GEC-Purposive-Communication Course Pack PDF

Photos from Training Journal/google images  Preface Purposive Communication is a fundamental course in the General Education Curriculum for tertiary education, which is crafted to train students to become an effective listener, competent speaker,...

Photos from Training Journal/google images  Preface Purposive Communication is a fundamental course in the General Education Curriculum for tertiary education, which is crafted to train students to become an effective listener, competent speaker, and skilled writer. This will expose students into communication process, ethics and principles, communication in globalization, and global communication in multicultural setting aided with technology bringing the life of the locals into a global village. The students will also learn to prepare different letters, memo, reports, and academic paper. Driven by a deep sense of mission to shape and empower Filipino youth to become contributors for sustainability, this learning material is compiled from different experts and specialists in the field of specialization. Acknowledgement and Dedication The GEC-PC team would like to extend warmest thanks and gratitude to the authors and the rest of the contributors, panelists, and approval committee, and those individuals who in any ways had contributed to make this course pack in Purposive communication a reality. Thank you very much! 2  TABLE OF CONTENTS Module Page 1 VMGO and Program Orientation 4 2 Communication Processes, Principles, And Ethics 10 3 Communication and Globalization 28 4 Communication For Various Purposes 36 5 Communication for Work Purposes 47 6 Communication for Academic Purposes 3  Module 1: Class Orientation (VMGO, Course Syllabus, and Flexible Learning System (FLS) Policies) Virtual classroom rules via Odilo INTENTED LEARNING OUTCOMES: At the end of the unit, the students must: 1 Stated the relevance of the course to the attainment of the VMGO of the system, the college and the program; 2 Specified the Flexible Learning System policies; 3 Familiarized the coverage of the subject and its requirements; Preparation “I am the MASTER of my fate, I am the CAPTAIN of my soul” With 9 dots, connect all the dots by making a line without cutting the line or lifting your hand - Invictus by W.E.H.-......... 4  1. Where did you start connecting the dots? ______________________________________________________________________ _____________________________________________________________________. 2. How did you connect the dots? ______________________________________________________________________ _____________________________________________________________________. 3. What figure you can see after connecting all the dots? ______________________________________________________________________ _____________________________________________________________________. Presentation Vision, Mission, and Goals of the University Vision of the University: A premier multidisciplinary-technological university. Mission of the University: The University shall primarily provide advanced professional and technical instruction for special purposes, advanced studies in industrial trade, agriculture, fishery, forestry, aeronautics and land – based programs, arts and sciences, health sciences, information technology and other relevant fields of study. It shall also undertake research and extension services and provide progressive leadership in its areas of specialization. Goals of the University: The University shall produce scientifically and technologically oriented human capital equipped with appropriate knowledge, skills, and attitudes. It shall likewise pursue relevant research strengthen linkages with the industry, community and other institutions and maintain sustainable technology for the preservation of the environment. Program Outcomes: The graduates shall be able to: 1. articulate and discuss the latest developments in the specific field of practice; 2. effectively communicate in English and Filipino, both orally and in writing; 3. work effectively and collaboratively with a substantial degree of independence in multi- disciplinary and multi-cultural teams; 4. act in recognition of professional, social, and ethical responsibility; 5. preserve and promote “Filipino historical and cultural heritage” (based on RA 7722). Course Description: Purposive Communication is about writing, speaking, and presenting to different audiences and for various purposes. This course develops students’ communicative competence and enhances their cultural and intercultural awareness through multimodal tasks that provide them opportunities for communicating effectively and appropriately to a multicultural audience in 5 a local or global context. It equips student with tools for critical evaluation of a variety of texts and focuses on the power of language and the impact of mages to emphasize the importance of conveying message responsibly. The knowledge, skills, and insights that students gain from this course may be used in their other academic endeavors, their chosen disciplines, and either future career as they compose and produce relevant oral, written, audio-visual and/or web-based output for various purposes. Course Learning Outcomes: Within the semester, the students are expected to: 1. describe the nature, elements, and functions of verbal and non-verbal communication in various and multicultural contexts; (POs 1, 2) 2. evaluate multimodal texts critically to enhance receptive (listening, reading, and viewing) skills; ; (POs 2,3) 3. convey ideas through oral, audio-visual, and/or web-based presentations for different target audiences in local and global settings appropriate registers; (POs 1,2) 4. present ideas persuasively using appropriate language registers, tone, facial expressions, and gestures; and (PO4) 5. adopt cultural and intercultural awareness and sensitivity in communication of ideas; (POs 4, 5) FLEXIBLE LEARNING SYSTEM POLICIES “Learning in the New Normal” Keep this in mind! Photo is not mine. Credits to the Owner General Reminder 1. Open and check your CTU account during the scheduled time for GEC-PC discussions, and updates. 2. Activities, quizzes, and term examinations must be submitted on time. 3. The Worktext will be used to guide the learning process, but you are encouraged to visit the links and participate in suggested readings. 4. Honesty and integrity are essential to practice discipline while learning. Class Conferencing 1. Always check your connectivity, and virtual set-up. 2. Come to class on time. Sign in the attendance sheet provided. 3. Make sure you are wearing formal attire or at least not revealing blouses or t-shirts in front of the camera or turn off the video. 4. During discussions, rise your hands when you want to say something to be recognized. 5. Write your full name with colon every time you want to say something. For example, Juan Santiago: Good morning! 6. Place your audio on mute, when you are not speaking. 7. Contents are exclusively for the class. 8. Respect and integrity should be observed. 9. Introduction of the teacher handling the subject 6  10. Students must wear proper classroom attire 11. Both teacher and students log-in on time 12. Respect each other 13. Mute when the teacher is talking 14. Raise hand when asking question 15. Listen when the teacher is talking 16. Answer the exam/activity by yourself 17. Submit the requirements Online on time 18. Don’t blame late assignments on technical problems 19. Don’t ignore the additional online resources Practice Activity No. 1: VMGO and Program Orientation My Covenant in Learning Name: _______________________________ Year and Section: ___________ DS: ________ From the Vision, Mission, and Goals of the University Statements, which one relates to the study of the course on GEC-PC Purposive Communication? Copy that statement below. Discuss your personal role expectations on how you can contribute for its attainment. 1. Part of CTU System, Argao Campus Vision, Mission, and Goals ____________________________________________________________________________ __________________________________________________________________________ ____________________________________________________________________________ __________________________________________________________________________ ____________________________________________________________________________ __________________________________________________________________________ ____________________________________________________________________________ __________________________________________________________________________ 2. I personally expect to be part of its attainment by: ____________________________________________________________________________ __________________________________________________________________________ ____________________________________________________________________________ __________________________________________________________________________ ____________________________________________________________________________ __________________________________________________________________________ ____________________________________________________________________________ __________________________________________________________________________ 7 3. I would like to succeed in this program by (personal commitment): ____________________________________________________________________________ __________________________________________________________________________ ____________________________________________________________________________ __________________________________________________________________________ ____________________________________________________________________________ __________________________________________________________________________ ____________________________________________________________________________ __________________________________________________________________________ Performance Quiz No. 1: VMGO and Subject Orientation (Digital Poster on CTU in the New Normal) Name: _______________________________ Year and Section: ___________ DS: ________ Make a collage/poster of your Journey Map describing YOURSELF 5 years, 10 ten years, and 15 years from now. 8  Creativity - - - 15pts. Clarity - - - 10 pts. Explanation - - - 5pts. TOTAL - - - 30pts. Deadline (Next Meeting) Presentation: ➡ Identify the students into virtual groupings of 4-5 members ➡Let the students connect each others to convince a creative minds on how this school vision/Mission and goals would pursue in spite the pandemic and the new normal way of learnings. Create a situation. ➡And come out a presentation. Performance: Each group will present the PPT from their collaborative ideas from the given instructions.one of the members will be called at random presenter is given 15-20 minutes to discuss. Criteria: PPP 15pts Relevance/content 40pts Delivery 30pts Coordination 15pts 9  Module 2 Communication: Definition and Elements Intended Learning Outcome: Describe the nature, elements, and functions of verbal and non-verbal communication in various multicultural contexts (CLO 1); PREPARATION WHAT IS COMMUNICATION? Watch this! Instructions: Click the link below and watch the video “Why Friends Shouldn't Play the Telephone Game”. After viewing, answer the following questions below and be ready to share your ideas with the class. Link: https://www.youtube.com/watch?v=fSekdGHJTwM Questions: 1. What have you grasped from the video? 10 2. How do you describe the process of communication among friends in the video? 3. Was the communication successful or unsuccessful? Why? 4. What can you suggest to have a successful human communication? engage and explore! Instructions: To demonstrate understanding on the concept of “Communication”, click the link below and listen carefully to the short presentation on communication. Share your ideas with the class after viewing, guided with the following questions below. Link: https://www.youtube.com/watch?v=JdbL7jJb3JE Questions: 1. How is Communication defined in the video? 2. What types of Communication are mentioned? How do they differ? Cite example/s from the video and from your own observations and experiences. 3. Answer the last question posted at the end of the video: “Do you consider the interaction with a computer, (real) communication?” Justify your answer/s. 4. What can you surmise or infer about the nature and process of communication from the video presentation? PRESENTATION 11  STUDY Communication ▪ is (sometimes) defined as the process of sending and receiving messages (Satterwhite & Olson-Sutton, 2007) ▪ is the process of using verbal and non-verbal messages to generate meaning within and across various contexts, cultures and channels (Engelberg & Wynn, 2008) ELEMENTS OF COMMUNICATION PROCESS SENDER/ RECEIVER The sender is the participant who initiates the communication process and establishes the purpose of the message. On the other hand, the receiver is the one for whom the message is intended and sent. In simultaneous communication, these two components consecutively interact with each other, making a participant a “transceiver,” sending and receiving messages at the same time (Chesebro, O’Connor, & Rios, 2007) MESSAGE It contains the information, thought, and feelings that a communicator expresses to the other participant in the communication process. The sender determines the purpose of the message, and this can be one of these three forms: to inform, to persuade, or to take action. CHANNEL/MEDIUM It identifies how the message is delivered. In a verbal and face-to-face communication, air serves as the medium, and messages are transmitted through sound and light waves. A channel can also be sensory such as how somebody holds or shakes hands with you. It can also be any other means, like the use of technology or any other medium (i.e., telephone, e-mail, voice mail, video recording, written memo). FEEDBACK 12  It refers to the receiver’s response to the sent messages. This makes communication two-way process. It indicates how the message is interpreted – how it is seen, heard, understood; it conveys the receiver’s emotions or feelings about the message and toward its sender. CONTEXT It affects the way communicators send and receive messages. It refers to the circumstances- situation, condition, environment – where communication occurs. According to Roebuck (2006), environment can include room temperature, lighting furniture, timing, as well as the climate and relationships that exist between the communicators. The way you express ad interpret messages will depend upon whom you are talking to: your sibling, a stranger, your clique, etc. The role of context in communication is discussed in more detail as part of the characteristics of communication. NOISE It is defined as an impediment to successful communication. It is anything that hinders shared understanding. Generally, noise is classified as external, internal, and semantic. External noise originates from the communicator’s surroundings or environment. Some examples of this noise are boisterous laughter, the videoke sessions in the neighborhood, and the sound of a fast-moving vehicle. Internal noise includes anything that is self-related-your attitudes, opinions, beliefs- that may hamper effective sending and receiving of messages. Examples can include any physiological state, like hunger and pain out of illness and psychological thoughts, like worry, fear, anxiety, disappointment, and prejudice. Semantic noise gets in the way when the sender and receiver do not share the same meanings for their verbal or nonverbal signals. Examples are the jargons. FRAME OF REFERENCE 13  Communicators bring into their interactions their own value system or culture, preferences, world views, self-concept, expectations, and experiences. These factors make every communicator unique. Nevertheless, when commonalities are identified, these will help establish a starting point for communication. Frame reference is also termed as field of experience and will be mentioned in the succeeding section. PRACTICE TRY THIS OUT! Instructions: Record a short dialogue with someone at home using any recording devices. It could be in an audio or visual form. Explain how each element of communication works in your conversation. The explanation must be encoded on a word document. Be ready to share your output with the class. PERFORMANCE exam 1- Schematic Diagram on the Elements of Communication Process 14 Instructions: Make a schematic diagram on the elements of communication process. Write five to six sentences explanation below the diagram. The answers must be encoded on a word document. exam 2 – Barriers of Communication Instructions: List down five barriers of communication you experienced through direct interpersonal interaction or through technology-mediated communication during this COVID-19 pandemic. Explain briefly each barrier. 1. 2. 3. 4. 5. Lesson 2 15 Communication Ethics 16 17 18 References: 19 20 21 22 23 24 25 26 27 Module 3 Communication and Globalization Intended Learning Outcome: Within the semester, the students are expected to: explain how cultural and global issues affect communication (CLO 1, 5) Time Allocation: 3 hours Preparation “Through the internet and through all the modern means of communication, we now have the capacity to communicate instantaneously across frontiers right across the world. We find common ground with people whom we will never meet physically but we can have the capacity to take collective action to deal with the problem or an injustice that we want to deal with. This makes us in a unique age of human history and the start of the creation of a truly global society.” Brown, Gordon 2009(Ted Talk) Image from https://www.google.com/search?q=https://www.moneycrashers.com/create- keep-manufacturing-jobs-america/ 1. What is the image saying about the world today? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 28  2. In transacting or communicating in a global setting, what vital preparations must be done? Why? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Presentation Globalization is the expansion and integration of the cultural, political, economic and technological domains of countries supported by technology and compelled by international trade. This reflects that the world is borderless, and the countries are interconnected and interdependent. For example, the Philippines (Jollibee and Bench), Japan (Toyota and Honda) and the USA (Starbucks and McDonalds) have local companies that have expanded across countries and have become transnational or multinational. With globalization, the flow of information and communication has become smoother, faster, and easier. One known example is the use of electronic mail such as Gmail and Yahoo Mail, or social networking sites such as Facebook, Twitter and Instagram. As more people cross borders, interaction increases, making communication more demanding and challenging. This includes communicating effectively with people of different cultural background, beliefs, orientations, preferences and even language differences. To communicate effectively in a global society consider these strategies (Barrot and Sipacio, 2018): 1. Express your ideas effectively in verbal, non-verbal, and written forms in either digital or non-digital environment or both. 2. Use effective listening skills to evaluate arguments and rationalize judgments, and improve job-effectiveness and work relationship. 3. Communicate with purpose to a variety of audiences. 4. Promote collaboration and cooperation with others. 5. Understand the concept of diversity and promote respect all the time. 6. Use technology and social media responsibly. Practice Collaborative Activity 1. Read the article entitled “The Flight from Conversation” by Sherry Turkle. 29  2. As a group, discuss your answers to the following questions: a. What is the impact of communication on the global society? b. How does globalization impact the way people communicate? c. How do cultural and global issues affect communication? 3. Create a poster reflecting the group discussion. (Use white cartolina and some drawing and coloring materials) 4. Assign a representative to share the group discussion using the poster created. 5. Share your poster through your social media account. The Flight from Conversation Sherry Turkle WE live in a technological universe in which we are always communicating. And yet we have sacrificed conversation for mere connection. At home, families sit together, texting and reading e-mail. At work executives text during board meetings. We text (and shop and go on Facebook) during classes and when we’re on dates. My students tell me about an important new skill: it involves maintaining eye contact with someone while you text someone else; it’s hard, but it can be done. Over the past 15 years, I’ve studied technologies of mobile connection and talked to hundreds of people of all ages and circumstances about their plugged-in lives. I’ve learned that the little devices most of us carry around are so powerful that they change not only what we do, but also who we are. We’ve become accustomed to a new way of being “alone together.” Technology- enabled, we are able to be with one another, and also elsewhere, connected to wherever we want to be. We want to customize our lives. We want to move in and out of where we are because the thing we value most is control over where we focus our attention. We have gotten used to the idea of being in a tribe of one, loyal to our own party. Our colleagues want to go to that board meeting but pay attention only to what interests them. To some this seems like a good idea, but we can end up hiding from one another, even as we are constantly connected to one another. A businessman laments that he no longer has colleagues at work. He doesn’t stop by to talk; he doesn’t call. He says that he doesn’t want to interrupt them. He says they’re “too busy on their e-mail.” But then he pauses and corrects himself. “I’m not telling the truth. I’m the one who doesn’t want to be interrupted. I think I should. But I’d rather just do things on my BlackBerry.” A 16-year-old boy who relies on texting for almost everything says almost wistfully, “Someday, someday, but certainly not now, I’d like to learn how to have a conversation.” 30  In today’s workplace, young people who have grown up fearing conversation show up on the job wearing earphones. Walking through a college library or the campus of a high-tech start-up, one sees the same thing: we are together, but each of us is in our own bubble, furiously connected to keyboards and tiny touch screens. A senior partner at a Bostonlaw firm describes a scene in his office. Young associates lay out their suite of technologies: laptops, iPods and multiple phones. And then they put their earphones on. “Big ones. Like pilots. They turn their desks into cockpits.” With the young lawyers in their cockpits, the office is quiet, a quiet that does not ask to be broken. In the silence of connection, people are comforted by being in touch with a lot of people — carefully kept at bay. We can’t get enough of one another if we can use technology to keep one another at distances we can control: not too close, not too far, just right. I think of it as a Goldilocks effect. Texting and e-mail and posting let us present the self we want to be. This means we can edit. And if we wish to, we can delete. Or retouch: the voice, the flesh, the face, the body. Not too much, not too little — just right. Human relationships are rich; they’re messy and demanding. We have learned the habit of cleaning them up with technology. And the move from conversation to connection is part of this. But it’s a process in which we shortchange ourselves. Worse, it seems that over time we stop caring, we forget that there is a difference. We are tempted to think that our little “sips” of online connection add up to a big gulp of real conversation. But they don’t. E-mail, Twitter, Facebook, all of these have their places — in politics, commerce, romance and friendship. But no matter how valuable, they do not substitute for conversation. Connecting in sips may work for gathering discrete bits of information or for saying, “I am thinking about you.” Or even for saying, “I love you.” But connecting in sips doesn’t work as well when it comes to understanding and knowing one another. In conversation we tend to one another. (The word itself is kinetic; it’s derived from words that mean to move, together.) We can attend to tone and nuance. In conversation, we are called upon to see things from another’s point of view. FACE-TO-FACE conversation unfolds slowly. It teaches patience. When we communicate on our digital devices, we learn different habits. As we ramp up the volume and velocity of online connections, we start to expect faster answers. To get these, we ask one another simpler questions; we dumb down our communications, even on the most important matters. It is as though we have all put ourselves on cable news. Shakespeare might have said, “We are consum’d with that which we were nourish’d by.” And we use conversation with others to learn to converse with ourselves. So our flight from conversation can mean diminished chances to learn skills of self-reflection. These days, social media continually asks us what’s “on our mind,” but we have little motivation to say something truly self-reflective. Self-reflection in conversation requires trust. It’s hard to do anything with 3,000 Facebook friends except connect. 31  As we get used to being shortchanged on conversation and to getting by with less, we seem almost willing to dispense with people altogether. Serious people muse about the future of computer programs as psychiatrists. A high school sophomore confides to me that he wishes he could talk to an artificial intelligence program instead of his dad about dating; he says the A.I. would have so much more in its database. Indeed, many people tell me they hope that as Siri, the digital assistant on Apple’s iPhone, becomes more advanced, “she” will be more and more like a best friend — one who will listen when others won’t. During the years I have spent researching people and their relationships with technology, I have often heard the sentiment “No one is listening to me.” I believe this feeling helps explain why it is so appealing to have a Facebook page or a Twitter feed — each provides so many automatic listeners. And it helps explain why — against all reason — so many of us are willing to talk to machines that seem to care about us. Researchers around the world are busy inventing sociable robots, designed to be companions to the elderly, to children, to all of us. One of the most haunting experiences during my research came when I brought one of these robots, designed in the shape of a baby seal, to an elder-care facility, and an older woman began to talk to it about the loss of her child. The robot seemed to be looking into her eyes. It seemed to be following the conversation. The woman was comforted. And so many people found this amazing. Like the sophomore who wants advice about dating from artificial intelligence and those who look forward to computer psychiatry, this enthusiasm speaks to how much we have confused conversation with connection and collectively seem to have embraced a new kind of delusion that accepts the simulation of compassion as sufficient unto the day. And why would we want to talk about love and loss with a machine that has no experience of the arc of human life? Have we so lost confidence that we will be there for one another? WE expect more from technology and less from one another and seem increasingly drawn to technologies that provide the illusion of companionship without the demands of relationship. Always-on/always-on-you devices provide three powerful fantasies: that we will always be heard; that we can put our attention wherever we want it to be; and that we never have to be alone. Indeed our new devices have turned being alone into a problem that can be solved. When people are alone, even for a few moments, they fidget and reach for a device. Here connection works like a symptom, not a cure, and our constant, reflexive impulse to connect shapes a new way of being. Think of it as “I share, therefore I am.” We use technology to define ourselves by sharing our thoughts and feelings as we’re having them. We used to think, “I have a feeling; I want to make a call.” Now our impulse is, “I want to have a feeling; I need to send a text.” 32  So, in order to feel more, and to feel more like ourselves, we connect. But in our rush to connect, we flee from solitude, our ability to be separate and gather ourselves. Lacking the capacity for solitude, we turn to other people but don’t experience them as they are. It is as though we use them, need them as spare parts to support our increasingly fragile selves. We think constant connection will make us feel less lonely. The opposite is true. If we are unable to be alone, we are far more likely to be lonely. If we don’t teach our children to be alone, they will know only how to be lonely. I am a partisan for conversation. To make room for it, I see some first, deliberate steps. At home, we can create sacred spaces: the kitchen, the dining room. We can make our cars “device-free zones.” We can demonstrate the value of conversation to our children. And we can do the same thing at work. There we are so busy communicating that we often don’t have time to talk to one another about what really matters. Employees asked for casual Fridays; perhaps managers should introduce conversational Thursdays. Most of all, we need to remember — in between texts and e-mails and Facebook posts — to listen to one another, even to the boring bits, because it is often in unedited moments, moments in which we hesitate and stutter and go silent, that we reveal ourselves to one another. I spend the summers at a cottage on Cape Cod, and for decades I walked the same dunes that Thoreau once walked. Not too long ago, people walked with their heads up, looking at the water, the sky, the sand and at one another, talking. Now they often walk with their heads down, typing. Even when they are with friends, partners, children, everyone is on their own devices. So I say, look up, look at one another, and let’s start the conversation. Sherry Turkle is a psychologist and professor at M.I.T. and the author, most recently, of “Alone Together: Why We Expect More From Technology and Less From Each Other.” Performance 1. Choose and watch closely one of the following videos: a. “Connected, but alone? by Sherry Turkle https://www.youtube.com/watch?v=t7Xr3AsBEK4 b. “How social media can make history” by Clay Shirky https://www.youtube.com/watch?v=ASZJE 15E0SY c. “Wiring a web for global good” by Gordon Brown 33  https://www.youtube.com/watch?v=y7rrJAC84FA 2. Write an essay containing your reaction of the message conveyed in your chosen video. Observe the following components: a. The summary b. Two to three major points from the video that you want to discuss in your paper. c. Provide each point with real life examples.as a support. Performance Rubric RUBRIC FOR SMALL GROUP DISCUSSION VGE GE SE LE N (5) (4) (3) (2) (1) 1. The topic is appropriate and relevant. 2. The purpose is clear and well-defined. 3. The presentation is organized. 4. The presentation has an effective beginning. 5. The presentation has a clear message. 6. The presentation has sufficient supporting details such as relevant data or examples. 7. Sources used in the speech are documented properly. 8. The presentation has an effective ending. 9. The presentation provides equal speaking opportunity for communicator. 10. The presentation is adjusted to the needs, interests, values, and beliefs of its target audience. TOTAL GRAND TOTAL /50 Legend: VGE – To a very extent; GE – To a great extent; SE – To some extent; LE – To a little extent; N – Not at all RUBRIC FOR POSTER VGE GE SE LE N (5) (4) (3) (2) (1) 34 1. The poster is exceptionally attractive in terms of color, design, and layout. 2. The purpose is clear and well-defined. 3. The graphics are related to the topic. 4. The poster looks neat. 5. The labels are readable and relevant. TOTAL GRAND TOTAL /25 Legend: VGE – To a very extent; GE – To a great extent; SE – To some extent; LE – To a little extent; N – Not at all RUBRIC FOR REACTION PAPER VGE GE SE LE N (5) (4) (3) (2) (1) 1. The purpose is communicated clearly. 2. The paper contains the required components. 3. The major points are stated clearly. 4. The major points have sufficient supporting details such as relevant data or examples. 5. The paper uses effective transitional and cohesive devices. 6. The paper is free from grammatical lapses. 7. The mechanics are correct. 8. The paper follows the format. TOTAL GRAND TOTAL /40 Legend: VGE – To a very extent; GE – To a great extent; SE – To some extent; LE – To a little extent; N – Not at all 35 Module 4 Communication for Various Purposes Intended Learning Outcome Within the semester, students are expected to: Present ideas (written dialogues) through oral, audio-visual, and/or web-based presentation for different target audiences in local and global settings using appropriate registers; (CLO 3) https://qrgo.page.link/JZ4cT INTRODUCTION: There are five language registers or styles. Each level has an appropriate use that is determined by differing situations. It would certainly be inappropriate to use language and vocabulary reserve for a boyfriend or girlfriend when speaking in the classroom. Thus the appropriate language register depends upon the audience (who), the topic (what), purpose (why) and location (where). You must control the use of language registers in order to enjoy success in every aspect and situation you encounter. Opening Task: Listen and Identify! (see activity on a separate sheet). PRESENTATION: KINDS OF SPEECH ACCORDING TO PURPOSE 1. Informative Speech According to Osborn and Osborn (1988) an informative speech gives rather than asks or takes. The demands on the audience are low, as the listeners are asked to attend, to comprehend, to understand, to assimilate, but not to change their beliefs and behaviors. 2. Persuasive Speech Gronbeck (1994) explains that persuasive speaking is the process of producing oral messages that increase personal commitment, modify beliefs, attitudes, or values. 3. Argumentative Speech This is a speech that aims to persuade the audience to assent to the plausibility of the speaker’s side of a debatable question. 36 KINDS OF SPEECH ACCORDING TO DELIVERY 1. Read Speech Reading from a manuscript is a manner of speaking where a written speech is read and delivered word for word. 2. Memorized Speech This is a written speech which is mastered and delivered entirely from memory. This kind of speech requires a considerable memory skill in order not to forget his or her presentation. 3. Impromptu Speech This is a speech where the speaker develops his or her ideas, thoughts, and language at the moment of delivery. 4. Extemporaneous Speech This is a speech where the topics of ideas are prepared beforehand; however, the speaker will compose his/her views and language only at the moment of delivery. Opening Task! Listen and Identify Name: ______________________________ Yr. & Sec.: ____________ Date: _______________________________ Score: ________________ I. Watch 2 English speeches (any kind) and write down in the table provided below the points raised in the speeches and any noticeable purposes that the speakers have for delivering the speeches. Speech No. Points Raised Purpose #1 #2 37  II. Are there any differences and similarities between the 2 speeches? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ________________________________ _________________________________. Collaborative Learning Task! MIDTERM-MODULE 3 Name: ______________________________ Yr. & Sec.: ____________ Date: _______________________________ Score: ________________ I. Find a partner and compose a short speech on a topic of your choice. The speech could be informative, argumentative, or persuasive. Record your speech and upload it as an unlisted video on Youtube and send the link to your instructor. Note: See rubrics for reference. 38 39 Module 5 Communication for Various Purposes (Continuation) Intended Learning Outcome Within the semester, students are expected to: create a clear, coherent, and effective communication materials; (CLO 4) Time Allocation: 3 hours https://qrgo.page.link/JZ4cT INTRODUCTION: “Communication is a systematic process of dissemination of information which will serve its purpose for inquiry, information, reservation, and entertainment.” Martinez, 2002 Opening Task: Listen, Jot Down, Interpret! (see activity on a separate sheet). PRESENTATION: Communication Fundamentals According to Oliver Schinkte, communication is a critical part of our daily lives, and it is something that we often overlook and fail to practice. Although communication is an innate skill that is subconsciously learned and used, this skill needs to be enhanced in order to attain a strong foundation of your communication ability. What are the basic communication principles? 1. Know your purpose o Why are you speaking? o A purpose is an exact statement of what you want your audience to understand, to do, or to believe. o You may want to entertain, inform, or persuade your audience. 2. Know your audience o To whom you will speak? o As a communicator it is important that you need to analyze, cater, and respect the needs of your audience. 3. Organize your ideas o How will you put your ideas together? o Create an outline to diagram how your communication will be organized. o Your outline should help you ensure that you don’t omit any vital information 4. Follow Basic Communication Principles o How will you be an effective communicator? o Master the principles of clarity in presenting your ideas, use familiar words in communicating your thoughts, and be an active participant in the entire communication process. 40  PURPOSES OF COMMUNICATION “To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.” -Tony Robbins- Various information and meaning are conveyed when people communicate with each other. People may use language, which is a system of symbols in communicating. These symbols can either be written or spoken. Communication can be informative, affective, imaginative, persuasive and ritualistic: Informative communication pertains to the presentation of messages that are objective, truthful, and unbiased. Affective communication takes place when people express their positive and negative feelings about people, circumstances, or events. People who engage in imaginative communication are those who express their appreciation in fictional messages from books, films, and conversation. Persuasive communication on the other hand takes place when people attempt to influence the beliefs or actions of others. Ritualistic Communication is done when people are able to meet social expectations. Why do people communicate? 1. To inform To inform is to impart knowledge, to clarify information, and to secure understanding. 2. To evoke To evoke means to rely on passion and controversy to make a point. Evocative communication centers on controversial topics that typically use emotion to make a point. Evocative communicators must show a lot of enthusiasm and concern for the topic and must use personal experience to draw the audience. Using government research, statistics and data can all help make their topics more believable and more engaging 3. To Entertain To entertain is to transmit a feeling of pleasure and goodwill to the audience. The communicator is considered gracious, genial, good-natured, relaxed, and demonstrates to his or her listeners the pleasant job of speaking to them 4. To Argue To argue is to persuade, to assent to the plausibility of the communicator’s side of a debatable question. The speaker’s purpose is to appeal to the intellect of his/her listeners so that they will be convinced. 5. To persuade To persuade is to move the listeners to action. The communicator should demolish the listener’s objection, and prove the acceptability of this or her argument or position. 41 Magan, Rhodora, et.al. 2018. Purposive Communication in the 21st Century. Manila, Philippines: Mindshapers Co., Inc Opening Task! MIDTERM-MODULE 2 Listen, Jot Down, Interpret! Video of “The Most Important Cannot be Said”: Eddie Calasanz at TEDxADMU (youtube) https://www.youtube.com/watch?v=vvsziU1cVHw Name: ______________________________ Yr. & Sec.: ____________ Date: _______________________________ Score: ________________ III. Listen to the whole speech and list down five important personal takeaways. 1. ___________________________________________________________ ___________________________________________________________ __ 2. ___________________________________________________________ ___________________________________________________________ __ 3. ___________________________________________________________ ___________________________________________________________ __ 4. ___________________________________________________________ ___________________________________________________________ __ 5. ___________________________________________________________ ___________________________________________________________ __ IV. Describe his speech and speech delivery in 3 words and explain each. 1. _________________ - _________________________________________ 2. _________________ - _________________________________________ 3. _________________ - _________________________________________ V. If you will be given the chance to deliver a speech of the same theme, how will you organize your whole message? Provide an outline. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 42 ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ________________________________________________________ 43  Collaborative Learning Task! MIDTERM-MODULE 2 Name: ______________________________ Yr. & Sec.: ____________ Date: _______________________________ Score: ________________ I. In groups, do the following tasks. Note: (Members of the group may create group chat through messenger) Group 1 – Create a written public announcement about disaster preparedness. Group 2 – Write down an editorial about environmental issues. Group 3 – Write down a political speech about COVID-19. Group 4 – Write a letter of appreciation for a donation given to the calamity victims. Group 5 – Create an incident report about the latest vehicular accident in your place. 44  Note: See rubrics for reference. Rubrics for Collaborative Learning Task Midterm – Module 2 Point Value 5 4 3 points 2-1 points Topic Interesting, Clearly stated Acceptable topic Missing, invalid, Sentence original topic topic sentence sentence or inappropriate sentence, presents one presents one topic reflecting thought main idea. idea. sentence; main and insight; idea is missing. focused on one interesting main idea. Supporting Interesting, Examples and Sufficient Insufficient, Details concrete and details relate to number of vague, or descriptive the topic and examples and undeveloped examples and some explanation details that examples. details with is included. relate to the explanations that topic. relate to the topic. Organization Thoughtful, Details are Acceptable No discernible and logical arranged in a arrangement of pattern of Transitions progression of logical examples; organization; supporting progression; transitions may Unrelated details; examples; appropriate be weak. no transitions. Mature transitions. transitions between ideas. Style Appropriate tone, Appropriate tone; Acceptable tone; Inconsistent or distinctive voice; Clear sentences some variety in Inappropriate pleasing variety with varied sentence tone; Awkward, in sentence structures; structures; unclear, or structure; Vivid Effective diction. Adequate diction incomplete diction, precise and word sentences; Bland word choices. choices. diction, poor word choice. Mechanics Consistent Some errors, but A few errors in Distracting errors standard English none major, in usage, spelling, in usage, usage, spelling, usage, spelling, or punctuation spelling, or and punctuation. or punctuation. (3-4) punctuation No errors. (1-2) Evaluated by: _______________________ Instructor 45  Long Quiz on Communication for Various Purposes (log-in to quizzis.com) Name: ___________________Course/Yr/Sec: ___________ Date: ___________Score:______ Test I. Multiple Choice. Read the statements carefully and determine the type of communication described in each item. Write the letter of your answer before the number. a. informative b. affective c. imaginative d. persuasive e. ritualistic 1. An exchange where people are able to meet certain societal expectations. 2. It takes place when people attempt to influence the beliefs or actions of others. 3. This pertains to the presentation of messages that are objective, truthful, and unbiased. 4. This communication takes place when people express their positive and negative feelings about people, circumstances, or events. 5. People who engage in this type of communication are those who express their appreciation in fictional messages from books, films, and conversation. 6. Programs broadcasting local and national news are establishing this kind of communication. 7. The Harry Potter Series is written by J.K. Rowling, a tale of a young boy maturing into a full- fledged wizard. This is an example of which kind of communication? 8. Salesmen are adept in making conversations with customers and inviting them to buy products and services from their company. This is an example of 9. An open forum where participants share their opinions among each other and settle disputes is an example of 10. Men are expected to be more straightforward when it comes to conversations. This is an example of Test II. Essay Writing. 1. Why do you think it is important to understand the different types of communication? 2. Based on your observation, which of the types of communication do you utilize most often? 46 Module 6 COMMUNICATION FOR WORK PURPOSES Course Intended Learning Outcomes: Within the semester, students are expected to: 1. Create clear, coherent, and effective communication materials; (CLO 4) 2. Present ideas persuasively using appropriate language registers, tone, facial, expressions, and gestures in the context of presenting and communicating ideas; (CLO 4) Time Allocation: 12 hours INTRODUCTION Communication in the workplace requires competence both in the spoken and written exchanges of ideas and information among people who may have direct or indirect involvement in the organizational setting to ensure that organizational needs and goals are met. Communicative competence; however, is not enough. It is important to understand how communication works in the organization to avoid breakdowns and manifest effective communicative means to resolve when breakdowns occur. Effective communicative means involve the use of appropriate diction, register, tone, ethics, and tools in delivering a message comprehensible by diverse audience and appropriate to social context. Lesson 1: Networks and Principles for Effective Workplace Communication Intended Learning Outcomes 1. Explain the importance and roles of organizational networks for effective communication in the workplace. 47 PRELIMINARY QUESTIONS/DIAGNOSTICS 1. How is workplace communication different from the casual conversation you have at home or with your friends at a park? ___________________________________________________________________ ___________________________________________________________________ __________________________________________________________ 2. Why is it important to aim for effective communication in the workplace? ___________________________________________________________________ ___________________________________________________________________ __________________________________________________________ PREPARATION Let’s Watch! Watch a short video on ‘Work Scenarios with Supervisors’ published Mar 21, 2010 by clicking this link https://www.youtube.com/watch?v=JgRTEhbiTnM and answer the following questions. Encode your answer in the chat box. You have five minutes to do this for the two questions. 1. What makes the first conversation with the supervisor fail to work? ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________ 2. What makes the second conversation with the supervisor work? ______________________________________________________________________ ______________________________________________________________________ ____________________________________________________________ 48 PRESENTATION/DISCUSSION Let’s Read Professional communication refers to all of the spoken and written exchanges of ideas and information between and among the people directly or indirectly involved in the organizational setting or the professional organization. Professional organization is a stable system of individuals who work together to achieve, through the hierarchy of needs and division of labor, common goals. Principles of Workplace Communication (The R.E.S.U.L.T. Principle) Reason All communication must be for a reason and the most effective dialogues will have a sole purpose or objective that the instigator wants to achieve as a result of the communication. The more thought you put into why you want to open up this process the more objective and focused your purpose will be. The most productive communications have a single objective ensuring clarity and ease of comprehension. Any conversation, discussion, or meeting can have many exchanges but focusing on a single objective will ensure your success. Once you have established the reason why you want or need to communicate you can structure the format of your message according to the principle's other components. Environment In your management role you will find yourself needing to communicate in a wide variety of situations - for example, with your team, colleagues, management, stakeholders, suppliers, etc. For your communications to be effective it is essential that you define the nature of each situation and adapt your message to fit what you see. Is the environment a positive or negative one? Are the individuals reacting to events or being proactive? Is there conflict, aggression, dissension, or apathy? The questions are endless, but by asking just a few simple questions you will gather the necessary intelligence to communicate effectively. This preparation enables you to adopt the best style of communication to suit your approach and prepare for potential arguments or problems. 49 Specific Having defined your reason for communicating and the type of environment it will take place in you must now specify exactly what it is you want or need from the other person. You must make sure that you have any supporting information, background, or data that guarantees that your message and exchange will have clarity. In some contexts, you will need to break down your supporting information into manageable chunks. For example, if you have to report on the progress of an event or project you will have to adjust your message according to the specific audience: Executives want to hear financial and business aspects Users will want to hear how it is progressing Project members want or need to know how well each phase or individual process is going in comparison to the plan Stakeholders want to know that business needs are being met. Being specific is not just related to the message itself; it is also about who needs to informed. Many people gloss over this aspect of communication and cause themselves problems by sending inappropriate messages to the wrong audience, resulting in unnecessary interruptions and diversions. If you select only those who have a real need to know the contents of the message you will have more effective communications. Technology such as emails and texts make it all too easy to copy in unnecessary and inappropriate people. Lead by your own example and you will create an open and honest communications culture. Understanding Whatever form of communication you need to conduct, an essential part of the process is ensuring that the recipient actually understands correctly the message you want to give them. You also want to be sure that resulting action by an individual or group is what you want and expect so that you achieve your communication objective. You can't afford to make any assumptions: you need to get confirmation from the recipient that they have the same understanding as you about what a situation may be and what the required action plan is. It is vital that you remember that comprehension is a two-way process. Not only do you need to know that others in the communication process understand you, but you also need to confirm that you have understood what they have told you. 50 Listen You will only gain this level of 'true' understanding if you actively listen to what is being said and observe the behaviors of those involved in the communication. Make sure that your own verbal and nonverbal communications convey the message you want. Remember; use your observation skills throughout the exchange to gauge the attitude and acceptance of your audience. Ensure that you are totally focused on what is being said and feedback your own understanding of what you are being told. If you do this you will avoid any unnecessary confusion and misinterpretations that often occur when someone does not take the time to listen properly. Timeframe The final aspect of the RESULT principle is concerned with the amount of time you have to prepare for and conduct the actual communication. Not all exchanges occur in situations where you have all the time you want. Frequently you will find that the time you have to prepare is very limited and you will have to adjust your preparation to fit what time you have at your disposal. However, much time you have, make sure that you use it effectively by following these principles. The better prepared you are the more effective and productive your communications will be. Source: (http://www.free-management-ebooks.com/faqcm/effective-07.htm) 51 Communication Networks represents the way communication flows in an organization. It can be formal or informal. Formal communication flow includes upward flow, downward flow, horizontal flow, and diagonal flow. Upward flow provides the manager with information to make decisions, identify problem areas, collect data for performance assessment, determine staff morale, and reveal employee thoughts and feelings. This is also known as the hierarchal structure (chain of command). 52 Downward flow involves passing information from supervisors to subordinates. This includes meeting with employee, written memos, newsletters, bulletin boards, procedural manuals, and clinical and administration systems. Diagonal flow is a flow that refers to the sharing information among different structural levels within a professional organization which leads to informal communication. Informal Communication is when messages flow an informal path known as the “grapevine”. The type of information the grapevine carries depends on the “health of the organization”.Grapevine is an informal way of spreading information or rumors through conversation; a person to person means of articulating information or gossip. The organization can be considered healthy if the managers are open with the employees and send all necessary information through formal channels. When the channels, however, fail to do the job (the message delivered is not understood or not accepted by the employees) the grapevine, which usually carries only personal interest items, begins to carry information about the organization which turns out to an unhealthy organization. PRACTICE Let’s Discuss Your Understanding 53 1. Based on the video presented on “Work Issues with Supervisors”, provide answers to the following questions. Pair up with two more classmates and communicate through another platform. a. Describe the exchange between the employee and the supervisor based on the Principles of Workplace Communication. Choose one from the two scenarios. PRINCIPLE Employee Supervisor 1. Reason 2. Environment 3. Specific 4. Understanding 5. Listen 6. Timeframe b. What is the message flow used? What is the advantage and the disadvantage of the message flow used? ________________________________________________________________ ________________________________________________________________ _______________________________________________________ Formative Assessment Click the link given below and answer what are asked in the given items. Lesson 2: EFFECTIVE COMMUNICATION AND ORAL PRESENTATION IN THE WORKPLACE Intended Learning Outcomes 1. Assess oral communication skills in terms of the tone, word choice, message and other facets of effective communication employed 2. Convey ideas persuasively through54a variety of communication activities, from informal discussion to formal presentation PRELIMINARY QUESTIONS/DIAGNOSTICS Let’s Self-Assessed! Metacognition: Oral Communication Competence Assessment Developing a better understanding of your management and communication style is essential in today’s workplace. Take this Communication Competence Assessment to help measure how well you communicate. Instructions: The following survey was designed to assess your communication competence. Consider your everyday conversations at school, work, and home when completing the survey. There are no right or wrong answers to the statements. Circle your answer by using the rating scale provided. After evaluating each of the survey statements, complete the scoring guide. 1. During conversations I often use eye contact………………….. 12345 2. I often initiate new topics during conversations………….……. 12345 3. During conversations I do not feel the need to interrupt the person speaking.………………………………….……….……… 12345 4. I try to regulate the speed of my speech based on the audience.. 12345 5. While speaking I rarely fidget or play with things (e.g., pencil, rings, hair, etc.)…..…………………….…………………….… 12345 6. While speaking I avoid pauses, silences, uses of “uh,” and so on……………………………………………………….. 12345 7. While speaking I try to exude vocal confidence — I am not too tense or nervous sounding….……………………………………. 12345 8. During conversations I ask follow-up questions.……………….. 12345 9. I try to encourage the people I am speaking with to join in the topic of conversation…………..……………………………..…. 12345 10. I try to include the use of humor or stories in my conversations.. 12345 11. During conversations I try to not talk too much about myself………………………..……………………………..…… 12345 12. I try to control the volume at which I speak (neither too loud nor 55 too soft).……………………………………………………..…. 12345 Scoring: Total score for all items ______ Comparative Norms: Total score of 12–24= Low communication competence; Total score of25–47= Medium communication competence; Total score of48–60 = High communication competence. Interpreting the Result Communication competence is the extent to which you regularly practice communication behaviors which are known to be effective. This is not so much a measure of what you communicate, but rather a measure of how well you communicate. It is a measure of the quality of how you use your voice, the extent to which you listen and actively participate in conversations, how you use non-verbal behaviors, and your tendency and ability to use humor and other techniques to bolster your message. If your score is in the low range, this may indicate you have considerable room for improvement in your communication competence. Since the ability to communicate well is fundamental in many business contexts, it would be wise for you to seek to improve in this area. If your score is in the high range, this may indicate you are a fairly effective communicator. Nonetheless, there is every reason to continue to hone your skills. There is always room for improvement. If your score is in the moderate range, this may indicate that you are in a good position to pursue significant improvement in your communication competence. Action Steps No matter what your score is on this self-assessment, there is always room for improvement in your communication competence. NOTE: Submit result of your self-assessment in the group chat and provide one statement reflection or action to be taken to improve your oral communication competence. 56 PREPARATION Let’s Do This! Direction: Compare the following pair of sentences in terms of word choice and the tone it achieves. Style A: We should present our concerns in today’s open forum with the dean so that they can be discussed. Style B: We should raise our problems in today’s open forum with the dean so that she can tell us what has been done about them. 1. Describe the word choice and the tone of Style A. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________ 2. Describe the word choice and the tone of Style B. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________ Consider the following non-verbal communication situations and the corresponding message it conveys. You keep looking at your watch someone is talking. Message: __________________________________________________________ You raise your eyebrows after hearing a suggestion. Message: __________________________________________________________ You slouch while attending a meeting. Message: __________________________________________________________ 57 PRESENTATION/DISCUSSION Let’s Watch This! To be productive and successful in your chosen career, you need to connect with different types of people and interact with them. Team collaboration is essential in meeting your goals and objectives. You have to learn how to work as an effective team leader and team player. In this lesson, you will focus on the importance of developing interpersonal skills that will help you design effective and appropriate communication materials in the workplace. Communication in the workplace requires the appropriate use of language, tone, style and format. Aside from these, you also have to consider the specific domain, sector, field or industry to which your workplace belongs. For example, your work maybe in government, the academe, the corporate world, media, health, or social services. Each organization or community has specific philosophies, values, and ideals that shape the way communication is practiced. Thus in any kind of professional setting, you have to consider the culture established by the founders and senior associates and adjust to it accordingly. You are expected to meet prescribed standards and work within specific norms to achieve common goals and objectives. For example, if the culture promotes conventions such as adhering to a certain dress code, you cannot just disregard them to show your individualism. Showing respect for company policies reflect maturity and integrity. (Suarez et.al. 2019) As you may have known, communication is not only verbal. When it comes to face to face communication, people read your facial expression and body language. The small yet visible details on your face and in your movements speak a thousand words. Watch the TED Talk Video entitled “The Art of Effective Communication ” by Marcus Alexander Velazquez. Listen to the whole speech and jot down 5 key points of his presentation. Click this link https://www.youtube.com/watch?v=2Yw6dFQBklA. 1. ________________________________________________________________ ________________________________________________________________ __________________________________________________________ 2. ________________________________________________________________ ________________________________________________________________ __________________________________________________________ 58  3. ________________________________________________________________ ________________________________________________________________ __________________________________________________________ 4. ________________________________________________________________ ________________________________________________________________ __________________________________________________________ 5. ________________________________________________________________ ________________________________________________________________ __________________________________________________________ What makes the speaker an effective communicator? Describe the way he delivers his speech in terms of: Purpose and Thesis of the Speech ___________________________________________________________________ Delivery (Tone, Diction, Style) ___________________________________________________________________ What / How he says it (Content/Organization) ___________________________________________________________________ Connection with the Audience ___________________________________________________________________________ After answering the questions above, write a reflection over the things you learned from the speech. What I know _________________________________________________________________ What I learn _________________________________________________________________ What I plan to do with what I learn _________________________________________________________________________ PRACTICE 59  Let’s Practice! Pair up with a classmate/Find three more members. Converse using other social media platform convenient to you. Listen to each other’s reflection that you have written and assess each other’s oral communication skills using the rubrics given. Include points for improvement. Improve your reflection and choice among yourselves who will speak in behalf of the group to share orally your reflection with the rest of the class on how to develop effective oral communication skills especially during job interview. PERFORMANCE Let’s Do This! Create a video on how to develop effective oral communication skills especially during job interview. Please, take note of the following considerations during delivery. Purpose and Thesis of the Speech __________________________________________________________________ Delivery (Tone, Diction, Style) __________________________________________________________________ What / How he says it (Content/Organization) __________________________________________________________________ Connection with the Audience __________________________________________________________________________ 60 Lesson 3: Genres of Professional Writing Intended Learning Outcomes 1. Write professional communications like business letter, and resume PREPARATION QUESTION/DIAGNOSTICS Let’s Do This! Try this self-assessment test to check your understanding of writing a business letter. 1. Business letters should be simple and easy to read. True False 2. It is advisable to wait a day between writing and sending an important letter. True False 3. The date on a business letter should appear after the salutation. True False 4. It is considered standard formatting to include the recipient's address before the salutation in a business letter. True False 5. Header, date, address, body, and signature are the components of a business letter. True False Source: https://www.englishclub.com/business-english/business-letters-quiz.htm PREPARATION 61  Let’s Do This! (Source: https://resumegenius.com/cover-letter-examples) 1. Label the parts of the business letter given above. 62  (Inside Address, Salutation, Body, Closing and Signature) 2. Does the cover letter bring great impact to the recipient? Why? Why not? 3. What is being highlighted in the letter which makes the cover letter appealing to the recipient? PRESENTATION Let’s Read! Letter-writing is an essential part of business. In spite of telephone, telex and telegraphic communication the writing of letters continues; in fact most telephoned and telegraphed communications have to be confirmed in writing Keep in mind that an effective business letter always communicates with a person first and a business second. If your letter is a first-time correspondence and you do not know, or are unsure of whom to address, do your best to find out. Addressing your letter to a person improves the likelihood of receiving a reply. It is perfectly acceptable to make a phone call asking for the name of a contact person. Here are some points to keep in mind: Use a professional tone: Save casual, chatty language for email - your printed business letter should be friendly but more professional. As Scott Ober suggests in his book Contemporary Business Communication, "The business writer should strive for an overall tone that is confident, courteous, and sincere; that uses emphasis and subordination appropriately; that contains nondiscriminatory language; that stresses the "you" attitude; and that is written at an appropriate level of difficulty." That said, be sure to sound like yourself - you don't want your letter to read as if a machine wrote it. Write clearly: State your point early in your letter. To avoid any miscommunications, use straightforward, concise language. Skip the industry jargon and instead choose lively, active words to hold your reader's attention. Organize your information logically: Group related information into separate paragraphs. In a long, information-packed letter, consider organizing information into sections with subheads. You may want to highlight key words to make them "pop" - this technique is possible with most word-processing programs and your color multifunction printer. Use Color To Emphasize Words In Text: It's easy to put a few words in color to draw attention to them. Just select the type and click the arrow to the right of the Font Color button, choose the color you want, then click the button. Or, try highlighting a few words in the text. Select the type you want to emphasize, then click the Highlight button. Note: When highlighting parts of a document you intend 63  to print, use a light color such as yellow, light green, or light blue. If you wish to remove the highlighting, select the text and click the Highlight button again. Be persuasive: Establish a positive relationship with your reader right away. If you have a connection to the reader - you've met before or have a mutual colleague, for example - mention it in your introductory paragraph. Whether you think your reader will agree with the point of your letter or not, it is important to find common ground and build your case from there. Understand your reader well enough to anticipate how he or she will react when reading your letter. Address his or her needs or wishes, or a specific problem, and then outline your solution. Provide proof in the way of examples and/or expert opinions to back up your point. Make sure to maintain a friendly tone. Conclude your letter with a "call to action." State clearly what your reader needs to do or believe to achieve the desired solution and then state what you, the writer, intend to do next to follow up. Proofread your letter: All your careful crafting and printing can't cover up spelling or punctuation errors, which leave a lasting negative impression. Sources:https://www.xerox.com/en-us/small- business/tips/business-letter The Main Parts of a Business Letter A business letter is more formal than a personal letter. It should have a margin of at least one inch on all four edges. It is always written on 8½"x11" (or metric equivalent) unlined stationery. There are six parts to a business letter. 1. The Heading. This contains the return address (usually two or three lines) with the date on the last line. Sometimes it may be necessary to include a line after the address and before the date for a phone number, fax number, E-mail address, or something similar. Often a line is skipped between the address and date. That should always be done if the heading is next to the left margin. It is not necessary to type the return address if you are using stationery with the return address already imprinted. Always include the date. 2. The Inside Address. This is the address you are sending your letter to. Make it as complete as possible. Include titles and names if you know them. This is always on the left margin. If an 8½" x 11" paper is folded in thirds to fit in a standard 9" business envelope, the inside address can appear through the window in the envelope. 64 An inside address also helps the recipient route the letter properly and can help should the envelope be damaged and the address become unreadable. Skip a line after the heading before the inside address. Skip another line after the inside address before the greeting. 3. The Greeting. Also called the salutation. The greeting in a business letter is always formal. It normally begins with the word "Dear" and always includes the person's last name. It normally has a title. Use a first name only if the title is unclear--for example, you are writing to someone named "Leslie," but do not know whether the person is male or female. The greeting in a business letter always ends in a colon. (You know you are in trouble if you get a letter from a boyfriend or girlfriend and the greeting ends in a colon--it is not going to be friendly.) 4. The Body. The body is written as text. A business letter is never hand written. Depending on the letter style you choose, paragraphs may be indented. Regardless of format, skip a line between paragraphs. Skip a line between the greeting and the body. Skip a line between the body and the close. 5. The Complimentary Close. This short, polite closing ends with a comma. It is either at the left margin or its left edge is in the center, depending on the Business Letter Style that you use. It begins at the same column the heading does. The block style is becoming more widely used because there is no indenting to bother with in the whole letter. 6.The Signature Line. Skip two lines (unless you have unusually wide or narrow lines) and type out the name to be signed. This customarily includes a middle initial but does not have to. Women may indicate how they wish to be addressed by placing Miss, Mrs., Ms. or similar title in parentheses before their names. Source: http://englishplus.com/grammar/00000149.htm name. Types of Business letters Sales Letters Typical sales letters start off with a very strong statement to capture the interest of the reader. Since the purpose is to get the reader to do something, these letters include strong 65 calls to action, detail the benefit to the reader of taking the action and include information to help the reader to act, such as including a telephone number or website link. Order Letters Order letters are sent by consumers or businesses to a manufacturer, retailer or wholesaler to order goods or services. These letters must contain specific information such as model number, name of the product, the quantity desired and expected price. Payment is sometimes included with the letter. Complaint Letters The words and tone you choose to use in a letter complaining to a business may be the deciding factor on whether your complaint is satisfied. Be direct but tactful and always use a professional tone if you want the company to listen to you. Adjustment Letters An adjustment letter is normally sent in response to a claim or complaint. If the adjustment is in the customer’s favor, begin the letter with that news. If not, keep your tone factual and let the customer know that you understand the complaint. Inquiry Letters Inquiry letters ask a question or elicit information from the recipient. When composing this type of letter, keep it clear and succinct and list exactly what information you need. Be sure to include your contact information so that it is easy for the reader to respond. Follow-Up Letters Follow-up letters are usually sent after some type of initial communication. This could be a sales department thanking a customer for an order, a businessman reviewing the outcome of a meeting or a job seeker inquiring about the status of his application. In many cases, these letters are a combination thank-you note and sales letter. Letters of Recommendation Prospective employers often ask job applicants for letters of recommendation before they hire them. This type of letter is usually from a previous employer or professor, and it describes the sender’s relationship with and opinion of the job seeker. 66 Acknowledgment Letters Acknowledgment letters act as simple receipts. Businesses send them to let others know that they have received a prior communication, but action may or may not have taken place. Letters of Resignation When an employee plans to leave his job, a letter of resignation is usually sent to his immediate manager giving him notice and letting him know when the last day of employment will be. In many cases, the employee also will detail his reason for leaving the company. Cover Letters Cover letters usually accompany a package, report or other merchandise. They are used to describe what is enclosed, why it is being sent and what the recipient should do with it, if there is any action that needs to be taken. These types of letters are generally very short and succinct. PRACTICE Quick Check! Identify what is asked. Copy and write your answer on the space next to each of the number. Submit in the link provided. ______________1. What punctuation mark is used after the salutation? ______________2. What part of business letter the address of the sender is written? ______________3. What letter will you write if you plan to leave your job? ______________4. What business letter acts as simple receipt? 67  ______________5. What business letter that is normally sent in response to a claim or complaint? ______________6. What business letter sent by consumers or businesses to a manufacturer, retailer or wholesaler to order goods or services? ______________7. What part of the business letter the address of the recipient is written? ______________8. What part of the business letter the main purpose of the letter is written? ______________9. What business letter that usually accompanies a package, report or other merchandise? ______________10. What punctuation mark is used to end a complimentary close? Resume Format Guidelines The most acceptable and readily used format for college students is the chronological resume, in which your most recent experience is first. How you choose to construct your resume, in terms of style, is up to you. For example, placing dates on the left or right or whether your contact information should be centered or on the left-hand column is your choice. Remember consistency is the name of the game. Always maintain the same style throughout your resume. Contact Information: Put your contact information at the top of your resume. It should include your name, address (optional), phone number, and email address. If you plan to relocate soon it is acceptable to list a permanent address. Objective: For most college students seeking internships or entering the professional job market, stating an objective on your resume is not necessary. Instead, bring out your interests in a cover letter that is customized for the specific job. Education: List your degrees in reverse chronological order, with the most recent degree first as well as any study abroad experiences. Include relevant coursework to highlight your specific skills and knowledge. If your GPA is 3.0 or above, you may list it in this section. 68 Experience: List your most recent experience first and do not overlook internships, volunteer positions, and part-time employment. Use action verbs to highlight accomplishments and skills. Leadership and Activities: List leadership positions in university or community organizations. Highlight activities including community service, athletics (which could be a separate heading), or volunteer experience. Academic Projects: If you have specific academic projects that qualify you for the position, include them in their own section with details on what you accomplished. Additional Information: This section may stand alone under the “Additional Information” heading and highlight relevant information that may include computer skills, language skills, professional associations, university and community activities (including any offices held), and interests. Other Headings: Choosing to highlight information such as interests and professional associations as separate headings is acceptable if relevant to the position. Personal information (e.g., religious and political affiliations) should be omitted unless relevant to the job. References: Do not list your references on your resume. A prepared list of 2-4 references should be printed on a separate sheet of paper that matches your resume format. Bring a hard copy (or multiple copies, if needed) of your resume and references with you to the interview. One-page resumes are standard practice. A curriculum vitae (CV) refers to a summary of qualifications and education that is usually more than one page and is used when applying to academic/faculty or research-related positions. Employers prefer resume formats which are minimal and easy-to-read. Resume Checklist No spelling, grammar, or punctuation errors Makes clear, concise, and positive impression in 30 seconds or less One page (more if writing a curriculum vitae/CV for an academic or research position) Organized, easy to read, and has a balance between content and white space 69 Uses standard fonts including Times New Roman, Arial, Century, Helvetica, or Verdana in sizes 10, 11, or 12; do not use a font size smaller than size 10. Highlights skills and accomplishments that match keywords found in the job description Quantifies accomplishments, if possible (e.g., how much $ raised, # of people served and % of time saved) Utilizes accomplishment statements Action verb stating what you did How you did it Result (quantify when possible) Cites relevant publications and presentations using the bibliographic style of your field Do not use graphics, tables, or columns in your resume; Applicant Tracking Systems cannot read them NO GENERIC RESUMES! SAMPLE RESUME 70 71  Source: https://careers.usc.edu/files/2016/11/ResumeExample.jpg PRACTICE Quick Check! Write T if the statement is True or F if the statement is False about resume. _______ 1. A references should always be sent with your résumé. _______ 2. A résumé is a written summary of your hobbies and accomplishments. _______ 3. Relevant information to gather for a résumé includes education, work experience, skills and abilities. _______ 4. You should not share your resume electronically through e-mail. _______ 5. A resume is a formal document that presents a person's knowledge, skills, and abilities to potential employers. _______ 6. A resume should be detailed enough to paint a picture of your qualifications for someone that does not know you. _______ 7. Volunteer work should be included in your work experience. _______ 8. Formatting and appearance of a resume does not matter when an employer is evaluating your personality or work traits. _______ 9. Writing in slang is appropriate: _______ 10. A skill resume is organized around your strengths and is a good choice if you have if you have limited work experience. _______ 11. Resume highlights an applicant's qualifications for employment _______ 12. Resume should be kept updated. 72 PERFORMANCE Let’s Do This! 73  1. Choose positions advertised in the poster above. Research about the companies and positions as necessary. 2. Compose a cover letter and resume. Observe proper mechanics in writing them. 3. Send your cover letter and resume to your teacher via email. 4. Prepare for a job interview simulation via zoom. 5. Be guided by the following rubrics. Cover Letter Rubric Exemplary – 5 Satisfactory – 3 Unsatisfactory – 1 Rating Opening The opening paragraph arouses the The opening paragraph is The opening paragraph Paragraph interest of the employer by stating why poorly written or is missing is poorly written and is you are interested in the organization, one of the required elements: missing more than one names the specific job applied for and why you are interested, of the required states where you heard of the job. specific job, where you heard elements. of the job. Middle The middle paragraph is neatly written The middle paragraph is The middle paragraph Paragraph and creates a desire for an employer to poorly written and does not is poorly written and know more about you. It emphasizes the create a desire for the does not make the resume pointing out achievements and employer to know more employer want to meet qualifications that meet the job about the student or does not the individual, description. emphasize the resume. emphasize the resume and does not refer to the job description. Closing The closing paragraph paves the way for The closing paragraph leaves There is no closing an interview by offering to call in the the employer unsure if the paragraph. Paragraph future. applicant would like an interview or does not