Purposive Communication (COMM 101) Course Pack PDF

Document Number HCDC-VAA-WI-05.01 HOLY CROSS OF DAVAO COLLEGE...

Document Number HCDC-VAA-WI-05.01 HOLY CROSS OF DAVAO COLLEGE Revision Number Sta. Ana Avenue corner C. De Guzman Street 00 Barangay 14-B, Davao City Philippines Effectivity Date October 3, 2023 Course Pack in PURPOSIVE COMMUNICATION (COMM 101) This is a property of Holy Cross of Davao College. No part of this course pack may be reproduced or photocopied without a written consent from authorized school administrators. HCDC-VAA-WI-05.01  TABLE OF CONTENTS Page Course Information 3-6 Lesson 1: Language and Communication 7 - 10 Lesson 2: Types of Communication 11 - 19 Lesson 3: Communication Processes, Principles, and Ethics 20 - 24 Lesson 4: Modes of Communication 25 - 29 Lesson 5: Intercultural Communication: Communication and Globalization 30 - 33 Lesson 6: Local and Global Communication in Multicultural Settings 34 - 36 Lesson 7: Coping with the Challenges of the Intercultural Communication 37 - 40 Lesson 8: Varieties and Register of Spoken and Written Language 41 - 47 Lesson 9: Exploring Texts Reflecting Different Cultures 48 - 51 Lesson 10: Communication for Various Purposes: Oral Presentation 52 - 58 Lesson 11: Communication for Information and Advocacy Purposes 59 - 70 Lesson 12: Communication Across Professions 71 - 87 HCDC-VAA-WI-05.01  COURSE INFORMATION Course Code: COMM 101 Units: 3 UNITS Course Prerequisites: NONE Number of Hours: 3 HOURS/WEEK Course Description: Purposive Communication is a three-unit course that prepares students to communicate effectively and appropriately in multimodal tasks to a multicultural audience in a local or global setting. It provides students with tools for evaluating various texts critically. It emphasizes the importance of conveying messages responsibly by emphasizing the power of language and the impact of images. This course's knowledge, skills, and insights can be applied to students' other academic endeavors, chosen disciplines, and future careers as they compose and produce relevant oral, written, audio-visual, and/or web-based output for a variety of purposes. Course Outline: PRELIMINARY I. Lesson 1: Language and Communication 1. Nature of language 2. Definition of language II. Lesson 2 1. Definition of Communication 2. Types of communication  Mode  Context  Purpose and Style III. Lesson 3: Communication Processes, Principles, and Ethics 1. Communication models 2. General principles of effective communication 3. Principles of effective oral communication 4. Principles of effective written communication: The 7Cs 5. Ethics of communication IV. Lesson 4: Modes of Communication 1. Forms of communication Page 3 of 17 HCDC-VAA-WI-05.01  2. Communication modes 3. Communication and technology 4. Communication in social media MIDTERM V. Lesson 5: Intercultural Communication: Communication and Globalization 1. The Globalization Phenomenon 2. The impact of Globalization on Communication VI. Lesson 6: Local and Global Communication in Multicultural Settings 1. Communicating Across Culture VII. Lesson 7: Coping with the Challenges of the Intercultural Communication 1. Challenges of Intercultural Communication 2. Sources of Misunderstanding 3. Approaches to studying Intercultural Communication SEMI-FINAL VIII. Lesson 8: Varieties and Register of Spoken and Written Language 1. Varieties of English 2. Language Registers of English IX. Lesson 9: Exploring Texts Reflecting Different Cultures 1. Cultural Texts 2. Formal and Informal Language X. Lesson 10: Communication for Various Purposes: Oral Presentation 1. Preparing a Speech or Oral Report  Audience  Logistics (Venue, Facilities)  Content of Report/speech/lecture 2. Delivering the Report/Speech/Talk  Paralinguistic cues  Prosodic features 3. Presenting in Groups 4. Overcoming Anxiety or Stage Fright XI. Lesson 11: Communication for Information and Advocacy Purposes 1. Public Information Campaign 2. Making a Successful Campaign 3. Advocacy Plan Page 4 of 17 HCDC-VAA-WI-05.01  4. The Value of Campaigns 5. Communication for Advocacy FINAL XII. Lesson 12: Communication Across Professions 1. Written Modes of Professional Communications  Genres Across Professions  Business Letters  Memoranda  Minutes of Meetings  Academic papers: Research paper/Concept papers Learning Outcome: Students should be able to perform the following tasks. by the end of the course: a. Cognitive 1. Describe the nature, components, and functions of verbal and nonverbal communication in a variety of multicultural settings. 2. Explain how cultural and global issues affect communication. 3. Determine culturally appropriate terms, expressions, and images. 4. Evaluate multimodal texts critically to enhance skills of receptivity (listening, reading, viewing). 5. Summarize the principles of academic text structure. a. Psychomotor 1. Use appropriate registers to convey ideas to various target audiences in local and global settings via oral, audio-visual, and/or web-based presentations. 2. Create clear, coherent, and effective communication materials. 3. Use appropriate language registers, tone, facial expressions, and gestures to present ideas persuasively. 4. Write and present academic papers using appropriate tone, style, conventions, and reference styles. b. Affective 1. Use cultural and intercultural awareness and sensitivity in your idea communication. 2. Recognize the distinctions between spoken and written language. 3. When presenting ideas, keep the audience and context in mind. Page 5 of 17 HCDC-VAA-WI-05.01  4. Recognize the importance of communication in society and the world. Course Output:  Quizzes and Exams  Recitation  Reflection/Reaction Paper  Projects  Academic Papers: Research/ Concept Paper Grading System: Prelim Grade Quizzes, Assignment, Outputs 50% Prelim Exam 25% Midterm Exam 25% 100% Tentative Final Grade Quizzes, Assignment, Outputs 50% Semi-Final Exam 25% Final Exam 25% 100% Midterm Grade + Tentative Final Grade 2 Guidelines: 1. Students can take this course either online or offline. Online and offline students are given the Google classroom code upon enrollment. 2. Online classes are synchronous and asynchronous. 3. Synchronous classes are held one hour per week through Google Meet. The rest of the week is allotted for asynchronous instruction. 4. Those who opted for offline instruction are required to enroll in the Google classroom to meet their instructor and for more specific instructions. 5. Offline students are required to take the major examinations online together with the online students as scheduled. Page 6 of 17 HCDC-VAA-WI-05.01  Lesson 5 Intercultural Communication: Communication and Globalization Objectives: At the end of the lesson, you can: 1. demonstrate knowledge about globalization as an economic phenomenon, and 2. show that you understand the impact of globalization on communication. In the previous week, you learned that communication has different modes. This week, you will study Intercultural Communication on how globalization impact communication. Activity 1 “PICTURE TALK” Observe the image depicted below. Write three statements about it in the spaces provided. Page 7 of 17 HCDC-VAA-WI-05.01  Input THE GLOBALIZATION PHENOMENON GLOBALIZATION and GLOBAL are terms associated with realities that exist outside the borders of sovereign states. Globalization affects all countries. This phenomenon affects very few (if any) societies. What is globalization? What effect does it have on communication? “WHAT IS GLOBALIZATION ANYWAY?” by Alex Gray (World Economic Forum, 2017) HOW DOES GLOBALIZATION WORKS? Globalization is the process of easily moving people and goods across borders. It is primarily an economic concept involving the integration of markets, trade, and investments with few barriers to the flow of goods and services between nations. There is also a cultural component as ideas and traditions are exchanged and assimilated. Many people have benefited from globalization. However, not to everyone. THE EXAMPLE OF STARBUCKS Consider the well-known coffee chain Starbucks to help explain the economic side of globalization. The first Starbucks store opened in the city of Seattle in 1971. It now has 15,000 locations in 50 countries. Nowadays, you can find a Starbucks almost anywhere. It’s a truly globalized company. For many suppliers, jobseekers, and coffee drinkers, this was a good thing. The company bought 247 million kilograms of unroasted coffee from 29 different countries. It provided jobs and income to hundreds of thousands of people all over the world through its stores and purchases. Then disaster struck. In 1972, a Reuters investigation revealed that Starbucks had not paid much tax to the UK government despite having nearly a thousand stores in the country and earning millions of pounds in profit. Page 8 of 17 HCDC-VAA-WI-05.01  Starbucks, as a multinational corporation, was able to use complex accounting rules to have profits earned in one country taxed in another. Starbucks benefited from the lower tax rate in the latter country. Finally, the British people lost out because the government raised less tax to spend on improving their well-being. HOW DID GLOBALIZATION HAPPEN? Globalization has existed for millennia. The Silk Road, when trade spread quickly between China and Europe via an overland route, is one example. Merchants transported goods for trade back and forth, trading silk, gems, spices, and, of course, coffee. In fact, the practice of drinking coffee in a social setting is a Turkish custom, demonstrating how globalization can spread culture across borders. WHAT DRIVES GLOBALIZATION? Due to technological advances, globalization has accelerated dramatically over the last half-century. The internet, like the printing press in the 15th century, has revolutionized connectivity and communication, allowing people to share their ideas much more widely. With the introduction of e-mail, communication became faster than ever. The invention of massive container ships also aided. Indeed, advancements in transportation in general - faster ships, trains, and airplanes - have made it much easier to travel around the world. WHAT’S GOOD ABOUT GLOBALIZATION? Globalization has lifted many millions of people out of poverty. For example, when a company like Starbucks purchases coffee from Rwandan farmers, it provides a source of income as well as a benefit to the community as a whole. The presence of a multinational corporation overseas benefits local economies because the corporation invests in local resources, products, and services. Companies that are socially responsible may even invest in medical and educational facilities. Globalization has not only enabled nations to trade with one another, but also to collaborate in unprecedented ways. Take the Paris Agreement on Climate Change. For example, 195 countries agreed to work together to reduce carbon emissions for the greater good. WHAT’S BAD ABOUT GLOBALIZATION? While some areas have thrived, others have struggled as jobs and commerce have moved elsewhere. Steel companies in the United Kingdom, for example, once thrived, employing hundreds of thousands of people. However, when China began producing cheaper steel, steel plants in the UK closed, resulting in the loss of thousands of jobs. With each advancement in technology, new dangers emerge. Although computers have vastly improved our lives, cyber criminals steal millions of dollars each year. Global wealth has increased dramatically, but so has global warming. Page 9 of 17 HCDC-VAA-WI-05.01  Although many people have been lifted out of poverty, not everyone has benefited. Many argue that globalization serves primarily the interests of the world's richest countries, with the vast majority of global profits flowing back to them and into the pockets of those who already own the most. While globalization is increasing wealth in developing countries, it is not closing the wealth disparity between the world's poorest and richest countries. According to Oxfam, when corporations like Starbucks can legally avoid paying taxes, the global inequality crisis worsens. Basically, done wisely, globalization could lead to “unparalleled peace and prosperity.” Done poorly, “to disaster.” Activity 2 In pairs, make a collage, a poster, or a slogan about the impact of globalization on communication. Then, in the space provided below, explain your work in one or two paragraphs. Page 10 of 17 HCDC-VAA-WI-05.01  Lesson 6 Local and Global Communication in Multicultural Settings Objectives: At the end of the lesson, you can: 1. show that you are aware of the reality of cultural diversity, 2. show that you understand how cultural diversity affects communication, and 3. recognize the advantages and disadvantages of cross-cultural communication. Welcome to Purposive Communication. As a future professional in the General Education industry, you need to possess skills in communication and language. So let’s start and explore Local and Global Communication in Multicultural Settings. Activity 1 Answer the following questions in 3 - 5 sentences only. As a Holy Crossian, how will local and global communication in multicultural setting be applied to: 1. family, friends, and society and; 2. in relation to your course. Input INTERCULTURAL COMMUNICATION Communication is influenced by the diversity of people and cultures. People interacting with people from unfamiliar cultures may have communication difficulties. Page 11 of 17 HCDC-VAA-WI-05.01  Most people believe that miscommunication is caused by a speaker's lack of language proficiency. What is not realized is the fact that even with excellent language skills, people may experience miscommunication. COMMUNICATING ACROSS CULTURES BY CAROL KINSEY GOMAN (2011) Communicating across cultures is challenging. Each culture has set rules that its members take for granted. Few of us are aware of our own cultural biases because cultural imprinting is begun at a very early age. While some knowledge, rules, beliefs, values, phobias, and anxieties are taught explicitly, the majority is absorbed subconsciously. The importance of intercultural communication is that the domestic workforce is growing more and more diverse, ethnically and culturally. No two people from the same culture are guaranteed to respond in the same way. Generalizations, on the other hand, are only valid to the extent that they provide hints on what to expect when dealing with members of a specific culture. High-context culture vs. Low-context culture HIGH-CONTEXT LOW-CONTEXT ▶ Mediterranean, Slav, Central ▶ Germanic and English-speaking European, Latin American, African, countries Arab, Asian, American-India ▶ Leaves much of the message ▶ Expects messages to be explicit and unspecified, to be understood through specific context, nonverbal cues, and between-the-lines interpretation of what is actually said Sequential culture vs. synchronic culture SEQUENTIAL SYNCHRONIC ▶ Thinks of time sequentially, as a linear ▶ Views time synchronically, as a commodity to “spend,” “save,” or constant flow to be experienced at the “waste.” moment, and as a force that cannot be contained or controlled. ▶ North American, English, German, ▶ South America, southern Europe, and Swedish, and Dutch Asia ▶ Businesspeople give full attention to ▶ Time is seen as a circle, with the past, one item after another. present, and future all interconnected. ▶ Personal effort can have an impact on ▶ This time perspective influences how the future, but since there are too organizations in this culture approach many variables in the distant future, deadlines, strategic thinking, he favors a short-term view. investments, developing talent Page 12 of 17 HCDC-VAA-WI-05.01  internally, and the concept of "long- term" planning. ▶ Understands the present and prepare for the future. ▶ Any important relationship is a long- lasting bond that goes back and forth in time, and it is frequently regarded as grossly disloyal not to favor friends and family in business dealings. AFFECTIVE CULTURE VS. NEUTRAL CULTURE AFFECTIVE NEUTRAL ▶ They express their emotions clearly by ▶ Do not telegraph their emotions, but laughing, smiling, grimacing, scowling, rather keep them under control and and occasionally crying, shouting, or subdued. walking out of the room. ▶ This does not mean they are cold or unfeeling ▶ In the course of normal business activities, they are more careful to monitor the amount of emotion they display. ▶ Italy, France, the US, and Singapore ▶ Japan, Indonesia, the UK, Norway, and the Netherlands ▶ When looking for confirmation of their ▶ When looking for confirmation of their ideas and feelings, they seek a direct ideas and feelings, they seek an emotional response: “I feel the same indirect response: “I agree with your way.” thoughts on this.” ▶ Testing an idea through trial and ▶ Tests an idea, whether it works or not, observation is a deeply personal issue, valid or not valid, is through trial and and any “rational argument” is totally observation. irrelevant. Activity 2 Write a letter to a non-Filipino who hopes to visit the Philippines one day. Give this person some pointers on how to communicate with Filipinos in this letter. Page 13 of 17 HCDC-VAA-WI-05.01  Lesson 7 Coping with the Challenges of the Intercultural Communication Objectives: At the end of the lesson, you can: 1. recognize the challenges of intercultural communication, 2. determine the sources of misunderstanding, 3. identify the approaches to studying intercultural communication, 4. appreciate learning about other cultures and identities, and 5. recognize the importance of coexisting with people from different cultural backgrounds. Welcome to our next lesson, where we will explore the challenges of intercultural communication. But first, please allow us to do the activity below. Activity 1 Create a scenario that demonstrates cultural differences in pairs or small groups. Write your script in the space provided below. Input INTERCULTURAL COMMUNICATION DIFFICULTIES It has become a widespread notion that speakers’ use of different languages results in intercultural miscommunication and misunderstanding. The lack of shared knowledge and beliefs Page 14 of 17 HCDC-VAA-WI-05.01 and cultural diversity makes it more complicated to arrive at the correct inference or interpretation of meanings. But, English is now a global lingua franca. So, what else can go wrong? Miscommunication in intercultural communication is not always caused by verbal utterances. Misunderstandings can also occur as a result of incorrect interpretation of nonverbal code. For instance, the handshake should be done and interpreted correctly, as the type of handshake varies from culture to culture. THE HANDSHAKE: GREETINGS Greeting rituals, like handshakes, differ from culture to culture. Japanese men and women bow differently. The German bow, known as DIENER, denotes a bow to and in recognition of authority. Thus, when a person bows, he is actually sending the message “at your service.” Page 15 of 17 HCDC-VAA-WI-05.01 SOURCE OF MISUNDERSTANDING (Kaur, 2016) 1. Ambiguity  Lack of explicitness on the speaker's part in the form of problematic reference and ambiguous semantics, in which an utterance is open to multiple interpretations. 2. Performance-related misunderstanding  Slips of the tongue and mishearing, which can occur as a result of hurried and unclear speech. 3. Language-related misunderstanding  Ungrammaticality of sentences 4. Gaps in world knowledge  Gaps in content rather than language 5. Local context  Turns and turns within sequences generated by the participants themselves, as well as the participants' orientation and the repair moves that follow the displayed understanding APPROACHES TO STUDYING INTERCULTURAL COMMUNICATION Some people take it for granted to read about and study first a country’s culture before they go and travel to the place. However, we need to do this for the following reasons: 1. to avoid offending people, 2. to broaden your horizon, 3. to compare other cultures with your own, 4. to appreciate cultural diversities because there is no superior or inferior culture, and 5. to learn to live with cultural diversities. Page 16 of 17 HCDC-VAA-WI-05.01  Activity 2 1. Find videos about the following topics on YouTube. Compare the gestures in your own country with those in other countries and assess if the meanings are similar or different. a. Gestures across Cultures b. Gestures in Different Cultures c. English Conversation: The Meaning of Hand Gestures 2. Work with a partner to identify at least ten differences between two cultures in terms of nonverbal communication. Page 17 of 17 HCDC-VAA-WI-05.01