oral communication: 1. Thinking. A desire, feeling, or an emotion provides a speaker a stimulus to communicate a need. 2. Symbolizing. Before he can utter sounds, a speaker has to know the code of oral language with which to represent his ideas and in order to make his selection. 3. Expressing. The speaker then uses his vocal mechanism to produce the sounds of language accompanied by his facial expression, gestures, and body stance. 4. Transmitting. Waves of sound travelling at 1,000 feet per second and waves of light traveling at a speed of 186,000 miles per second carry the speaker’s message to his listeners. 5. Receiving. Sound waves impinge upon the listener’s ears after which the resulting nerve impulses reach the brain via the auditory nerve; light waves strike the listener’s eyes after which the resulting nerve impulses reach the brain via the optic nerve. SYMBOLIZING EXPRESSING TRANSMITTING THINKING RECEIVING MONITORING FEEDBACK DECODING Figure 6: Eugene White’s Communication Model 6. Decoding. The listener interprets the language symbols he receives and thinks further. 7. Feedbacking. The listener may manifest overt behavior like a nod, smile, or yawn or he may not show any behavior at all (covert behavior like fast heartbeat, a poker face, etc. 8. Monitoring. While the speaker watches for signs of reception or understanding of his message among his listeners, he is also attuned to what’s going on inside him; the speaker is receiving and decoding messages about himself from his audience in order to adjust to the particular situation. GEC 102 - Purposive Communication | 12 Assessment Answer the following: 1. Complete the table. Write YES if it is has/it is or N/A if it is not/none. Communication Models Message Feedback Linear Circular Aritotle’s Lasswell’s Shannon Weaver’s Berlo’s SMCR Osgood-Schramms White 2. Among the six communication models, what is the “best”? Prove your answer. Application Study and familiarize yourself with the communication models. These will be included in the midterm examinations. References: 1. Lasswell, Harold (1948). Bryson, L. (ed.). The Structure and Function of Communication in Society. The Communication of Ideas. New York: Institute for Religious and Social Studies. p. 117. 2. Madrunio, M.R. & Martin, I. P. 2018. Purposive communication: using English in multilingual contexts. Quezon City: C & E Publishing, Inc. 3. http://cm.bell-labs.com/cm/ms/what/shannonday/paper.html A Mathematical Theory of Communication 4. https://medium.com/@pragyamishra_84005/aristotles-model-of-communication Prepared by Approved by Norman Ralph Isla Norman Ralph Isla Faculty Chairperson English Department | CSSH English Department GEC 102 - Purposive Communication | 13  MODULE 2B Principles of Effective Learning Outcomes: Communication 1. Identify the principles of effective communication 2. Apply the principles of effective communication in speaking and in writing 3. Value those principles to help them (students) be good speakers and writers Time frame: 3 hours Activity: Based on your self-assessment and https://www.pinterest.ph/pin/389702173983421082/?nic_v2=1a4harJjC experiences in terms of communication, rate yourself as a communicator from Introduction 1-10 and explain why? There were times that humans are tangled in an awkward misunderstanding 1 - Poor from either their family members or speaking before an unfamiliar audience. 2 - Fair Sometimes, we also get poor scores in our essay tests because our teachers 3 - Slightly Good could not understand our points or our letter was just ignored and thrown in 4 - Good the bin because of some incorrectness. We just sat in a corner and may ask 5 - Just Average ourselves – what’s wrong? What’s the problem? 6 - Average 7 - Above Average We need standards so that our ways and actions will be calibrated and more 8 - Very Good productive. In all sorts and bodies of knowledge, having a principle to follow 9 - Excellent is a must in order to guide systems and processes to its full potential. This 10 - Master is remarkably true even in communication. In this lesson, we will be familiar with the principles of effective communication both in speaking and in writing. Analysis: 1. Why we need to have an effective GENERAL PRINCIPLES OF EFFECTIVE COMMUNICATION communication? 2. What it takes to be an effective communicator? 1. Know your PURPOSE in communicating. Are you communicating basically to inform, to entertain, or to persuade? Always have an objective when Abstraction: you communicate. Since communication is a two-way 2. Know your AUDIENCE. In both speaking and writing, you should know process, it is important to note that your audience as it will dictate the speaking or writing style you are you know the principles to be observed going to employ. Consider the age, educational background, profession, to make it effective. For both oral and culture, and other significant features of your listeners or readers. written communication, you should be able to follow and apply the following 3. Know your TOPIC. You communicate essentially because you want to principles presented by Madrunio and share something. You may utilize multiple techniques to easily catch the Martin (2018). attention of the audience. 4. Adjust your speech or writing to the CONTEXT of the situation. The environment in which your speech or writing is to be delivered determine the kind of language you will use. 5. Work on the FEEDBACK given you. Once you receive comments from the listeners/reader, work on them. Take kindly to criticisms. GEC 102 - Purposive Communication | 14 In communicating, you should consider the purpose, the audience and Observe grammatical correctness in writing the context of that particular interaction you like to happen and also be (fragment, run-on sentence, comma splices, mindful with the topic plus accept feedback constructively. Though oral and dangling modifier). Always have time to written communication share some of the general principles, still they vary revise and edit your work. depending on the format and mode. 5. Be CONCRETE. (CONCRETENESS) A. PRINCIPLES OF EFFECTIVE ORAL COMMUNICATION Concreteness reduces misunderstandings, so messages/claims must be supported by 1. Be CLEAR with your purpose. (CLARITY) facts such as research data, statistics or figures. Audience know if you are deceiving You should know by heart your objective in communicating. The clarity of them if there is nothing to substantiate your your message will greatly affect the success of your communication. claims. 2. Be COMPLETE with the message you deliver. (COMPLETENESS) 6. Be COHERENT. (COHERENCE) Make sure that your claims are supported by facts and essential Convey a logical message. Ideas should be information. connected to each other and related to the topic. Use transitional devices so that ideas 3. Be CONCISE. (CONCISENESS) cohere with one another. You don’t need to be verbose or wordy with your statements. Brevity 7. Be CULTURALLY SENSITIVE. (CULTURAL in speech is a must. In terms of answering questions, short answers SENSITIVITY) will show a personality and long ones can be used for explanation and elaboration. Today, with the increasing emphasis on empowering diverse cultures, lifestyles, and race and the pursuit for gender equality, 4. Be NATURAL with your delivery. (NATURALNESS) cultural sensitivity becomes an important standard for effective communication. Punctuate important words with the appropriate gestures and movements. Exude a certain degree of confidence even if you do not 8. Be COURTEOUS. (COURTESY/POLITENESS) feel confident enough. Be who you are and train to have a good sense of The tone of your writing should be friendly. self-confidence in communicating. Avoid undertone or overtone or insinuation 5. Be SPECIFIC and TIMELY with your feedback. (TIMELINESS) to eliminate confusion. Use polite words in terms of approaching and manner of Inputs are most helpful when provided on time. Not to be brutal or addressing an individual even when you are insensitive but there are ways to comment or criticize without hurting complaining. others. Comment timely and be specific to what to say (especially the not so good things.) 9. Be CONSIDERATE. (CONSIDERATION/ EMPATHY) B. GENERAL PRINCIPLES OF EFFECTIVE WRITTEN The messages must be geared towards the audiences. The sender of a message must COMMUNICATION (9Cs) consider the recipient’s profession, level of 1. Be Clear. (CLARITY) education, race, ethnicity, hobbies, interests, passions, advocacies, and age when drafting Always be guided by your purpose in communicating. Make your or delivering a message. speeches understandable. Fuzzy language is absolutely forbidden, as are jargons, cliché expressions, euphemisms, and doublespeak language (intended to deceive or confuse people); or ambiguous language (to be politically correct, to hide negativity, to perpetuate lies) 2. Be CONCISE. (CONCISENESS) Always stick to the point and do not beat or run around the bush. Be brief by focusing on your main point. Avoid using lengthy expressions and words that may confuse the recipient. 3. Be COMPLETE. (COMPLETENESS) Include all necessary and relevant information so that audience will not be left wanting of any info. 4. Be CORRECT. (CORRECTNESS) GEC 102 - Purposive Communication | 15 Assessment/ Application 1. Watch in Youtube the TED Talk entitled “How to Speak so that People Want to Listen” by Julian Treasure (link: https://www. youtube.com/watch?v=eIho2S0ZahI) and answer the following activities: a. According to Treasure, what are the seven (7) deadly sins in speaking? Select one of those and explain how could it be solved by using one of the Principles of the Effective Oral Communication? b. Complete the mnemonics HAIL and align it with Principles of the Effective Oral Communication: Word Related to what 9Cs (you can repeat your answer) H - A - I - L - 2. Select one speech among the choices and analyze it based on the 9 Principles of the Written Communication (9Cs). Across each principle, write your 3-sentence observation and/or notes in their speeches. a. “I Have a Dream” by Martin Luther King Jr. Written copy and audio link: https://americanrhetoric.com/speeches/mlkihaveadream.htm b. “A Whisper of AIDS” by Mary Fisher Written copy and audio link: https://americanrhetoric.com/speeches/maryfisher1992rnc.html c. “The Declaration of Human Rights” by Anna Eleanor Roosevelt Written copy and audio link: https://americanrhetoric.com/speeches/eleanorrooseveltdeclarationhumanrights.htm References: 1. Lasswell, Harold (1948). Bryson, L. (ed.). The Structure and Function of Communication in Society. The Communication of Ideas. New York: Institute for Religious and Social Studies. p. 117. 2. Madrunio, M.R. & Martin, I. P. (2018). Purposive communication: using English in multilingual contexts. Quezon City: C & E Publishing, Inc. Prepared by Approved by Norman Ralph Isla Norman Ralph Isla Faculty Chairperson English Department | CSSH English Department GEC 102 - Purposive Communication | 16  MODULE 3a ethics in Communication Learning Outcomes: HomeworkMarket | Ethics in communication | Operations Management homework help Students are expected to: 1. create an understanding of how Ethics affect the effectiveness of Communication; 2. be familiar to Ethical standards in communication, in terms of Politeness, Turn-taking, Gender, Race, Social Class, Age and Disabilities; and 3. use these Standards to become an Ethical, Competitive and Effective Communicator. Time frame: 3 hours Activity: Introduction To stimulate our understanding of how Communication becomes effective if certain standards on a given situation Ethics affect Communication, let us are met. These standards are what we call Ethics and they follow certain analyze the image below. principles that give life to effective communication. How we consider and give importance to Ethics while communicating is what distinguishes a good Imagine that the Blue Jenga blocks and effective communicator from the rest. represent Communication, what do you think would happen if Ethics (the Red What is Ethics in communication? Jenga) would be removed from this stack? According to Velasquez et al (2010), “Ethics is based on well-founded What does it signify? standards of right and wrong that prescribe what humans ought to do, usually in terms of rights, obligations, benefits to society, fairness, or specific virtues.” In communication, ethics is what maintains the balance between the speaking and the listening. It ascertains the presence of fairness, integrity and completeness of the information while communicating. It avoids undermining culture, gender, race, social class, age, disabilities, idiosyncrasies and opinions through politeness and turn-taking. Ethics follow certain codes that are guidelines to assist people in making decisions, to tell the difference between ‘right’ and ‘wrong’ and to utilize this understanding to make ethical choices. These ethical codes have 3 levels; 1) Source: https://www.hrzone.com/perform/business/ethics-in-the-workplace-what-does-an-ethical-business-look-like Code of ethics (social issues); 2) Code of conduct (influence to behavior an Analysis: individual); and 3) Code of practice (professional responsibility). 1. How important is Ethics in When conversing to groups of people, it can be very difficult to know and communicating? consider what language to use. However, this is a necessary step to establish ethical communication. A communicator can consider politeness and turn- 2. How is considering Politeness, Turn- taking as primary tools while keeping in mind that humans cannot help to taking, Gender, Race, Social Class, categorize each other by their differences in terms of gender and sexual Age and Disabilities or any of the orientation, race and ethnicity, social class, age, and disabilities. following results to becoming an Ethical communicator? GEC 102 - Purposive Communication | 17  Politeness Being one of the central features in communication, politeness is a human phenomenon expressed differently in different cultures. It means to take other people into consideration, to take care. Politeness is communicated both verbally and nonverbally. One of the well-known classifications of linguistic politeness is that of Brown and Levinson (1978). They talk about positive and negative politeness. Positive politeness refers to an atmosphere of inclusion and mutuality created by linguistic means such as compliments, encouragement, joking, even the use of “white lies.” Small talk is one expression of positive politeness; that is, creating linguistically a connection to other people. Negative politeness involves respecting the privacy of other people and leaving a “back door” open, that is, showing some reservation. The use of distance-creating linguistic devices (e.g., passive forms), irony, or general vagueness is characteristic for this kind of linguistic politeness. Eventually, in order to develop the linguistic classifications of politeness, Scollon & Scollon (1995) distinguish two kinds of linguistic politeness strategies: involvement strategies and independency strategies. These strategies reflect the general human social needs to be connected to other people, yet to be independent and unique (Salo-Lee, 2006). Some examples of involvement strategies include: Paying attention to the other person or taking care of him/her (e.g., “You have a beautiful dress”; “Are you feeling better today?”). Being optimistic (“I believe that we will make it”). Being voluble (speaking as such already indicates a willingness to participate). Using the other person´s language or dialect. Some examples of independency strategies include: Giving the other person the possibility to retreat (“It would have been nice to have a cup of coffee together but you must be busy”). Speaking in general terms (“The rules of the company require…...”). Not speaking much. Source: https://7esl.com/speaking-polite-english/ GEC 102 - Purposive Communication | 18  Using your own language or dialect. Turn-taking A turn is the time when a speaker is talking and turn-taking is the skill of knowing when to start and finish a turn in a conversation. It is an important organisational tool in spoken discourse. There are two guiding principles in conversations in the process of turn-taking: Only one person should talk at a time. We cannot have silence. The transition between one speaker and the next must be as smooth as possible and without a break. We have different ways of indicating that a turn will be changed: Formal methods: selecting the next speaker by name or raising a hand. Adjacency pairs: a question requires an answer. Intonation: a drop in pitch or in loudness. Gesture: a change in sitting position or an expression of inquiry. The most important device for indicating turn-taking is through a change in gaze direction. Violations of the turn-taking process often times occur in a conversation and they are called: Interruption: where a new speaker interrupts and gains the floor. Butting in: where a new speaker tries to gain the floor but does not succeed. Overlaps: where two speakers are talking at the same time. Gender and Sexual Orientation (Sexist Language) Sexism is a language which excludes one’s sex or the other, or which suggests that one sex is superior to the other. While it is primarily women who are affected by sexism, it can be used to discriminate against either men or women (Klein, 1993). Sexist language happens so often, especially on written language, that we tend to disregard it. Thus, it is necessary to know the types of sexism so we can avoid them. Below are the types of sexist language and their solutions/alternatives: 1. Language that excludes ‘women’ or renders them invisible SEXIST ALTERNATIVES mankind human kind, human beings Forefather ancestors Layman layperson manpower Human resources, staff, personnel Man-made Synthetic, artificial Early man Early people manning Staffing, working, running 2. The singular masculine pronouns (he, him, his) SEXIST ALTERNATIVES If a customer has a complaint, send him to the service desk. Customers with complaint should be sent to the service desk. The handicapped child may be able to feed himself. Handicapped children may be able to feed themselves. GEC 102 - Purposive Communication | 19 3. Terms ending in ‘-man’ to refer to functions that may be performed by individuals or either sex SEXIST ALTERNATIVES business man business executive, business owner, retailer cameraman photographers, cinematographers chairman chairperson fireman firefighters policeman police officer sales man salesperson spokesman spokesperson Race and Ethnicity (Racism) “Having different cultures because we come from different races should not prevent us from understanding and communicating to each other.” Racism is the use of derogatory terms to label people outside of (the group). It is the language that denigrates a person because of race (Allan, 2018). A study by Riley (2014) entitled, “Do Racial Perceptions Affect Communication in Conflict?” showed that the level of influence that the difference in race plays a major component in communication. So, if either of the communicator thinks that his/her race is superior over the other, misunderstanding and conflict is sure to happen. Thus, avoiding racist language, which is listed below, is one of the vital components to establish good communication: Don’t laugh at racist, sexist, ageist, homophobic and other stereotypical jokes or assumptions. Make an effort to get to know people different than you. Learn about other people and their culture. Think before you speak. Be a role model. Don’t make assumptions. Work on projects with members of groups different from your own. Explore the unfamiliar. Support anti-prejudice and anti-racist campaigns and organizations. Remember that language is evolving and context-dependent. When unsure what language to use, consult your professor, classmates, and current academic readings in the discipline. Social Class Sociologist defined ‘social class as a group of individuals who occupy a similar position in the economic system.’ These classes occur on any of the following: resources, power and authority. Although there is an argument on the divisions of these classes, but most sociologists suggest that there are five classes: GEC 102 - Purposive Communication | 20  Upper Class – Elite Upper Middle Class Lower Middle Class Working Class Poor Represent Represent Clerical- Craft workers Working poor – institutional scientific and administrative work full-time leadership technical Laborers in at wages below Provide support factories poverty line knowledge for professionals heads of like engineers, multinational Restaurant Social services accountants, Engage in data corporations, workers lawyers, collection., Underclass foundations, architects, record-keeping Nursing home universities university faculty, staff managers and Paralegals: bank Capitalist elite – tellers, sales directors of Repair shops, owners of lands, public and private garages stocks and bonds Blue-collar organizations. and other assets workers in skilled Delivery services – wealth derived Have both high trades from what they incomes and high own. social prestige. Well-educated. So, how is the knowledge of social class applied in communication? Of course, while conversing, you will not inform everyone what social class they belong to. In fact, avoid creating divisions by mentioning terms or phrases with ‘class’ or ‘status’. Instead consider their social classes to choose what appropriate topics, style and grammar of language to use to make sure that everyone feels equal while conversing regardless of their socioeconomic status. By doing so, everyone would have the freedom to speak with confidence. Age Age is connected to communication. As generations aged, language evolves so it results to different generations speaking different languages. However, it does not mean that ‘being older or younger means being better or worse at communication; it’s just likely that your age will determine your vocabulary (both what language you know, and what language you choose to use), the experiences that inform your communication, and the expectations you have of the other person’ (Hunghanfoo, 2018). It is certain that age plays a role in some communication problems between people, and that age has an effect in conjunction with other factors that overlap and interact while conversing. For example, a younger person may be less inclined to be assertive when speaking with an older person, but that might also be due to their culture. Another example is that an older person may struggle to understand serious or sarcastic intention in how a younger person communicates, but that might also be because of social media or technology. That is why age can sometimes become a barrier in communication. Source: https://mcluhangalaxy.wordpress.com/2015/06/09/the-3-eras-of-communication-according-to-mcluhan-innis/ GEC 102 - Purposive Communication | 21 Disabilities In ethical communication, it is important to remember that disabilities are not defects but are variations among people. While institutions can cause problems by designing services for only certain types of bodies, there is nothing inherently wrong with bodies that do not fall within that range. In general, use language that is sensitive to the specific context and the specific audience (Bowman et al, 2015). Below is the General Recommendations for Communicating with All Persons with Disabilities provided by ACED (Advancing Care Excellence for Persons with Disabilities): Talk to persons with disabilities in the same way and with a normal tone of voice (not shouting) as you would talk to anyone else. Avoid being self-conscious about your use of wording such as “Do you see what I mean?” when talking to someone with vision impairment. Talk to people with disabilities as adults and talk to them directly rather than to an accompanying person. Ask the person with a disability if assistance is needed; do not assume that help is needed until you ask. Use “people-first language”: refer to “a person with a disability” rather than “the disabled person” or “the disabled”. When communicating with a person with a disability, it is important to take steps to ensure that effective communication strategies are used. This includes sitting or standing at eye level with the patient and making appropriate eye contact. Assessment: Allocate each terms/phrases that show the relationship of Ethics and Communication to the diagram below: GEC 102 - Purposive Communication | 22 Application: A. Create/draw a Comic Strips with the following context and considerations (An example is provided below): Example: Source: https://dilbert.com/search_results?terms=racism Context: Co-workers inside the Office Considerations: Racism, Impoliteness, Inappropriate turn-taking 1. Context: Trial court Considerations: Appropriate turn-taking, Different Races 2. Context: Doctor and patient in the Clinic Considerations: Impoliteness, Age difference 3. Context: Strangers inside a train Considerations: Politeness, Disabilities 4. Context: Lawyers in their office Considerations: Inappropriate turn-taking, Sexism 5. Context: Teacher and students on a Field trip Considerations: Politeness, Inappropriate turn-taking, Social Class B. Why is ethical communication everyone’s responsibility? Relate your experience. GEC 102 - Purposive Communication | 23 References: 1. Bowman, Emma et al. (2015). Writing about Race, Ethnicity, Social Class and Disability. Retrieved from: https://www.hamilton.edu/academics/ centers/writing/writing-resources/language-of-difference-writing-about-race-ethnicity-social-class-and-disability. 2. Hunghanfoo, Jez. (6 April 2018). How does age sometimes act as a communication barrier?. Retrieved from: https://www.quora.com/How-does- age-sometimes-act-as-a-communication-barrier. 3. Klein, Jennifer. (1993). Avoiding Sexist Language. Retrieved from https://www.hamilton.edu/academics/centers/writing/style/essentials/ sexist- and-non-sexist-language. 4. Madrunio, M.R. & Martin, I. P. 2018. Purposive communication: using English in multilingual contexts. Quezon City: C & E Publishing, Inc. 5. Riley, Tanner, “Do Racial Perceptions Affect Communication in Conflict?” (2014). Communication Studies Undergraduate Publications, Presentations and Projects. Retrieved from: http://pilotscholars.up.edu/cst_studpubs/58. 6. Salo-Lee, Liisa. (2006). Introduction to Intercultural Communication: Politeness. Retrieved from: https://moniviestin.jyu.fi/ohjelmat/hum/viesti/en/ ics/22. 7. Smeltzer, Suzanne C. (28 January 2017). Communicating with People with Disabilities. Retrieved from: http://www.nln.org/professional- development-programs/teaching-resources/ace-d/additional-resources/communicating-with-people-with-disabilities#:~:text=General%20 Recommendations%20for%20Communicating%20with,would%20talk%20to%20anyone%20else.&text=Ask%20the%20person%20with%20 a,is%20needed%20until%20you%20ask. 8. Te Kete Ipurangi: Ministry of Education. (7 May 2009). Turn-taking. Retrieved from: https://englishonline.tki.org.nz/English-Online/Planning-for-my- students-needs/Exploring-language/The-Language-of-Conversation/Turn-Taking. 9. Velasquez, Manuel et al. (1 January 2010). What is Ethics? Retrieved from: https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/ what-is-ethics/) Prepared by Approved by Jeffrey E. Floriza Norman Ralph Isla Faculty Chairperson English Department | CSSH English Department GEC 102 - Purposive Communication | 24  MODULE 3B Learning Outcomes: Communication and technology Students are expected to: 1. create an understanding of how Communication and Technology affect each other; 2. develop awareness on how Social Media can affect everybody’s life; 3. be familiar with the Ethics and Responsibility of using Social Media Networks; and 4. know how to Validate Information in Social Media Platforms. Time frame: 3 hours Activity: To further understand how technology impacts communication, let us see Connected, but Alone? from TEDTalk by YOUniversityTV | Information and Communication Technology (ICT): Meaning,Importan | YOUniversityTV Professor Sherry Turkle, who is an Abby Rockefeller Mauzé Professor of the Social Studies of Science and Technology at the Massachusetts Institute of Technology. Introduction Source: https://blog.ted.com/places-we-dont- want-to-go-sherry-turkle-at-ted2012/ Communication and technology are inseparable. Technology has made communicating between people and groups of people significantly easier YouTube clip of Turkle’s speech at TEDTalk: https://www.youtube.com/ and faster through the use of mobile devices, laptops, personal computers watch?v=t7Xr3AsBEK4 and the internet. Presently, technology led us to immediate access to an incredible array of devices and services that enable us to communicate with Full Transcript of Turkle’s speech with Audio- almost anyone, anywhere, at any time. However, this free and immediate mp3 file: https://singjupost.com/connected- type of communication caused by technology is not without disadvantages alone-sherry-turkle-ted-transcript/ and limitations. Social and Linguistic studies show that because people are too reliant on technology nowadays, it resulted to language deterioration, Expound/elaborate these lines by Sherry emotional instability like inability to control one’s feelings, lack of Turkle : proficiency in contextual and pragmatic understanding which often leads to “We expect more from technology miscommunications and misunderstandings and so much more. and less from each other.” Nonetheless, technology has helped communication to become efficient “Our networked life allows us to and productive. But, it should not be to a point of compromising social hide from each other, even as we connections, interactions and relationships, which is the very essence of are tethered to each other. We’d rather text than talk.” “We fill our days with ongoing connection, denying ourselves time to think and dream.” “As we distribute ourselves, we may abandon ourselves.” Source: http://www.pnstechnology.com/social-media-marketing.php GEC 102 - Purposive Communication | 25  “If you’re having a conversation with us being called as ‘human beings.’ So, how can we avoid disregarding our someone in speech, and it’s not friends, relatives and families even with the advent of technology and social being tape-recorded, you can change media? Is technology really the pitfall of social interaction? your opinion, but on the Internet, it’s not like that. On the Internet it’s According to the Pew Research Center, social media users tend to be almost as if everything you say were younger. Nearly 90 percent of people between the ages of 18 and 29 used at being tape-recorded. You can’t say, “I least one form of social media. Globally, there are more than 3 billion social changed my mind.” media users. Social media is an ever-changing and ever-evolving web-based platform. Analysis: Social media is so varied and versatile. It may take the form of so many tech- 1. How can humans use Technology enabled activities. These activities include photo sharing, blogging, social to improve Communication and not gaming, social networks, video sharing, business networks, virtual worlds, tarnish nor deteriorate it? reviews and much more. That is why, it cannot be denied that almost the 2. How can Social Media awareness entirety of this generation has at least one social media account, as shown help improve this generations on the latest survey (as of January 2019) of the number of accounts or users understanding on Communication and of the following: Technology? Facebook (2.27 billion users) 3. Why is Validating Information in Social YouTube (1.9B) Media platforms necessary nowadays? WhatsApp (1.5B) Facebook Messenger (1.3B) Abstraction: WeChat (1.08B) Instagram (1B) Social Media QQ (803M) Social media is computer-based technology, QZone (531M) through websites and applications, that Douyin/Tik Tok (500M) facilitates the sharing of ideas, thoughts, Sino Weibo (446M) and information through the building of Twitter (330M) virtual networks and communities. Most social media sites include contents of The Most Common Social Media Tools and Platforms: personal information, documents, videos, and photos of the user. It started as a Blogs: A platform for casual dialogue and discussions on a specific means to interact with friends and family topic or opinion. but was later adopted by businesses which wanted to take advantage of a popular new Facebook: The world’s largest social network. Users create a communication method to reach out to personal profile, add other users as friends, and exchange messages, customers. The power of social media is the including status updates. Brands create pages and Facebook users ability to connect and share information can “like” brands’ pages. with anyone on Earth, or with many people Twitter: A social networking/micro-blogging platform that allows simultaneously (Dollarhide and Drury, groups and individuals to stay connected through the exchange of 2020). short status messages (140-character limit). YouTube & Vimeo: Video hosting and watching websites. Flickr: An image and video hosting website and online community. Photos can be shared on Facebook and Twitter and other social networking sites. Instagram: A free photo and video sharing app that allows users to apply digital filters, frames and special effects to their photos and then share them on a variety of social networking sites. Snapchat: A mobile app that lets users send photos and videos to friends or to their “story.” Snaps disappear after viewing or after 24 hours. Currently, we are not allowing individual departments to have Snapchat accounts, but asking that they contribute to the Tufts University account. LinkedIn Groups: A place where groups of professionals with similar areas of interest can share information and participate in a conversation. GEC 102 - Purposive Communication | 26 Ethics and Responsibility in Using Social Media With the advent of technology and how dependent this generation is to social media platforms in sharing, exchanging and expressing themselves, it has been apparent that ethics has been ignored. The lack of awareness on using social media has led to countless cases of abuse, social and racial problems, hoax, fake news and etcetera, may it be done intentionally or unintentionally. That is why, public and private sectors have been formulating means in order to avoid those problems from happening. One of these is the Social Media Preservation Session, by Philip Favro (2017), which aims to discuss the raising number of ethical and practical issues in social media in the hope of finding solutions. Another way to avoid these conflicts from happening is by following these simple and important reminders when dealing with social media platforms: 1. Always use the correct language when using social media. It would be nice if communications on the Internet is done by using polite and proper words. By using this ethical practice, formality can be established and respect will eventually follow. 2. Avoid spreading racist, pornographic and violent contents. It would be wise if we do not spread information that degrades or deters a certain race or religion. Share useful information only and avoid posting or uploading photos, images or stories that you know would stir up conflict to your life and others. 3. Acknowledge others’ works. When sharing information in the form of photographs, writings or videos which belong to others, make sure to mention the source to show your appreciation to others’ works. Never copy-paste any contents without informing everyone where it really originated. 4. Do not share personal information too much. It would be wiser for you to restrict your personal life in using social media. Do not share your personal information such as phone number or home address. Be sure to set your privacy settings on your social media accounts based on your preferences. There will be a possibility that other contacts on your list will use your personal or private information to harm you. In worse cases, they can even Source: https://www.mindfood.com/au/article/ethics-on-social-media-team-sport-or-blood-sport/ make an account posing as you to scam and destroy your credibility. 5. Check the news validity. Nowadays it is very common to find out a news that disfigure other parties in social media. Some parties did this to impose the competitors by sharing hoax news. Therefore, social media users should be more intelligent and critical before believing any information. Before you share the news, it will be wiser to check the news validity first. Validating Social Media Information The vastness of information now available and being shared online offers a fantastic arena for anyone to be unable to spot the authentic information from fake ones. Because of this, the youth nowadays needs to sharpen their verification and fact-checking skills in a digital environment. Below is a checklist that anyone can follow in order to ascertain the validity of an information (Bartlett, 2012): Content. Apply the ‘too good to be true test’ and check if the image or video is tampered or edited in any way. Network/Source. Be sure that the source of the information is an established and well-known Group/Institution or Organization. Be Across Platforms/Crosscheck. Know that an information is authentic if the information is seen on the most common social media platforms like Facebook, Twitter, YouTube and etcetera. Location of the Source. Check if the ones posting the information are really present where the incident happened. Be sure that they are first-hand witnesses. GEC 102 - Purposive Communication | 27  Contextual updates. If the information is being updated and specific details are provided every so often, expect that the news is authentic. Age. Be wary of recently created accounts. They may be created just to spread fake news and to destroy someone or something. Build your Own Network of Contacts. Be sure to privately message someone/people you know who can verify the validity of an information for you before anything else. Assessment: Below are possible situations in Social Media platforms that you might encounter/ have encountered. Relate how have you/ would you deal with these scenarios: How do you deal with…..: 1. …..your classmates ranting another student on Twitter because of his/her appearance? (Following Ethics and Responsibility in using Social Media). 2. ….your sister posting photos/videos of herself with too little clothing? (Following Ethics and Responsibility in using Social Media). 3. …..your brother who is saying bad words while having a video call with his friend? (Following Ethics and Responsibility in using Social Media). 4. …..a relative posing as someone else on Facebook? (Following Validating Social Media Information). 5. …..someone who is using social media in order to cheat on an exam? (Following Ethics and Responsibility in using Social Media and Validating Social Media Information). 6. …..a friend who enjoys chatting with strangers on FB messenger? (Following Ethics and Responsibility in using Social Media and Validating Social Media Information). 7. …..a friend who made a prank on Facebook about the death of his father? (Following Ethics and Responsibility in using Social Media and Validating Social Media Information). Include three (3) Social Media cases of abuse, social and racial problems, hoax, fake news and etcetera that you have experienced and relate how you settled those issues. Application: Form a group with five (5) members and create a 1-2minute video clip on Social Media Awareness. GEC 102 - Purposive Communication | 28 References: 1. Bartlett, Rachel. (3 April 2012). How to verify content from social media: Experts advise on the process of verification. Retrieved from: https:// www.journalism.co.uk/news-features/how-to-verify-content-from-social-media/s5/a548645/. 2. Dollarhide, Maya and Amy Drury. (6 September 2020). What Is Social Media? Retrieved from: https://www.investopedia.com/terms/s/social-media. asp#:~:text=Social%20media%20is%20computer%2Dbased,quick%20electronic%20communication%20of%20content. 3. Favro, Philip. (29 August 2017). eDiscovery and Ethical Considerations for Social Media. Retrieved from: https://www.driven-inc.com/ediscovery- and-ethical-considerations-for-social-media-2/. 4. Turkle, Sherry. Alone Together: Why We Expect More from Technology and Less from Each Other. Retrieved from: https://www.goodreads.com/ work/quotes/13566692-alone-together-why-we-expect-more-from-technology-and-less-from-each-ot Prepared by Approved by Jeffrey E. Floriza Norman Ralph Isla Faculty Chairperson English Department | CSSH English Department GEC 102 - Purposive Communication | 29