Purposive Communication Notes

2020
Purposive Communication
Johara C. Bayabao - Angni

PURPOSIVE COMMUNICATION
Coursebook
Draft
Copyright © 2020 by Johara C. Bayabao – Angni
No part of this book may be used or reproduced un any form or by any means, or stored in a database or
retrieval system without the prior consent of the author.
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Content
UNIT 1: PRELIM.................................................................................................................................................................. 3
LESSON 1: Fundamentals of Communication ......................................................................................................... 3
Fundamentals of Communication ......................................................................................................................... 3
LESSON 2: Communication Ethics ............................................................................................................................. 6
Ethics ........................................................................................................................................................................... 7
COMMUNICATION ETHICS ...................................................................................................................................... 7
Four Ethical Principles of Communication relevant for Students: .................................................................. 7
LESSON 3: Communication and Globalization ........................................................................................................ 8
Communication and Globalization........................................................................................................................ 8
LESSON 4: Public Speaking ....................................................................................................................................... 12
A Short History of Public Speaking ...................................................................................................................... 13
Sample Speech of Public Speaking...................................................................................................................... 15
UNIT II: MIDTERM ........................................................................................................................................................... 18
LESSON 5: The Tools Needed in Critical/Creative Reports ................................................................................. 18
Best Practices of Public Speaking ........................................................................................................................ 19
LESSON 6: TED Talks and Critical/Creative Thinking in Today’s Society ........................................................... 22
TED Talks: Walking the Talk .................................................................................................................................. 22
LESSON 7: The Importance of Persuasive Speech ............................................................................................... 25
The Basics of Argumentation ............................................................................................................................... 25
LESSON 8: Persuasive Speech in Private Institutions .......................................................................................... 27
Pitching a Project .................................................................................................................................................... 27
UNIT III: FINALS ............................................................................................................................................................... 28
LESSON 9: Communication for Work Purposes ................................................................................................... 28
Technical Writing..................................................................................................................................................... 29
LESSON 10: Simulating the Philippine Workplace ................................................................................................ 33
Professional Correspondence .............................................................................................................................. 33
Worksheet 1: Memo ............................................................................................................................................... 41
Worksheet 2: Business Letter ............................................................................................................................... 42
Worksheet 3: Email ................................................................................................................................................. 42
Worksheet 4: Cover Letter and Résumé ............................................................................................................ 43
LESSON 11: The Process of Academic Writing ...................................................................................................... 45
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The Process of Academic Writing ........................................................................................................................ 46
UNIT 1: PRELIM
LESSON 1: Fundamentals of Communication
In this lesson, students will be exposed to the foundational knowledge for studying oral
communication. This lesson features essential information such as the definition and nature of
communication.
Lesson Objectives:
By the end of this lesson, you should be able to:
1. Understand the importance of communication in society;

2. Know the principles and processes of communication as embodied in the communication models
provided; and
3. Relate the communication models to their experiences and apply them to their own communication
processes.
Before-Reading Questions:
1. Why is communication important to you?

2. Why is communication important to society?
3. Why do you think communication skills are essential in being good citizens?
Fundamentals of Communication
Communication is a process of sharing and conveying messages or information from one
person to another within and across channels, contexts, media, and cultures. There is a wide
variety of contexts and situations in which communication can be manifested; it can be a face-to-
face interaction, a phone conversation, a group discussion, a meeting or interview, a class
recitation, and many others.
Nature of Communication
1. Communication is a process.
2. Communication occurs between two or more people (the speaker and the receiver).
3. Communication can be expresses through words (verbal), actions (nonverbal), or both at
the same time.
Elements of Communication
1. Speaker – the source of information or message
2. Message – the information, ideas, or thought conveyed by the speaker in words or in
actions
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3. Encoding – the process of converting the message into words, actions, or other forms
that the speaker understands.
4. Channel – the medium or the means, such as personal or non-personal, verbal or
nonverbal, in which the encoded message is conveyed
5. Decoding – the process of interpreting the encoded message of the speaker by the
receiver
6. Receiver – the recipient of the message, or someone who decodes the message
7. Feedback – the reactions, responses, or information provided by the receiver
8. Context – the environment where communication takes place
9. Barrier – the factors that affect the flow of communication
Models of Communication
1. Shannon-Weaver Model
Known as the mother of all communication models, the Shannon-Weaver model (1949)
depicts communication as a linear or one-way process consisting of five elements: a source
(producer of message); a transmitter (encoder of message into signals); a channel (signals
adapted for transmission); a receiver (decoder of message from the signal); and a destination.
2. Transaction Model
Unlike the Shannon-Weaver model, which is a one-way process, the transaction model is a
two-way process with the inclusion of feedback as one element.
Functions of Communication
1. Control – communication functions to control behavior.
2. Social Interaction – communication allows individuals to interact with others.
3. Motivation – communication motivates or encourages people to live better.
4. Emotional expression – communication facilitates people’s expression of their feelings and
emotions.
5. Information dissemination – communication functions to convey information.
Types of Communication
1. Intrapersonal Communication – operates within the communicator.
2. Interpersonal Communication – occurs between two or more people.
Types of Interpersonal Communication
a. Dyadic or face-to-face interaction - is a conversation between two persons which
usually occurs in an informal interaction. This interaction provides a great deal of
feedback as compared to other types of communication.
b. Small group communication – occurs when each member or participant speaks out
or is actively participating in the process to come up with a consensus. Degree of
formality may range from intimate to formal.
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c. Public communication – an enlarged form of group communication that involves a
resource person addressing a specific audience. The speaker or the resource person
has a message about a certain topic which he/she has prepared beforehand and
delivers it before an audience. Feedback is limited.
d. Mass communication – has highly structured messages and able to reach a larger
number of audiences at the same time using electronic devices or print media like
newspapers and magazines.
e. Technology-mediated Communication – from electronic emails, texting, instant
messaging, social networking, tweeting, blogs and video conferencing – they all share
one thing in common.
Features of an Effective Communication

1. Completeness
Complete communication is essential to the quality of the communication process in
general. Hence, communication should include everything that the receiver needs to hear
for him/her to respond, react, or evaluate properly.
2. Conciseness
Conciseness does not mean keeping the message short, but making it direct or straight to
the point. Insignificant or redundant information should be eliminated from the
communication that will be sent to the recipient.
3. Consideration
To be effective, the speaker should always consider relevant information about his/her
receiver such as mood, background, race, preference, education, status, needs, among
others. By doing so, he/she can easily build rapport with the audience.
4. Concreteness
Effective communication happens when the message is concrete and supported by facts,
figures, and real-life examples and situations. In this case, the receiver is more connected
to the message conveyed.
5. Courtesy
The speaker shows courtesy in communication by respecting the culture, values, and beliefs
of his/her receivers. Being courteous all the time creates a positive impact on the audience.
6. Clearness
Clearness in communication implies the use of simple and specific words to express ideas.
It is also achieved when the speaker focuses only on a single objective in his/her speech so
as not to confuse the audience.
7. Correctness
Correctness in grammar eliminates negative impact on the audience and increases the
credibility and effectiveness of the message.
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Learning Task
Imagine that you are addressing a group of parents and teachers in an assembly on understanding
your generation known as the “Millennial Generation.”
Prepare a two-minute speech that communicates your ideas about the topic. Your speech should
highlight who the millennials are and how they are different from other generation.
Before the speech deliveries, find a partner. Evaluate each other’s speech deliveries using the
rubrics below.
Criteria VGE (5) GE (4) SE (3) LE (2) N (1)

1. The ideas in the presentation are organized.
2. The message is expressed clearly.
3. There are sufficient supporting ideas.
4. The choice of words is appropriate for the audience.
5. Biases are avoided.
6. Speech is free from grammatical mistakes.
7. Ideas are communicated vividly and meaningfully.
8. Nonverbal cues are appropriate.
TOTAL
GRAND TOTAL
Legend: VGE – very great extent; GE – great extent; SE- some extent; LE – little extent; N- not at all
Scoring: VGE – 33 to 40; GE – 25 to 32; SE – 17 to 24; LE – 9 to 16; N - 8
LESSON 2: Communication Ethics

In the previous lesson, you learned the fundamentals of communication. In this lesson, you will find
out that there are different guidelines in communicating in an ethical manner.
Lesson Objectives:
1. Know how to communicate in an ethical manner; and

2. Apply these ethical principles to their communication process.
1. What is ethics?
2. Why do you think there should be ethics in communication?
3. What problem can arise when people are not ethical in their communication?
“Ethical communication is fundamental to responsible thinking, decision-making, and the

development of relationships and communities within and across contexts, cultures,
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channels, and media. Moreover, ethical communication enhances human growth and dignity
by fostering truthfulness, fairness, responsibility, personal integrity, and respect for self and
others. We believe that unethical communication threatens the quality of all communications
and consequently the wellbeing of individuals and the society in which we live.”
- US National Communication Association (NCA, 1999)
Ethics
- a system of moral principles
- deals with values relating to human conduct, with respect to the rightness and wrongness
of certain actions and to the goodness and badness of the motives and ends of such actions.
COMMUNICATION ETHICS
- The principle governing communication, the right and wrong aspects of it, the moral-
immoral dimensions relevant to Interpersonal communication are called the ethics of
Interpersonal communication.
- Maintaining the correct balance between the speaking and listening
- the legitimacy of fear and emotional appeal
- degree of criticism and praise
- A death or an overdose of either of the factors could result in unfavorable consequences.
- The principle of honesty on both sides should be completely applied because any amount
of insincerity from either the listener or the speaker would not be prudent.
Four Ethical Principles of Communication relevant for Students:

1. “advocate truthfulness, accuracy, honesty, and reason as essential to the integrity of
communication”
2. “freedom of expression, diversity of perspective, and tolerance of dissent to achieve the
informed and responsible decision-making fundamental to a civil society”
3. “condemn communication that degrades individuals and humanity through distortion,
intimidation, coercion, and violence, and through the expression of intolerance and hatred”
4. “accept responsibility for the short- and long-term consequences of our own
communication and expect the same of others.”
After-Reading Questions:
1. Why is it important to be ethical in communicating today?

2. Is honesty still a virtue valued today? Why or why not?
3. When you think of politicians today, would you say that they have been communicating in an ethical
manner?
4. Who comes to mind about violating the ethics of communication?
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5. Why do people communicate in an unethical manner?
LESSON 3: Communication and Globalization

This lesson focuses on how cultural and global issues affect communication. You will watch videos
of speeches that will provide you with awareness of the status of communication in this globalization, and
appreciation on the impact of communication on society and the world.
Lesson Objectives:
1. Understand the implications of globalization on communication;

2. Explain how cultural and global issues affect communication; and
3. Appreciate the impact of communication on society and the world.
Before-Reading Task:
Read the essay “Flight from Conversation” or watch the video “Connected but Alone”, and/or
“How Social Media can make a history” or “Wiring a Web for Global Good”
After reading and/or watching the abovementioned, write a reflection about what you have read
and/or watched.
Communication and Globalization

Varieties of English
The two most well-known varieties of English are those of the colonial superpowers: British
English and American English. But there are many multilingual countries around the world in
which varieties of English have developed. This may be because English was initially “transported”
to that country by English0speaking settlers – as in the United States, Canada, Australia, and New
Zealand. It could also be that English may have been brought to that country as a language of
conquest by English – speaking colonizers – as in South Africa, Hong Kong, Malaysia, Singapore,
and the Philippines. In the latter countries, English has a role as official language, medium of
instruction, or even language of law and government. English is also studied as a foreign language
in some non-English speaking countries, such as Holland and Yugoslavia, and in Korea and Japan.
In these countries, there is less exposure to English, and it is often learned for career progression
because it is the language of international business.
As mentioned earlier, these World Englishes are equal in functionality, but not all are equal
in prestige. The idea, however, in writing, is to adhere to the Standard English of one’s country
because each variety, including those of the United States and United Kingdom, has its own
peculiar or individual features. These features include differences in spelling, punctuation, favored
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words and expressions, and sometimes, grammatical constructions. The table that follows gives
an example of some of these differences for American and British English.
Philippine English, as well, has its unique and idiosyncratic usages. For example, “comfort
room” is a Philippine term for “washroom”, “toilet,” or “lavatory.” When Filipinos say, “There’s
traffic,” they mean “There’s heavy traffic.” Moreover, the word “salvage” in the Philippine context
can mean either “to save” or “to brutally murder, usually for political reasons.”
Culturally Sensitive and Bias-Free Language

Just as important as awareness of the existence of World Englishes is that of practicing
cultural sensitivity. To write in a culturally sensitive way means to be aware that cultural
differences and similarities between people exist and that these should not be assigned a positive
or negative professional writings are characterized by bias-free language. Students, scholars,
professionals, and anyone wishing to maintain harmonious communicative relations should be
careful in using words and phrases that do not discriminate against groups, whether in terms of
race, ethnicity, gender, social class, age, and disability. The essential point is to communicate in a
way that is respectful of diversity.
Here are some general principles to follow when referring to different groups or categories.
1. Race and Ethnicity
Racism is a form of discrimination against a person or persons of a different race. In general,

it is best to avoid identifying people by race or ethnic group. Race is an emotionally charged
topic, so it is best to tread carefully with the language used and to refer to race, as Patricia
Arinto (2009) asserts in English for the Professions, “only if it is relevant to what you have to
say.” Words that reinforce stereotypes and that imply all people of a race or ethnic group are
the same should be avoided. For example, although the assessment is positive in the sentence
“Naturally, the Asian students won the math contest,” the word “naturally” reinforces the
stereotype or generalization that Asiana have superior aptitude in math.
Next, one must be attuned to the current terminology by which racial and ethnic groups
refer to themselves. This may be done by reading national newspapers and watching television
news, which typically are good indicators of current and preferred usage. According to Kitty
Locker and Donna Kienzier (2013), one should “refer to a group by the term it prefers,” which
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means some research is required to find out about acceptable and preferred terms. For
example, for a long time, “Native American” has been considered the politically correct term
for the indigenous peoples of the Americas, over the label “Red Indian.” But today, most Native
American people prefer to be referred to by their specific nation or tribe. In the Philippine
context, there have been shifts in the preferences for terms that Filipinos of Chinese ancestry
use to describe their identity: from Tsino, to Chinoy, to Filipino Chinese.
It is also important to be sensitive to religion when referring to various ethnic groups.

Assumptions should not be made that stereotype a race, nationality, or ethnic group with a
specific religion. For example, not all Arabs are Muslims, not all Indians are Buddhists, and not
all Filipino are Roman Catholics.
2. Gender and Sexual Orientation
Sexism refers to the prejudice and discrimination based on sex or gender. To be inclusive
of all people in general references, one should favor gender-neutral words and phrases over
gender-biased words.
Gender-biased terms Proper term

Man-made Manufactured, synthetic, artificial
Layman’s terms Ordinary terms
Chairman Chairperson
Stewardess Flight attendant
Manpower Labor
Pronouns may also be gendered-biased, for example, when the masculine “he” pronoun is
used as a genetic one for both genders. Gander-biased pronouns can be avoided by:
a. Dropping pronouns that signify gender and restating the sentence;

b. Changing to plural construction, and
c. Replacing masculine or feminine pronouns with “one” or “you”.
Gender-biased example Each student should submit his term paper by Monday.
Restatement Each student should submit a term paper by Monday.
Plural construction Each student should submit their term paper by Monday.
Use of “you” You should hand in your term paper by Monday.
Other gender-related terms may have to do with gender orientation or sexual orientation. It is
important to be sensitive to new attitudes about homosexual, transsexual, and transgender
people. For example, most gay people prefer the term “gay” to the more clinical “homosexual” as
a label. “Lesbian” is currently the term preferred by gay women. Transgender people prefer to be
referred to as being the gender they identify as, not their birth gender. Again, as a matter of
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principle, one should refer to societal groups in the way that members of these groups prefer to
be referred to. Note also that terminology in this area is developing, and that not everyone agrees.
3. Social Class
Class discrimination or classism is a form of prejudice against a person or people because of

their social class. An example of language with bias against class is the American term “white
trash,” which is not only a racial slur but a classist one that refers to white people, usually from
the rural Southern United States, coming from a lower social class inside the white population.
The term is negative not just because of the words that comprise it but because of its connotation
of danger; white trash people are criminal, unpredictable, and without respect for authority. In
the United States and other cultures, there may also be a kind of classism against those who are
economically privileged. The rich are sometimes referred to by the derogatory terms “preppie”
and “yuppie,” both of which connote not just wealth but arrogance.
There are examples from Philippine culture as well, in the informal term “conyo” and “jologs,”
both derogatory terms referring to class. The term “conyo” is used to describe young people from
the upper class who speak an idiosyncratic mix of English and Tagalog, connotes vanity and
consciousness about social status. The term “jologs”, now perhaps replaced by the term
“jejemon,” as used in reference to an idiosyncratic spelling or writing style, is used to describe
persons who look poor and out of style.
Classism may also appear even in more forma terminology. A more sensitive vocabulary uses
terms that more precisely portray the actual circumstances of people within the class structure.
For example, instead of “the owning class,” one can use “the upper class” or “the privileged
class,” and instead of “the underclass,” one can say “the less privileged” or describe a condition
of “chronic poverty,” in the Philippines, “informal settlers” is now the more politically correct
term for “squatters.”
4. Age
Ageism is a form of discrimination against other people because of their age, or assuming that
older people are less physically, intellectually, or emotionally able than other age groups. The
capabilities of younger people should also not be underestimated based on their age. Again, it is
important to refer to a person’s age only when that information is pertinent to what is being
discussed. When referring to a generic group, one should also ask their subjects what wordings
they prefer: Do they wish to be called “older persons” or: senior citizens”? Do they prefer the label
“youths,” “teenagers,” or “young people”?
Lastly, according to The American Psychological Association, writers should be specific when
referring to males and females in terms of their age: females 18 years or older are women, not
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girls. “Girls” refers to those in high school or younger (under 18). The same is true for “boys” and
“man.”
5. Disabilities
Discrimination in this area often arises because of lack of understanding and awareness.
Therefore, first, it is important to distinguish some terms that are mistakenly understood to be
synonymous. Various guides on bias-free communication and often-confused terminology are
available online. One example is “A Guide to Bias-Free Communications” published by the
University of Wisconsin-Madison, it defines the following terms:
 “impairment” – a physiological condition

 “disability” – the consequence of an impairment which may or may not be handicapping
 “handicap” – the social implication of a disability; a condition or barrier imposed by society,
the environment or oneself
 “limp” – an impairment in which a leg or foot is damaged or stiff
Finally, when referring to people with disabilities, the focus should be on the person, not the
condition (Arinto, 2009).
To use To avoid
People with mental retardation retards, mentally retarded
People with vision impairments Blind
People being treated for cancer Cancer patient
Uses a wheelchair Confined to wheelchair
Person with AIDS AIDS victim
atypical Abnormal
LESSON 4: Public Speaking

The importance of public speaking cannot be denied, Great speeches have moved nations to war
and revolution; they inspire and move people to act. What people say, and how they say it, can get them
elected in public office or create a new movement I society. For the Greeks, public speaking was political in
nature, and the spoken word was thought to be such an important skill that citizens were taught the art of
rhetoric.
Public speaking is an important life skill, yet few people master it. In fact, many people are afraid of
speaking in public. However, the significance of public speaking has only gotten stronger in contemporary
times. Public speaking platforms, such as TED Talks and YouTube, have captured and disseminated public
speech to an unprecedented scale, and what one says at the spur of the moment can live forever on the
internet. Great speeches have created hope in perilous situations, and have made people change their
minds about the world and their places in it.
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According to acclaimed public speakers Dale Carnegie and Joseph Berg Esenwein (2007), “Public
speaking is public utterance, public issuance, of the man himself; therefore, the first thing both in time and
importance is that the man should be and think and feel things that are worthy of being given forth.”
Although this chapter includes a short history on public speaking, we believe that this is not
complete without reading or watching great speeches. Aside from the written speeches included, links are
also provided to access these speeches online, should they be needed. To be able to understand how to
become a good speaker, one needs to learn how to appreciate a good speech and spire to have the kind
of skills that good speakers have.
Lesson Objectives:
1. Understand the history of public speaking and the nature of communication;

2. Dissect a speech using the general principles of logos, pathos, and ethos; and
3. Give a short, prepared speech in public.
A Short History of Public Speaking

1. Why do you think it is important to know the history of public speaking?

2. How should speeches be organized? Why do you think so?
3. Do you think public speaking is important? Why or why not?
4. Should public speakers be ethical too? Why or why not?
5. Who are the people would you consider ethical speakers? Who are the speakers you
consider unethical? Explain your answers.
There are many public speaking traditions around the world. We will discuss a few of these
traditions, from the more well-known public speaking traditions of the Greeks and Romans, and
the public speaking traditions that are found in the Philippines.
The most well-known public speaking traditions come from the West, specifically from the
Greco-Roman tradition. The Greeks studied the art of rhetoric on the island of Sicily, and it began
with a practical need. Their government had been overthrown, a new democracy was formed, and
the Greek courts were filled with clashing property claims. The Greek teacher of rhetoric, Corax,
and his student, Tisias, proceeded to help citizens when it came to speaking persuasively in courts
of law, and this led to the expansion of the teaching of rhetoric to mainland Greece. According to
Corax, a basic speech has three parts, the introduction, evidence, and conclusion, and this simple
organization of speeches has endured throughout the ages (Morreale, 2010).
Other famous Greek teachers were Protagoras, the father of debate, who made his students
argue for and against issues of the day, to sharpen their reasoning skills and appreciate different
sides of an issue. And there was the famous Greek philosopher, Aristotle, also known as the father
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of modern communication. Aristotle wrote a treatise entitled “Rhetoric,” where he discussed the
use of logos (logical argument), pathos (emotional argument), and ethos (the speaker’s character and
credibility), in the use of persuasive speaking (Morreale, 2010).
According Grenville Kleiser (2009), in Successful Methods in Public Speaking, “The Great orators
of the world did not regard eloquence as simply an endowment of nature, but applied themselves
diligently to cultivating their powers of expression.” The most famous orator in Ancient Greece
was Demosthenes. In the beginning, he had many flaws when it came to public speaking, chief
among them were his stammer and weak voice. According to Kleiser (2009), Demosthenes
practiced earnestly by “declaiming on the seashore with pebbles in his mouth, walking up and
downhill while reciting,” and that his speeches were known for their deliberation and forethought.
On the other hand, the most famous Roman orator was Cicero, whose eloquence was
described as a “resistless torrent” (Kleiser, 2009). Cicero was a statesman who argued that the
teaching of rhetoric should be considered an art form, and that this could be useful in “all practical
and public affairs.” Cicero believed that to prepare a speech, one should first think of one’s
listeners and their interests, and to use certain strategies, such as using humor, questions, etc., to
engage the audience (Morreale, 2010).
The Roman lawyer and educator Quintilian, also forwarded the idea that public speakers
should be ethical. According to Morreale (2010), the ideal speaker was “a good man speaking
well…a good speaker is ethical and of high character, and speaking well meant being well-
informed and presenting the speech effectively.”
It is interesting to note that during these times, women were not allowed to speak publicly in
these countries, and that for a long time, this was true for women in other areas of the world.
However, during pre-colonial times, the Philippines was one of the few places that allowed women
to speak in public for the purposes of presiding over religious rituals. These women were known
as the babaylan, priestesses of the community, and along with the warriors of the community, the
mandirigma, they were the leaders of pre-colonial Philippines (Mallari, 2013). Although most of the
babaylan were women, babaylan priests also existed, wearing feminine clothing and adopting a
feminized role in the Philippine society.
The Philippines has its own tradition of public speaking. It is called different words in different
regions in the Philippines. According to Montemayor (n.d.), among the Tagalogs, the Karagatan is
said to be a game wherein young men and women duel with each other using words when it
comes to talking about love, while the “Huwego de Prenda… is a game used to entertain guests and
bereaved family during wakes.” During the American period, the more widely known Balagtasan
was also staged to honor Francisco Balagtas, a well-known Filipino poet. The Balagtasan is “like an
ordinary debate, except that one has to reason and argue in verse. Two master poets are assigned
to defend the pros and cons of an issues, and a board of judges sits to determine the winner.” At
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first, this whole enterprise was scripted and staged, but thereafter, they were made in a more
impromptu manner.
When the Americans brought public education in the Philippines, they also brought their public
speaking traditions along with them. The Americans wanted to distinguish themselves from the
Spanish colonizers by emphasizing public education, and did so on a massive scale. They did this
using the medium of the English language, which has its own peculiarities and forms, foremost
among them is the dictum to be straightforward. It is anchored on the public speaking tradition
on Western Civilization, which is based on the Greek and the Romans traditions.
In this manner, the Filipino public speaking tradition brings with it the flamboyant, poetic
manner that flourished under Spanish colonization, and the simpler, methodical public speaking
traditions of the West.
1. According to Corax, what are the three parts of a speech?

2. According to Aristotle, what components make a speech persuasive? Explain these in your own
words.
3. Why does Cicero believe you should use strategies to engage the audience? Do you agree? Why or
why not?
4. What is Balagtasan? Why is it the most well-known Filipino public speaking tradition?
5. What do you think is the most important component that makes a speech persuasive? Why do you
say so?
6. What surprised you the most when you read the history? Why were you surprised?
7. What is the difference between Western and Filipino public speaking traditions?
8. Who do you consider a good speaker? Explain why you think so.
9. How do public speakers affect society? Give concrete examples.
10. What are your thoughts and feelings about public speaking?
Sample Speech of Public Speaking

“The Filipino is Worth Dying For”
Benigno “Ninoy” Aquino, Jr.
I have spent almost eight long and lonely years in military confinement. The problem of
Martial Rule and its injustices have nagged me all these years.
During those eight years, I learned true meaning of humiliation, of courage, of hunger, and
endless anxiety. Rather than bitter, I have learned to accept my suffering as cleansing process and
a rare opportunity to rally grapple with the problems of the Filipino.
I have asked myself many times: Is the Filipino worth suffering, or even dying, for? Is he not
a coward who would really yield to any colonizer, be he foreign or home-grown? Is a Filipino more
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comfortable under an authoritarian leader because he does not want to be burdened with the
freedom of choice? Is he unprepared or, worse, ill-suited for presidential or parliamentary
democracy?
I have carefully weighed the virtues and faults of the Filipino and I have come to the
conclusion that he is worth dying for because he is the nation’s greatest untapped resource.
He is not a coward. He values life and he tends to give his leader the maximum benefit of
the doubt. Given a good leader, because he is a good follower, the Filipino can attain great heights.
It would seem that he is more comfortable in being told to do than to think for himself. But
this is only a superficial impression because deep down in his being, he loves freedom but puts
the highest premium on human life and human dignity. Hence, he would try to adopt till his
patience runs out.
Is the Filipino prepared for democracy? Definitely. Even before the arrival of the Spanish
Conquistador, he had already practiced participatory democracy in his barangay. He values his
freedom but because he values human life more, he will not easily take up arms and would rather
wait till his patience runs out.
Yes, I have gained valuable insights in prison, and like an average Filipino, I would like to tell
Mr. Marcos this:
I can forgive you for what you have done to me over the last eight years because this I can
do, but I can never forgive you for depriving our people of their freedom because it is not mine to
forgive.
I have waited patiently for you to restore the democracy you took away from us on that
night of September 23, 1972. Like the average Filipino, please do not mistake my patience for
docility, my conciliatory demeanor for cowardice and lack of will.
I have chosen to suffer long years of solitary confinement rather than urge my followers to
put our country to the torch because, like the average Filipino, I put the highest value on human
life. And I dread the weeping of mothers whose sons will surely be sacrificed at the altar of
revolution. But please do not misinterpret this conduct for timidity and subservience.
I have forced death a couple of times in prison. 1975, I went on a hunger strike for forty
days and forty nights and I was near death when your jailers rushed me to the Veterans
Hospital.
I forced death in your detention camp when your army doctors diagnosed my heart
ailment as mere muscle spasm, only to be told by doctors in the United States that I could have
died from the heart attacks while I was languishing in your jail.
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Mr. Marcos: Please believe me when I tell you that, like the average Filipino, I will again
willingly face death in a freedom struggle if you will not heed the voice of conscience and
moderation.
You were a soldier once, and you have repeatedly said many times, it is an honor to die
for one’s country and for one’s freedom.
I hope you will now believe in what you preach and pray that you shall at last desist from
further trying the patience and resolve of your countrymen.
Mr. Marcos: Give us back our freedom or suffer the consequences of your arrogance.
Other speeches to read and study:
 “Bataan Has Fallen” by Salvador P. Lopez

 “Speech to the Troops at Tilbury” by Queen Elizabeth I
 “Second Inaugural Address” by Abraham Lincoln
Learning Task:
1. Start planning your speech, with the topic grounded in modern day politics and current
events, entitled “Is the Filipino Still Worth Dying for?”
2. Answer the following questions in your notebook:
a. What is the purpose of your speech?
b. What is the overall effect you want to achieve?
c. What do you think would make a good introduction, evidence, and conclusion?
d. What logic or reasoning do you have when it comes to answering the question?
e. What emotional appeal do you want to create when it comes to your speech?
f. What is it about you, your religion, or your social or familial background that can be
used when it comes to giving you greater ethos, or credibility, when it comes to
your speech?
3. Write your speech answering the question, “Is the Filipino Still Worth Dying for?” Review
and complete your speech. Ensure you have a copy of reference and annotation, as may
be needed.
4. Make sure that all the preparations made in this lesson are incorporated in the speech,
such as an introduction, evidence, and conclusion; the use of logos, pathos, and ethos; the
use of wisely chosen words; and adequate evidence to prove your point.
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5. When read aloud, the speech should last for 6 to 8 minutes.
6. For each paragraph, place the key words or phrases in one index card that should help
you remember what you wrote.
7. Remember the lessons from Chapter 1 and adjust your speech according to the following:
 The audience and their field of experience
 The kind of language to use according to your audience
 The message and the feedback coming from the audience
8. Be conscious of your voice. Ensure that it is loud enough to the whole room.
9. Be conscious of your posture. Do not slouch or look at the floor.
10. Be conscious of your hand gesture. Strive for a happy balance of meaningful hand
gestures and poise.
11. Be conscious of your body language. Avoid crossing your arms too much or inching
toward the back of the room. Try to be more open with your gestures.
12. Be conscious of your eye contact. Try to make eye contact with at least three people you
feel comfortable with in different parts of the room.
UNIT II: MIDTERM

LESSON 5: The Tools Needed in Critical/Creative Reports
In today’s day and age, everyone is expected to be able to give critical and creative reports. This
includes lawyers, engineers, and government employees, not just those who are working in the fields of
multimedia and the arts. Modern technology has made it easier for people to complement their reports
with arresting visual aids and helpful videos, and it has helped tremendously in the spread of all kinds of
information. To succeed in one’s academic and professional life, one should be able to master the report.
Lesson Objectives:
4. Create a credible, logical report that is thoroughly researched and fact-checked;

5. Deliver a report using effective verbal and non-verbal communication; and
6. Augment the report with relevant and eye-catching visual aids.
4. From your own experience as a student who listens to teachers in classrooms, what is the difference
between a good public speaker and a bad public speaker?
5. Who among the many public figures do you consider to be a good public speaker? Why do you think
so? What do you think makes this person effective?
6. What are the worst traits of a public speaker? How do they affect their audience?
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Best Practices of Public Speaking
Introduction. What makes a speech electric? What makes a speech so effective it can make
the audience have goosebumps or make them flush in rage or joy? Some speeches can be so
effective they trigger adrenaline, while other speeches, just as effective, trigger a sense of peace
and calm amid chaos. Great speakers have been called hypnotic, magnetic, and charismatic, and
this is not just because they have a compelling message, but because of the captivating manner
they deliver these speeches, as well.
Performance. Speeches are performances, and they are delivered best when they have the
feel of authenticity and earnestness. People respond when they think that the one speaking is
being honest and sincere, and they respond even more strongly when they feel that they can
relate to the speaker in question. Because of this, a sense of humor helps break the ice, and
strategic shows of vulnerability and concern can make an audience feel closer to the speaker.
Plan the Speech. It is important to express oneself in an expressive and articulate manner. It
is best to choose one’s words carefully, and to ensure that one’s speech builds on the foundation
of logos, pathos, and ethos. To come across as articulate, one must also nurture a speaking style
that is effective, and this style varies from one person to another.
Eye Contact. One way of coming across as authentic is the ability to make good eye contact
with the audience, and to speak in a manner that touches them. It is important to engage the
audience, and eye contact helps in doing that. Some people, however, have a hard time making
eye contact. Should this be the case, it would help to pick out three people from the audience,
placed in a mental triangle from one’s position, and try to make eye contact with them instead of
the rest of the people in the room. If one is truly hesitant to look at people’s eyes, one may look
at their foreheads instead; this creates the illusion of making eye contact with people without
doing it. On the other hand, if one is comfortable making eye contact, it would help to pick out
people who seem to be friendly or accommodating to look at, so that when one speaks, one feels
confident and ease.
Speaking Style. Different people have different speaking styles, and one can only find one’s
personal style through constant practice. Some people seem to be more effective when they come
across as calm, trustworthy, and reasonable, and their hand gestures seem more open and
thoughtful. Others, on the other hand, can get away with bursts of passion and bombast, infecting
the audience with their fervor and enthusiasm. This is usually matched with pointing and/or
punches thrown in the air, to punctuate their speeches and make a strong impression on the
crowd.
Hand Gestures. Whatever kind of speaker one may be, it is always best to be more purposeful
when it comes to choosing hand gestures. Hand gestures can create as much of an impact as the
content of the speech itself. They must always look smooth and natural, rather than robotic or
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artificial. Hand gestures can be useful signposts in making a point, such as the usual hand gestures
of enumeration. They can signal inclusiveness, such as when both hands are stretched towards
the audience palm up, or division, such as when there are sweeping gestures to indicate
difference. Although they are intuitive in nature, they are extremely useful when used effectively,
and note that these gestures are also culturally informed. Some hand gestures are considered
rude, and it is important to be able to match the appropriate hand gestures to one’s audience.
Recording the Speech for Feedback. One of the best practices in public speaking is to
videotape speakers, and then have these speakers watch themselves. It might surprise them that
they use hand gestures or mannerisms that distract from or lessen the impact of their speeches.
Some hand gestures are so exaggerated they look like policemen directing traffic, and some
people pepper their speeches with too much nervous laughter, or fillers like “Umms” and “Uhhs”
in their speech. This process is usually done inside speech laboratories, where students can access
videos of themselves, and allow them to study their speeches. They can watch for the flaws of
their performances, instead of being too dependent on the teacher or their peers when it comes
to constructive criticism.
Peer Evaluation. Unfortunately, not all schools have the means to record their students’
speeches. Should this be the case, it is important to have discerning teachers, coaches, or peers
to provide feedback when it comes to the effectivity of one’s speech. It is not enough to be given
a grade for the speech, or just be accorded high praise. Feedback from people is important, and
this will be a great tool in improving one’s speech and one’s speaking style in general. Observations
can range from the speaker’s posture, one’s facial expressions, and one’s general appearance.
This can be done alone with the speaker rehearsing their speech in front of a mirror.
Appearance. When it comes to appearance, it is important to look credible and worthy of

respect. In the real world, this depends a lot one’s audience, as the way one’s dresses should
match the kind of audience one wants to impress. Whether one’s audience are corporate clients
or creative directors, this should have an influence on the appearance one presents.
Clothing. Traditional audience often call for more formal clothing. For men, this would mean
donning a suit and tie at the most formal level, or at the very least, the use of long-sleeved button-
down shirts, slacks, and leather shoes. In the Philippines, the use of barong and slacks is
acceptable. For the women, a pantsuit or a formal coat and skirt ensemble should suffice. In less
formal instances, a dress or blouse and skirt (or slacks) outfit should do as well.
Good Grooming. In addition, good grooming is a must, and that extends to one’s hair to one’s
nails. If one looks neat and clean, that should be enough to satisfy most audience’s requirements.
Some audiences, however, may require women to wear more (or less) make-up, don a hijab, or
wear high heels – in these instances, it is always best to know the cultural expectations of the
audience and the venue.
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Visual Aids. Since we live in a world that is more dependent on information technology, it has
become de rigueur for audience to expect speeches to be accompanied with visual aids, such as
PowerPoint presentations, video or audio clips, and infographics. Any of these are acceptable, and
in most cases, commendable, if they are relevant to the topic at hand.
PowerPoint Presentations. When it comes to the use of PowerPoint, one should ensure that
the font size of the text is not too small. An acceptable size font would be type 24 or larger, and
the text should be in dark colors for easier reading. The best PowerPoint presentations are not
text-heavy; instead, they are visually oriented, which is why the use of photographs, illustrations,
charts, and the like would better serve one’s use of the medium. Video clips may or may not be
embedded in the presentation, as well as audio clips and animation.
The university of Leicester gives a few guidelines about the use of PowerPoint, as well, when
it comes to color, it is best to be consistent and to have the same color and background schemes
for each slide. It also mentions the “six by six rule,” whereby, “slides should have no more than six
bullet points and each bullet point should be no more than six words long”. Although it is good to
use animation, it would be best no to overuse this feature. Once the PowerPoint presentation is
finished, one can view it several ways; one can view it in the “Notes” tab to see the comments and
notes for the speaker, aside from the actual slide presentation; another is the “Slide Sorter” view
to see the visual impact of the presentation. A good rule of thumb is one slide for every two
minutes. One should also rehearse the speech while using the presentation, and check the
infrastructure (such as the room, laptop, and projector) before the speech (2017).
Handouts. It would be best to have handouts ready for one’s audience, so that members
of the audience will not have to scramble when taking notes during the presentation. These should
be written briefly, and should appropriate citations.
Feedback. Although the speech is a performance, it is also one where its audience can
participate, often by the speaker asking rhetorical or directing actual questions to the audience. It
is always good to read the verbal and non-verbal cues from the audience, such as whether they
agree with what one is saying or whether they are resisting to certain ideas, mirrored by their use
of body language. The speaker is more responsive and sympathetic to the audience when they
modify their speeches to match the audience’s visual cues.
Conclusion. In the end, public speaking is a dynamic performance that is meant to

disseminate information, create greater awareness, and evoke emotions in the audience. It is
utilized by teachers, lawyers, politicians, and the like. It has been used effectively to promote
human rights on the street and to create policies in government. Although it is a performance, the
most important speeches in the world have had material effects, such as the speeches of Abraham
Lincoln, Susan B. Anthony, and Martin Luther King, Jr., and these still affect the world today, long
after their speakers have already been long gone.
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1. Why is public speaking a performance?

2. Is a good public speaker born, not made? Or is it a mixture of both? Explain your answer.
3. As an audience member, what affects you the most when it comes to the effectivity of a speech?
What qualities of the speaker give the greatest impression to you?
4. Do you want to be a good public speaker? Why or why not?
5. What public speaking practices do you think should be practiced more in your school or in your
class? Why?
6. Why is it important to match one’s appearance to one’s audience?
7. When are visual aids effective when people give speeches and reports?
8. When are visual aids not effective when people give speeches and reports?
9. What is your speaking style? Can you think of any famous person who has the same speaking style?
10. Do you think you can still further improve your speaking style? How?
LESSON 6: TED Talks and Critical/Creative Thinking in Today’s Society

In the last lesson, we took up more traditional reports, as seen in television newscasts and reports
in the classroom. For this lesson, we will see how reports can be done in today’s modern world. People
from all over the world share their knowledge on various media platforms, whether they are amateurs
from YouTube or experts on TED Talks. People from the past might have thought that animation and
graphics would have dominated the information revolution, but it turns out that human beings like
watching other humans talk – and that public speaking remains one of the more important ways to spread
ideas in the 21st century. Instead of being extinct in the information age, public speaking has become even
more important. Filipinos, like Mikey Bustos, have huge followings on their YouTube videos, while Filipino
experts have shared their knowledge in TEDx Talks in universities in the Philippines.
Lesson Objectives:
3. know the features of a good TED talk;

4. to perform a good TED talk using visual aids; and
5. give a talk in front of a corporate or academic audience, in a business or an academic conference.
4. have you ever watched TED Talks? Why or why not?

5. What makes TED Talks interesting?
6. Would you ever want to give a TED talk? Again, why or why not?
TED Talks: Walking the Talk

Sometimes, people with good public speaking skills and mediocre ideas get more attention
than people with great ideas but average public speaking skills. According to John Bates, “I think
the world needs people with great ideas to have the communication skills to match, because we
need those ideas more than ever” (quoted in Clark, D.) when people have good ideas, they should
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be able to share it with others. There are times when funding a good idea relies solely on one’s
public speaking skills, or times when groundbreaking ideas need to be shared to create a social
revolution.
It is important to know that content is king. Whatever one chooses to talk about, it should come
from a place of passion. One’s enthusiasm for the topic should shine, and it should be something
worth sharing to the world. All the research in the world will not matter if one does not feel
strongly about the topic. After all, the slogan of TED Talks is, “Ideas Worth Sharing,” and not, “A
Few O.K. Ideas.”
When people speak in front of an audience, they are already on a place of vulnerability, which
is why some people freeze up or are afraid of showing their emotions. The opposite should take
place – speakers should use their emotions to connect to the audience – it makes them more
relatable and more accessible. Personal anecdotes are great ways to connect to an audience.
Lastly, it is important to speak slowly so the audience can understand the concepts one talks
about. The temptation is to speak as fast as you can to get the experience over and done with, but
that would simply give a bad impression.
There really isn’t much more to say. The best way to know how to give a TED talk is to watch
several, and to study what makes them effective. And the best way to present a TED talk is to
practice and prepare, as much as possible.
Learning Task: Analyzing TED Talks
The titles that follow are TED talks in different topics. You are to analyze each TED talk. Links
are already provided for your access.
1. “What Reality Are You Creating for Yourself?” (Isaac Lidsky)

http://www.ted.com/talks/isaac_lidsky_what_reality_are_you_creating_for_yourself#t-
692833 (retrieved April 11, 2017).
Before-Watching Questions:
a. What are the five senses? Which one do you consider the most important? Why?
b. Do you think that reality is something that we are in or is reality something that we
create? What is the difference between the two?
After-Watching Questions:
1. What did you think of TED Talks?

2. How can people affect their reality?
3. What was the most surprising thing for you in the talk?
4. What made it so effective?
5. How does it personally affect you?
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6. What hand gestures did you consider to be effective? why?
7. What was his only visual aid? Why did he use it?
8. How did he prove that he could change his reality?
9. What can you learn about public speaking from listening to the talk?
10. What can you learn about life?
2. “All it Take Is 10 Mindful Minutes” (Andy Puddicombe)
https://www.ted.com/talks/andy_puddicombe_all_it_takes_is_10_mindful_minutes#t-
545342 (retrieved April 11, 2017).
Before-Watching Questions:
a. When was the last time you did absolutely nothing for ten minutes?
b. What does being “mindful” mean to you?
After-Watching Questions:
1. What did you feel after watching the talk?

2. What would be the benefit or benefits of meditation?
3. Why was his talk effective?
4. What do you think of his use of visual aids?
5. What is the main point of his talk?
6. Could you relate to his talk? Why or why not?
7. Do you think the talk is relevant to society? Why or why not?
8. Have you ever tried meditating before? What do you think of it?
9. What are the benefits of being a more reflective person? Do you think it will help society
if people were more reflective? Why?
10. What problem do we encounter if we are not reflective, and are connected to social
media, all the time?
Other TED Talks worth watching:
 “Confessions of a Bad Feminist” (Roxane Gay)

https://www.ted.com/talks/roxane_gay_confessions_of_a_bad_feminist#t-237630
(retrieved April 11, 2017)
 “Life, Learning and Filipino Martial Arts” (Felipe Jocano Jr.)
https://www.youtube.com/watch?v=YWzT_dleglw (retrieved April 11, 2017).
 “What Makes a Good Life?” (Robert Waldinger)
https://www.ted.com/talks/robert_waldinger_what_makes_a_good_life_lessons_from_the_l
ongest_study_on_happiness (retrieved April 11, 2017).
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LESSON 7: The Importance of Persuasive Speech
Today, it seems that everybody is trying to persuade everybody else. Whether it is to buy a specific
product, try out the newest craze, or join a political movement, persuasion is the name of the game.
Whatever field of profession one plans to join in the future, it is an essential skill to be able to persuade
someone. Although most people nowadays try to persuade using emotional means, it is best to use logic
and reasoning to persuade people as well.
This lesson will be more specific about how one can persuade using correct argumentation.
Furthermore, you will read a little bit about logical fallacies, and how best to avoid arguments using logical
fallacies, as well as not to be fooled by anyone using them.
Lesson Objectives:
4. know how to create a solid argument;

5. understand several logical fallacies and how to spot them; and
6. give persuasive speeches with excellent logical reasoning and argumentation.
The Basics of Argumentation

The ordinary expectation of an argument is an action that involves strong words, possibly
matched with violent acts. However, this appreciation cannot be farther from the truth. In fact, a
well-reasoned argument is not based on violence at all, but one that is based on logic and
evidence.
An argument is composed of three features: assumption, evidence and explanation. If any of the
three features are missing, these are not considered arguments. In the case of assumptions
without evidence, these are merely opinions. In the case of evidence without assertions, these are
simply bald facts that need further contextualization. Unfortunately, most people believe that if
you have one of these features, one can create a compelling argument.
One must know what an assumption is. An assumption is an opinion that needs evidence to
back it up. Hence, saying that the world is round is not an assumption, it is a fact. It is not an
opinion that asks for evidence, because it has already been proven and is true by all accounts.
However, the opinion that women should be given the right to an abortion is an assertion that
needs facts to support it. To do so, would be to look at laws, jurisprudence, and documents from
the United Nations, or similar institutions. There are times when there can be shifts in ideology,
rendering what were once considered facts into matters of opinion and vice versa.
For example, the belief that all states should respect human rights used to be considered a
fact in the Philippines. However, with the election of President Rodrigo Duterte, for some people,
this is now considered a matter of opinion, as human rights have been framed as a Western
concept that has no relationship to Philippine realities. Both assertions have their merits, and it is
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now important to closely look at the evidence to see which assertion is more correct than the
other.
Evidence can be any of the following: concrete facts and figures; a philosophical ideology
agreed upon to be true by everyone; and anecdotal evidence. The strongest bodies of evidence
are based on facts and figures, and it is important to that they are true and come from reliable
sources. One cannot expect to get facts from memes, dodgy blogs, and fake news sources. It is
best to get facts from newspapers and academic journals, or their digital counterparts. The
weakest among the three would be anecdotal evidence, as this can be an exaggeration of the
speaker, or even an outright lie.
An explanation tells the audience why the evidence supports the assumption. It should be
clear and concise, and the relationship between the evidence and the assumption must not
commit any logical fallacies. For example, when it comes to the earlier assumption, that all states
should observe human rights for its citizens, the facts that this is enshrined in the United Nations
Commission for Human Rights (UNCHR) might not be enough for some people. Therefore, to be
more persuasive, one must explain where this came from, that it was a post-World War II measure
to ensure that evils of the Nazi Holocaust would not be repeated in the world. A stronger
explanation would go to the premises of the argument and analyze this point by point, to make
the audience fully understand the argument.
In the end, an argument’s persuasive power is not found solely on logical grounds. It is
important to remember that one is trying to convince human beings with emotions, and not cold,
unfeeling robots, which is why it is always best to add the persuasive powers of pathos and ethos
in an argument, aside from those that stem from logos.
Learning Task: Building Arguments
To apply the lessons learned in the earlier essay, create several arguments for and against
the following topics.
Topic Assertion Evidence Explanation

Divorce should be
legalized in the
Philippines (Policy)
Divorce should not be
legalized in the
Philippines (Policy)
Extrajudicial killings
(EJKs) are good for the
Philippines (Truth)
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Extrajudicial killings
(EJKs) are bad for the
Philippines (Truth)
LESSON 8: Persuasive Speech in Private Institutions

Corporations and private institutions rely on persuasion to get investments, broker deals, and find
clients. Persuasion comes, not just in the words that are used, but also with snappy audio-visual
presentations and infectious music. It can be dead serious, as in corporate negotiations, ore seriously fun,
as in marketing products and pitching projects.
In this lesson, you will learn how to use persuasion in marketing, pitching and creating buzzworthy
events. Although this can be primarily used by Business and Advertising majors, it can also be used by
anyone who is interested in putting up a business someday, pitching a product to fund, or getting
something off the ground. It would also be helpful in other professions, because these skills can come in
handy someday.
Lesson Objectives:
4. pitch a project;
5. market a product; and
6. take part in a corporate conference.
Pitching a Project
Many times, people need to look for funding sources to make good ideas grow and develop.
When the internet first boomed in the 1990s, many start-ups, or up and coming web-related
companies, could get investments from Silicon Valley and beyond. Although this tapered off when
the dot-com bubble burst in the 2000s, this is still the case when it comes to people who have
good ideas and need to look for investors to make business ideas grow.
Nowadays, the internet has created sophisticated platforms for people to pitch their projects
so that people who are interested in helping can easily invest with a click of a button. The most
well-known platform for this is Kickstarter, and the pitches are made by uploading videos to the
website. Given here are a few Kickstarter projects that could help as models for students before
they make their own video-audio-visual pitch.
1. “Eat Offbeat: The Cookbook” (Eat Offbeat)

https://www.kickstarter.com/projects/1094312075/eat-offbeat-the-
cookbook?ref=home_popular
2. “Rising Sun” (CMON)
https://www.kickstarter.com/projects/coolminiornot/rising-sun?ref=home_popular
3. “Selfly Camera: The Smart, Flying, Phone Case Camera” (Selfly Camera)
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https://www.kickstarter.com/projects/selfly/selfly-camera-the-smart-flying-phone-case-
camera?ref= popular
4. “Off Assignment”
https://www.kickstarter.com/projects/1305026158/off-assignment
Learning Task: Pitching a Project
1. Think of a worthwhile project to pitch. This may be a real project or something you just
invented or imagined. Create a video presentation for the pitch, or if the funds and
technological infrastructure are insufficient, create an audio-visual presentation of the
pitch. You can also add hand-outs and flyers to help with the pitch.
2. The video/audio-visual pitch should be longer than one minute, but shorter than five
minutes.
3. Grades will use a point system from 0 to 10, with the description of the rubric for each score.
The score will be multiplied into 10, so that a perfect score can be total up to 100 points.
Score Description
0 A pitch was not submitted.
1 The pitch was poorly made and its project was poorly conceived.
2 The pitch was poorly made even though the project had some merit.
3 The pitch had some technical problems that could not be overcome. The project had
some merit.
4 The pitch could have used a better strategy (live interviews instead of stick figures,
and vice versa), depending on the content of the project. The project seemed
worthwhile.
5 The pitch was technically correct, but the project itself and the way it was pitched had
some problems, which made it less persuasive. The project seemed worthwhile.
6 There was some unevenness in the quality of the pitch and the project themselves,
but it seemed persuasive.
7 The pitch was persuasive and had some problems. The project was worthwhile.
8 The pitch was persuasive and had minimal problems. The project was worthwhile.
9 The pitch was persuasive and seamless, and the project was worthwhile.
10 The pitch was very persuasive, looked technically brilliant, and the project itself is
something I would invest in if I had the money.
UNIT III: FINALS

LESSON 9: Communication for Work Purposes
Lesson Objectives:
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7. Create clear, coherent and effective communication materials;
8. Present ideas persuasively using appropriate language registers; and
9. Adopt awareness of audience and context in presenting and communicating ideas.
Technical Writing
WHAT IS TECHNICAL WRITING?
 It is a broad term used to cover various types of writing done in science, industries and other
specialized fields (Littell, 1998).
 It refers to precisely written documents to communicate complex information to a wide range of

audiences for many purposes (Finkelstein, 2005).
 It is any writing done in the workplace; its subject is usually technical and it is written carefully for a
specific audience; organization is predictable and apparent; style is concise; tone is objective and
business-like; and special features include visual elements (Mehlich and Worthington, 1997).
 It is communication (in any field) of which the primary aim is to convey a particular piece of
information for a particular purpose to a particular reader or group of readers. Thus, it is an
exposition essentially about scientific subjects and about various technical subjects associated with
the sciences (Alcantara and Espina, 1995).
 Technical writing is presentational. It involves attractive layout for easy reading and technical
vocabulary, its use of graphic aids and conventional report. It is ideally characterized by the
maintenance of an attitude of impartiality and objectivity, by extreme care to convey information
accurately and concisely, and by the absence of any attempt to arouse emotions. Also, it is writing
in which there is relatively high concentration of certain complex and important writing techniques
(Mills and Walter, 1980).
 Its final product is a technical report that may range in size and complexity from a simple
memorandum or letter to voluminous report or stack of books (Vicental, et.al., 2004).
DIFFERENCES BETWEEN TECHNICAL AND CREATIVE WRITING

Writing can be grouped into five basic types; technical, creative, expressive, expository, and persuasive.
To help understand technical writing, it may help to compare it to the other types.
 Technical writing conveys specific information about a technical subject to a specific audience for
a specific purpose.
 Creative writing is fiction – poetry, short stories, plays, and novels – and is most different from
technical writing.
 Expressive writing is a subjective response to a personal experience – journals and diaries –

whereas technical writing might be objective observations of a work-related experience or research.
 Expository writing “exposes” a topic analytically and objectively, such as news reports. Like
technical writing, the goal of expository writing is to explain or reveal knowledge, but expository
writing does not necessarily expect a response or action from the reader.
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 Persuasive writing depends on emotional appeal. Its goal is to change attitudes or motivate to
action.
TECHNICAL WRITING CREATIVE WRITING

CONTENT Factual, straight-forward Imaginative, metaphoric or
symbolic
AUDIENCE Specific General
PURPOSE To inform, instruct, persuade Entertain, provoke, captivate
STYLE Formal, standard, academic Informal, artistic, figurative
TONE Objective Subjective
VOCABULARY Specialized General, evocative
ORGANIZATION Sequential, systematic Arbitrary, artistic
Compare these examples:
BASIC PRINCIPLES OF GOOD TECHNICAL WRITING

a. Always have in mind a specific reader, real or imaginary, when you are making a report,
and always assume that he is intelligent, but uninformed.
b. Before you start to write, always decide what the exact purpose of your report is and make
sure that every paragraph, every sentence, every word, makes a clear contribution to that
purpose, and makes it at the right time.
c. Use language that is simple, concrete and familiar.
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d. At the beginning and end of every section of your report, check your writing according to
this principle: “first you tell your readers what you’re going to tell them, then tell them, then
you tell them what you’ve told them.”
e. Make your report attractive to look at.
TECHNICAL WRITING STYLE

f. Match your content to your readers’ knowledge.
g. Keep information specific rather than general.
h. Write in plain English.
i. Keep the style of writing impersonal.
j. Use a positive, not negative tone and style.
POSITIVE NEGATIVE
Four of thirty students of English subject met the Twenty six of the thirty students of English subject
deadline for the submission of their reports. failed to meet the deadline for the submission of
their reports.
Please allow us to serve you on cash basis If you expect to borrow again, don’t come to us.
meanwhile.
k. Use simple words rather than complex ones.
TECHNICAL WORD LAYMAN’S TERM
Low incidence of adverse reaction Few side effects

Hydrogen dioxide Water
Comestibles Food
Folio Page
Recto Right-hand page
l. Avoid acronyms and abbreviations
m. Avoid non-words
DIFFICULT WORDS WORDY PHRASES
Instead of: Use: Instead of: Use:
Aggregate Total, whole A greater length of Longer

time
Disengage Free
A large number of Many
Abbreviate Shorten
Afford an opportunity Allow
Parameter Factor
to
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Beverage Drink At this point in time At this time
Subsequent Next Now in this connection Therefore
Coagulate Thicken During the course of During
sufficient Enough On annual basis Yearly
Conjecture Guess In the vicinity of Near
Currently Now Give positive Encourage

encouragement
concept Idea
At an early age Soon
REDUNDANCIES CONTRACTED WORDS
Instead of: Use: Instead of: Use:
Very unique Unique Can’t Cannot
Repeat again Repeat Won’t Will not
An honor and privilege An honor Shouldn’t Should not
Like for example Like, for example I’d told I had told
Behave properly Behave We’re We are/were
Final outcome Outcome You’ve You have
Honest truth Truth She’d rather sing. She would rather sing.
By means of by Mr. Twain’s saying Mr. Twain is saying…

that…
UNDERSTANDING YOUR AUDIENCE/READER

FACTORS AFFECTING AUDIENCE NEEDS:
1. Format. – Deals with practical matters of design type of document, length, preferred style manual,
and organization. Write letters to readers outside the company and memos to readers inside the
company. In choosing a report format, consider the subject-matter, audience and the employer
standards. Follow established company format.
2. Personality. – Adjust tone to personality. Tailor your language appropriately. Personality can be
affected by culture, heredity, age, experience, and role.
3. Knowledge. – Include knowledge that the role requires. Ask yourself what your readers know or do
not know about your subject. Experience, age, and role can affect how much someone knows.
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4. Role. – consider your reader’s role before writing. Understand that role and accommodate it. Write
different parts for different roles.
5. Culture. – understand how culture affects someone’s beliefs and decisions. A person’s family and
community background can have a deciding effect on what an audience believes. When you learn
about the cultural background of your audience, your writing will have greater depth and appeal.
6. Interest. – Where you find interest, capitalize on it. Where there is none, try to create interest.
Interest can be affected by such factors as age, experience, cultural background, and role.
Learning Task:
Group yourselves into five (5) members and perform the following:
1. Imagine or conceive your own product or business that offers services.

2. Make your own product advertisement flyer for marketing purposes or promotion. In doing so, be
reminded of the technical writing style and your audiences’ needs.
3. Print your flyer in a special paper. The size depends on your designed concept.
4. Present your product or business service to the class.
LESSON 10: Simulating the Philippine Workplace

In this lesson, you will apply the principles you have learned from the previous lesson. You will
review the general principles of technical communication by writing several workplace documents: memos,
business letters, and emails. The exercises will be drawn from your realm of experience but will be geared
toward your future in the workplace. In line with this framing, you will then learn about the job application
process, from the writing of effective cover letters and resumes, to the job interview process. You will also
evaluate samples of these different technical papers.
Lesson Objectives:
6. Construct basic workplace documents based on the principles of technical writing;

7. Write an effective cover letter and resume based on the guidelines for the job application process;
and
8. Effectively introduce oneself and answer questions in a scenario simulating the job interview.
Professional Correspondence
This section will provide tips, evaluation exercises, and composition exercises for memos and letters. It
will also discuss the principles guiding email communication in the workplace, followed by an email
evaluation and writing exercises.
Memos
A memo which is internal communication, immediately gives the date, the addressee and sender, and
the subject of the memo in a standard format. There is no need for a salutation, complimentary close, and
signature block. Here is a template that shows the format of a standard memo.
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Memo Template
(two inches of blank space)
Memorandum or Memo
To: Readers’ names (individual or group name) and designations/job titles
(one blank line)
From: Writer’s name and designation/job title
(one blank line)
Date: Current date
(one blank line)
Subject: What the memo is about
(two blank lines)
First single-spaced paragraph: an opening that grabs attention and introduces the purpose of the memo,
the context and problem, and the specific assignment or task
(one blank line)
Second single-spaced paragraph: a body that explains the purpose and context in greater detail; uses
lists, if necessary, for easy digestion of information
(one blank line)
Third single-spaced paragraph: a closing that includes a request for action, deadline, and reasons; ends
courteously
The memo follows a specific format designed for internal communication. It tends to be brief (one page
is usually enough), and its content is arranged into paragraphs, typically just one to three. The memo’s
subject line is of prime importance. Like a title, it “aids in filing and retrieving the document, tells the readers
why they need to read the document, and provides a framework in which to set what they are about to
say” (Locker and Kienzler, 2013). Good-news memos and letters can highlight the good news in the subject
line, but bad-news letters and memos should have a neutral subject line. A good subject line is specific,
concise, and appropriate to the kind of message. The examples that follow, based in similar ones in Arinto
(2009), illustrate the differences between ineffective and effective subject lines.
A. Too general: Training Seminar
Better: Dates for 2018 Training Seminar
Or: Schedule of Training Seminar on Conducting Interviews
B. Wordy: Survey of Students’ Preferences Regarding Course Offerings

Better: Students’ Course Offering Preferences
Or: Survey of Students’ Course Preferences
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Business Letter
Business letter is a form of external communication, it is formatted to contain, among others, an
inside address and a signature block that specify the recipient and sender respectively, along with their
contact information. A letter also contains standard formulas of openings and closings called the salutation
and complimentary close. The standard salutation format consists of the word “Dear” followed by the title
(Mr., Ms., Dr., Prof., etc.) of the addressee or recipient, his or her last name, and a colon. Conventional
complimentary close for business letters today are: Sincerely, Respectfully, Best regards, Kind regards, and
Yours truly. However, conventions change, so it is still best to keep this closing as neutral as possible and
to find out what is preferred in each particular business or professional context. Finally, the letter is
formatted in a way that makes relevant information easy to see and understand. Here is a template that
shows the formal and content of a business letter.
Business Letter Template
Company Letterhead
(two or more blank lines)
Date of letter
(two or more blank lines)
Name of recipient
Position/Designation of recipient
Address of recipient
(one blank line)
Dear + Courtesy title + Reader’s last name:
(one blank line)
First single-spaced paragraph
(one blank line)
Second single-spaced paragraph
(one blank line)
Third single-spaced paragraph
(one blank line)
Complimentary close, such as “Respectfully yours,”
(three blank lines for the sender’s signature)
Name of sender
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Title/Designation of sender
The business letter, like the memo, should be clear, concise, and organized. Typically, it
contains a brief introductory paragraph establishing the context and purpose of the letter, a
middle section conveying details of the message in a logical sequence, and a brief concluding
paragraph politely requesting action, thanking the reader, or providing any additional pertinent
information.
While the main message should be the focus of the letter, it is important to write effective
openings and closings. Openings should be clear and direct, that is, they should immediately tell
the reader the purpose of the letter. The following two examples show the difference between an
indirect and direct opening.
Indirect: Thank you for your email of May 11 in which you inquired about the availability of
sprinkler part H640B.
Direct: You will be glad to know that we have an ample supply of H640B parts.
The closing or concluding paragraph wraps up the main points while building goodwill via
what is called a positive forward-looking final message. For example, writers can say, “I am glad to
have been of help,” “Feel free to call me again,” or “I look forward to… [working with you, receiving
your application in the next call for proposals, etc.].”
Work Email
Many companies today use emails as an alternative to memos. As Mary Ellen Guffey (2000)
notes in Essentials of Business Communication, email messages and memos are “standard forms of
communication within organizations” and “will probably become [the] most common business
communication channel.” Email messages have several advantages over print communication:
they allow professionals to send, forward, and receive many messages quickly and efficiently, and
they are designed for simultaneous circulation. Messages may also be organized easily in
electronic “folders” for later reference and replies. Emails are eco-friendly, as large documents
may be sent economically and without using paper resources.
The use of emails comes with challenges, however. Because of the ease of sending, one
click of the “send” button for a message that contains factual, grammatical, or typographical
errors, may result in the writer’s loss of credibility. Emails produce a permanent record, so writers
should be aware of the dangers of messages travelling to unintended recipients. According to
Guffey (2000), even when deleted, emails “can remain on multiple servers that are backed up by
companies or Internet service providers.” Moreover, in sensitive situations, emails are not as
effective, as they are only partially able to convey the writer’s attitude or emotions.
Like memos and business letters, email messages should be warm and friendly, but not too
conversational, emotional, or intimate. The goal is a professional tone – neither too formal nor
too conversational. There are guidelines specific to email correspondence. The term “netiquette”
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refers to etiquette on the Internet or the acceptable ways of communicating on Internet platforms.
Various netiquette guides are available online. Here are some links to a few of these:
Netiquette links:
 http://email.about.com/od/emailnetiquette/tp/core_neti-quette.htm
 http://www.businessinsider.com/email-etiquette-rules-every-professional-needs-to-know-
2016-1
Workplace emails still follow the standard format, minus the automatic components: email
systems automatically insert the date of incoming messages and the name and email address of
the sender. The writer inputs the name and email address of the recipient, as well as the subject
which, as in memos, should summarize the central idea of the message. Work emails have
salutations that use the colon at the end, but in certain contexts when sender and recipient have
a close working relationship, titles are dropped and first names are used. Paragraph organization
is the same as for memos and letters, and the information given should be only what is necessary.
Opening fillers (there is, it is), long lead-ins (I am writing this memo to inform you that), and wordy
phrases (because of the fact that) should be avoided. Lastly, it is best to compose emails offline or
to least proofread the message before sending it.
Cover Letter and Résumé

A cover letter is a “letter you write to a prospective employer to persuade him/her to give you a
job” (Arinto, 2009). It literally covers or goes on top of the applicant’s résumé. It is typically just one-page
long, with a message conveyed in about three to five paragraphs. Different companies may specify
different formatting requirements for this, but most will be printed on short, 8.5 x 11 -inch bond paper,
ivory or white in color, about 70 to 80 gsm.
The cover letter is formatted like a business letter, but it has its own specific challenges. It is very
important that the cover letter does not contain mistakes when it comes to the information about the
company and prospective employer. The applicant should find out the full name, position, and preferred
title of the addressee – sometimes the employer, sometimes the head of a Human Resources department.
The message should provide adequate information about the position being applied for, the top
qualifications of the applicant (highlights of the résumé), how the applicant stands out from other
applicants, and contact information of the applicant. In a cover letter template constructed by Richard J.
Wallace (2006), he provides a summary of the kind of information that should be included in each section
of a cover letter.
First, the date and inside address should be provided, the latter including the contact person’s name
and position, as well as the company name and its address. Like in other business letters, the salutation
should begin with the word “Dear,” followed by the appropriate courtesy title (e.g., Mr., Ms., Dr., Prof., Atty.,
Engr., Hon., etc.) and a colon. In the first paragraph, the applicant should immediately state an interest in
the specified position as well as give reasons, for example, background, as to his/her suitability as a
candidate. The first paragraph should be kept short – no longer than a page or half a page.
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In second paragraph, qualifications should be supported with concrete and specific details, such as
highlights from the applicant’s résumé. The applicant’s interest in the company should be emphasized
further with details that call attention to the fact that he/she knows the firm, field, or industry well. In the
closing paragraph, there should be a request for an interview or some form of follow-up action. It helps to
provide contact information or mention the option of calling or sending an email to arrange an interview
at a convenient time for both parties. The complimentary should be formal (e.g., “Sincerely,” “Respectfully,”
or “Very Truly Yours”).
Next, Locker and Kaczmarek (2009) define résumé as a document attached to a cover letter to serve
as “a persuasive summary of your qualification for employment”. Ideally, unless is one applying for a top-
level position, one page is adequate, especially for fresh graduates. Less important content should be
trimmed or omitted to fit the more important achievements into a single page. When there is more than
one page, each page should have the applicant’s name and a page number for easy reference. The type of
paper used is the same as for cover letter.
Three main types of résumé
1. The chronological résumé is the traditional and most accepted résumé format. Items are listed in
reverse chronological order, with the most recent work or schooling first. Names, dates, and places
of employment are listed, and education and work experience are grouped separately. This is used
when there are no large gaps in the applicant’s work history and if his/her education and previous
work experience relate to the current job objective.
2. The functional résumé focuses on the skills and talents developed by the applicant and does not
emphasize job titles, employer names, and dates. This is used when there are gaps in the writer’s
work or study history, when such experience is not that relevant to the position for which he/she is
applying, and when the writer wishes to combine experiences from paid jobs, activities, volunteer
work, and courses to show the extent of his/her experience in an area.
3. The chrono – functional résumé, as the name suggests, is a combination of the two types: it
chronologically lists job history and education but also allows the applicant to highlight certain
marketable qualifications. This is used by fresh graduates who have same job experience and by
those who are returning to work or are changing careers.
For recent college graduates, education should appear first and be outlined in detail. For example,
degrees, honors, special awards, relevant courses or projects should be listed. Experience should only be
listed first when the applicant has had at least two years of full-time career experience. For chronological
résumés, the dates of employment and education are on the left of the page, while the companies worked
for and schools attended are a few spaces to the right of the dates. Job experience should be listed in
reverse chronological order, with the most recent job emphasized the most. An applicant may also slant
past accomplishments toward the type of positive he/she hopes to obtain.
Some companies like to see personal data of the applicants, such as their interests, hobbies, and sports.
A concise reference to commonly practiced activities such as sports can prove to be an interesting
conversation piece during an interview. The key word is “concise” – such data should be kept very brief,
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two lines at the most. Details like the applicant’s weight, height, or marital status are irrelevant and should
not be included.
When including reference, there should be at least three listed. These are people who can speak well
of your abilities – usually former teachers or employers. Ask for permission to cite them as references and
list complete and accurate information about their job titles and contact details.
Lastly, an effective résumé should also look good, with effective use of white space, and other typeface
features (e.g., font size, bold). Information should be neatly divided into clearly labeled sections for
education, experience, and other major categories of professional qualifications. There should be no
typographic or mechanical errors in spelling, capitalization, punctuation, and grammar.
Job Interview
If the employer or hiring personnel like the overall picture presented by a cover letter and résumé,
they will want a closer picture. They will then ask the applicant to come in for a job interview. Job interviews
can vary from structured or formal with a set of specific questions to unstructured with more freewheeling
conversation. Among several other types of interviews, the following are the most common:
 The traditional one-on-one interview – the candidate is interviewed by one person.

 The panel interview – the candidate is interviewed by a group or panel.
 The group interview – the candidate is interviewed along with fellow candidates.
 The stress interview – the candidate is asked a series of difficult and intimidating questions to see
how he/she handles stress.
Before the interview
Have the right mindset. Remember that the primary goal of the interviewer is to learn whether you
have the skills, training, experience, and interest necessary to fulfill the requirements of the position.
Answer their questions honestly so that you may both find out if you can meet the company’s needs.
Research. Gather information about the company you are applying to so you can adjust your responses
to fit that company. Find out specifically about the company’s leaders, its mission and vision or business
philosophy, its products, services or costumers, and its competition. Based in this, think about your goals,
strengths, and weaknesses. Think about why the company would be interested in you. Finally, think about
what the job involves in terms of duties, hours, wages, and opportunities for advancement.
Know the typical questions asked. Below is a table of questions collated from various sources but mainly
based on those from The Professional Development Seminar Junior and Senior Workbook (Nicholls, 2007) you
should practice by preparing responses for these general types of questions.
Getting-to-know-you questions Tell me about yourself. What was your course and
major in college, and why did you choose it? If you
could do it over again, would you stay in the same
field? Why? What are your greatest strengths? What
are some things you enjoy doing in your spare
time? What are your hobbies, sports, or interests?
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Questions about your qualifications What specific qualifications do you have for this
job? Can you talk about your previous work
experience, whether part-time jobs or internship?
What were your biggest achievements in college?
Why should we hire you when there are other
applicants with better credentials or more
experience?
Forward-looking questions Where do you see yourself five years from now? If
you were hired for this position, what would do to
ensure that you fit in? Do you plan to continue your
education?
Tough questions What are your greatest weaknesses? Is there
anything you would like to change about your
personality? What is this, and why? How did you
prepare for this interview? Do you feel you
achieved the best grade-point average of which
you were capable in college? Have you ever faced
an ethical dilemma? What did you do and how did
you feel about it? If a superior give you a specific
instruction to do something in a particular way, and
you knew that way was wrong, what actions would
you take?
Questions about money What kind of salary do you expect? How much did
you previously earn? How much are you presently
earning? By age _____, how much money do you
expect to earn? Can you take a pay cut from your
current (or previous) job?
Know what questions are illegal. Employers cannot ask about your relationship status, disabilities, how
much alcohol you drink, whether you have ever been arrested, your religious preference, whether you
have children, birth control practices, living arrangements, whether you own or rent your home, your
weight and height. None of these are relevant to the job you are applying for (Giang, 2013).
You may choose to answer the question if you feel it is harmless, and deflect the question tactfully
(e.g., by asking what it has to do with the responsibilities of the position).
Prepare your own questions. Interviewers typically ask the applicant if he/she has any questions. Take
the opportunity to ask about your duties, what it is like to work in the company, what training programs
are available, and if there are possibilities for promotion from this position, etc.
Practice, practice, practice.
During Interview
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Arrive early and present yourself well. Be on time, even 5 minutes early, so that you have time to compose
yourself before you step into the interview room. Introduce yourself to the office staff and say why you are
there. Complete forms neatly and quietly. Greet the interviewer confidently with a handshake, look him or
her in the eye, and try your best to seem at ease (via small talk, if necessary). Listen carefully to what he or
she says.
Smile, make frequent eye contact, and control your body movements. Sit erect, leaning forward
slightly. Keep your feet on the floor. Sound enthusiastic and interested – but sincere.
Be clear. Answer questions clearly and briefly. Restate questions in your own words if you are unsure
about what interviewer means. State your strengths and how you use them.
Wait for the interviewer to officially signal the end of the interview. You may ask at this point, what
action will follow or when you will be contacted. Then, thank the interviewer for considering you for the
position.
Worksheet 1: Memo
The exercises in this worksheet ask the students to evaluate several subject lines, to read and
evaluate a sample/model memo and to write their own memo. These activities may be done individually
or by group.
For each group of subject lines provided, encircle the letter of the best subject line. Explain the
reason for your choice by comparing it with others that you did not choose.
A. Subject: We will have an important meeting about the Proposed GE Reform on Monday at 10 a.m.
B. Subject: Proposed GE Reform Meeting on Monday at 10
C. Subject: Meeting
A. Subject: How to Enter Bibliographic Information on Zotero
B. Subject: Bibliographic Entry, Instructions for Zotero
C. Subject: Entering Bibliographic Information
A. Subject: New Employee Benefit
B. Subject: Tuition Reimbursement Will Noe Be Offered to Employees Who Take Work-Related Classes
and Earn at Least a 3.0
C. Subject: New Tuition Reimbursement Policy
A. Subject: When You Can Deduct the Cost of a Conference Meal
B. Subject: Attendance at Conferences
C. Subject: Reimbursement Procedures for Conference Meals
A. Subject: Your Report of August 14
B. Subject: Progress on Joint Venture Projects in Singapore
C. Subject: Problems with Joint Venture Projects in Singapore
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Worksheet 2: Business Letter
The exercise in this worksheet ask the students to evaluate and revise openings and closings in
business letters, and to write their own business letters.
For numbers 1 and 2, indicate which of the following entries represents an effective direct opening.
For number 3, revise the opening to make it more direct. Add information if necessary.
(1)
A. Yes, the Enterprise Cruise Club is planning a 15-day Caribbean cruise beginning September 20.
B. This will acknowledge receipt of your letter pf December 2 in which you ask about our Caribbean
cruise schedule.
(2)
A. We sincerely appreciate your recent order for plywood wallboard panels.
B. The plywood wallboard panels that you requested were shipped today by Jolly-Bee Cargo Express
and should reach you by November 28.
(3)
A. Pursuant to your letter of February 10, I am writing in regard to your inquiry about whether we
offer our Star Wars umbrella in other colors besides green and blue. This unique umbrella is a very
popular item and receives a number of inquiries. The light saber umbrella is the ultimate geek chic,
cool accessory! It is 45” long and has a built-in LED light-up feature that allows the user to choose
between green or blue!
B. At this time, the Star Wars umbrella we are offering is available in the colors green and blue.
Worksheet 3: Email
These exercises focus on the specific challenges of workplace emails.
 What email address do you most frequently use?

 Do you think it is an effective one for professional email correspondence? A professional
email is neutral and should typically consist of your name or initials. Avoid email
addresses that are too playful and “cute.” If your present email address is not
professional-sounding, provide an alternative one here:
 Do an Internet research of the meaning “cc” and “bcc” fields in emails. Why should you be
particularly wary about these email features?
 Write an email to a workplace supervisor regarding a report on the use of Zotero, a
bibliographic manager app. You have been assigned to learn how to use this app to input
the company’s library files. You have also been asked to prepare a report outlining the use
of this app and your progress so far. In this email, you should:
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1. Provide an update on the information you have gathered: You have created a Zotero
Standalone account, have learned how to input entries, and have managed to inpur
25%of the company’s files.
2. Ask for the deadline of submission to be extended by one week.
3. Explain why you need more time.
Worksheet 4: Cover Letter and Résumé

These exercises offer additional tips, guidelines, and practice in cover-letter and résumé
writing.
Employers use résumés to decide whom to interview. The search committee skims
résumés, and each one may get a quick glance of 30 to 60 seconds at the most. So, be sure to
present information in a concise manner.
1. Provide the tight version for the items given here.
Wordy: Member, University Debate Team, 2013-14
Member, University Debate Team, 2014-15
Member, University Debate Team, 2015-16
Captain, University Debate Team, 2015-16
Tight: _____________________________________________________
_____________________________________________________
_____________________________________________________
Wordy:
Over a period of time, the course of the months of December 2014 and January 2015, I completely
revamped the inventory system at my workplace, which ended up resulting in a total final savings
of a large amount of money, roughly around $15,000. This also made it considerably easier for
people, not only myself, but also my co-workers at the store, to perform tasks around the office
efficiently under the new arrangements.
Tight:
Dec-Jan 2014: ________________________________________________________________________

____________________________________________________________________________________________________
__________________________________________________________________________
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2. Provide specific and relevant details rather than vague and trivial ones. Talk about how
many people you trained or supervised, how much money you budgeted or raised,
and what aspects of a project you handled. For the exercise that follows, state why
concrete details are more effective.
Vague details:
Sales Manager, The Naga Chronicle, Naga City, 2014-15. Supervised staff: promoted sales.
Concrete details:
Sales Manager, The Naga Chronicle, Naga City, 2014-15. Supervised 25-member sales staff;
recruited, interviewed, and selected staff members; assigned tasks and configured work
schedules; recommended top performers for promotion. Motivated staff to increase sales by 5%
over the previous year.
3. To create a dynamic image, choose verbs or gerunds (the -ing form of verbs) over nouns.
Noun:
Chair, Income Tax Assistance Committee, Tayabas, Quezon, 2014-15. Responsibilities: recruitment
of volunteers; flyer design, drafting, and distribution for marketing of programs; speeches to
various local community groups and homes for the aged to advertise the service.
Verbs:
Chair, Income Tax Assistance Committee, Tayabas, Quezon, 2014-15. Responsibilities:

_____________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________
4. Read carefully the advertisement below from a newspaper publication. Respond to any
of them by sending your application letter together with your resume.
NEW JOB OPENING!
Open to all courses.
A 5-year Leading and Expanding Company is looking for:
* 4-year university graduate
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* At least 21 years but not more than 35-years old
* Computer literate
* Excellent in communication skills
* With pleasing personality
Interested applicants may personally submit or send their comprehensive resume with latest
2x2 photo to:
Mr. Lawrence F. Rosario, Hiring Officer
Human Resource Development Office
TROYVENTURES
1st Floor Althea Building
Perez St., Marawi City
LESSON 11: The Process of Academic Writing

Many students think of writing as a matter of placing words upon paper. But in 1992, an educator
and journalist named Donald M. Murray proposed that teachers should “Teach Writing as a Process, not a
Product.” This means that writing consists of more than just drafting a paper but rather as three stages
that Murray calls pre-writing, writing and rewriting (1972). This conception of writing as a process has very
important implications: “that writing is first and foremost a social activity; that the act of writing can be a
means of learning and discovery” (Olson, 1999). What this means is that when students learn writing as a
process, they are more involved in the process of learning about the subject, other people’s ideas, and their
and own writing. While working on the latter, they become aware that they are actually collaborating on
the construction of new ideas and knowledge that is part of an ongoing scholarly conversation.
This lesson introduces and explain the three stages of the writing process as well as components
of these stages.
Lesson Objectives:
7. Conceptualize an original argument or thesis on a relevant social or cultural issue;

8. Organize supporting ideas into a working plan or outline; and
9. Write a paragraph that integrates original ideas with properly documented quotations, paraphrases
and/or summaries from a variety of supporting sources.
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The Process of Academic Writing
Academic writing, as the name implies, is the kind of writing that you are required to do in college
or university. It differs from other kinds of writing, such as personal, literary, journalistic, or business
writing. Its differences can be explained in part by its audience, tone, and purpose.
Whenever you write, consider your specific audience, that is, the people who will read what you
have written. In academic writing, your audience is primarily your professors or instructors. Second,
consider the tone of your writing, your style or manner of expression. It is revealed by your choice of words
and grammatical structures and even the length of your sentences. The tone of a piece of writing can be,
for example, serious, amusing, personal, or impersonal. Academic writing is formal and serious in tone.
Finally, the purpose of a piece of writing determines its organizational pattern. A persuasive essay will be
organized in one way and a comparison contrast essay in another way.
Writing is a process of creating, organizing, writing, and polishing. In the first step of the process,
you create ideas. In the second step, you organize the ideas. In the third step, you write a rough draft. In
the final step, you polish your rough draft by editing it and making revisions.
The Pre-Writing Stage

A. Choosing a Topic and Limiting it
The pre-writing stage is defined as “everything that takes place before the first draft” (Murray, 1972).
 It begins with brainstorming exercises and preliminary research to select topic.

 Once a topic has been chosen, this should be limited based on the type of written output required.
 A quick survey of related sources on the general topic is helpful in limiting the topic to a more
specific area of study.
Here is an example of notes leading to the selection of a narrow and focused topic for a documented
essay on the topic of plagiarism in the Philippines.
Brainstorming:
Philippine culture expressions, terms, behavior, and practices unique to the Philippines expressions like
“Ano bay an!” “ukay-ukay” “Philippine hospitality,” bringing home pasalubong, the so-called tingi-tingi system
General Topic Selected:
The tingi-tingi system (the practice of buying and selling by piece or small amounts, e.g., one stick of
cigarette versus a pack, a sachet of shampoo versus a bottle)
Specific Topic:
The cultural significance of the tingi-tingi system in the twenty-first century
B. Asking Research Questions and Establishing the Significance of One’s Research
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The next helpful step is to barrage the specific topic with questions to come up with the essay’s
main Research Question. Although it is helpful to begin with questions that ask who, what, when, or where,
these should be used as background research questions.
For example, the answer to the questions listed here can be really looked up:
 What does the “tingi-tingi system” mean? What is the nature of tingi?
 Who exactly practices this?
 When did this practice begin?
 Where is this practiced? In what context/s?
Questions that ask how and why are more likely to invite a deeper research and lead to more interesting
answers.
 Why is tingi-tingi system a prevalent practice in the Philippines?

 How did it develop? How was it practiced in the past? How is it practiced today?
Finally, the student should pose a tougher question, the “so what?” question: Now that I know all of this,
so what? What make my research socially or culturally significant?
 Brainstorming Research Questions: what cultural and social values, as well as realities, led to the
practice of buying and selling by tingi? What impact does it have on buyers and sellers? What larger
implications does this have about life in Philippines and its socio-economic system, especially today?
 Main Research Question: Why is the continued use of the tingi-tingi system in twenty-first-century
Philippines significant?
The “so what?” question is the main research question. Another way to arrive at this question is to begin
by naming the topic, adding a reason for studying the topic, and adding significance to the reason for
studying the topic, as in the examples here.
 State your topic: I am studying tingi culture in the Philippines.

 Add a reason for studying: I am studying tingi culture in the Philippines because I want to find out
what it reflects about the values of Filipinos.
 Add significance to this study: I am studying tingi culture in the Philippines because I want to find out
what it reflects about the values of Filipinos to help my reader understand why there are larger
implications of the practice in the twenty-first century.
 RESEARCH QUESTION: Why is the continued use of the tingi-tingi system in twenty-first-century
C. Composing a Thesis Statement
Coming up with a research question is vital for the next step, composing a thesis statement. This is
the explicit statement of what will be the paper’s central idea, point, or argument, that is – the main
assertion that will be supported by the entire essay. It is also, essentially, the tentative answer to the
research question.
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 Research Question: why is the continued use of the tingi-tingi system in twenty-first-century
 Thesis Statement: The continued use of tingi-tingi system in twenty-first-century Philippines reflects
a lack of change in the economic situation of the Philippines, as those from the many poorer sectors
of society are forced, due to lack of available funds, to both buy small and think in the short term.
Kim and Michael Flachmann (2011), authors of The Prose Reader say that thesis is “a contract between
[the writer] and [his/her] readers.” This means that a writer must deliver on the “promise” made by the
thesis statement: that the essay will assert one central point and that this will be focused on and supported
by every paragraph in the essay. Moreover, the contract that is the thesis statement should be provided
early in the essay, in the introductory paragraphs, so that the reader will know at the outset what to expect.
D. Preparing a Writing Outline
It is very helpful for students to prepare a writing outline for any type of essay, and particularly for
an academic, documented one. An outline consists of three main sections, the introduction, the
development, and the conclusion.
In an academic paper, the introduction typically consists of an interesting opening to draw the
reader into the subject, background information on the topic, and a statement of the paper’s thesis.
Optional components are the paper’s objectives and its plan of development, which is an explanation of
how the main idea will be developed. Because this will make up the body or largest part of the essay, the
next section, called the development, should be more detailed and specific. The subheadings in this section
should consist of three or more subtopics that act as supporting points for the essay’s central idea. Each
of these supporting points may have supporting details listed under them. The final section of the paper
and outline is the conclusion. This typically contains a wrap-up or summary of the essay’s main points and
a final point: a prediction or recommendation, a reiteration of the main idea, and/or a final insight.
It is also important to follow formatting mechanics to make the outline logical and easy to
understand. The student should come up with headings that are clear and specific. General headings like
“introduction,” “Development,” and “Conclusion” may be used, but only when there is specific information
found in the subheadings below them. All other headings should be phrased as specifically as possible so
that the student writer will remember what she or he intends to do in that section. A teacher or evaluator
reading the outline should be able to grasp, based on the heading or label, what each section will contain.
Thus, general or vague headings such as “Background,” “History,” or “Final Insight” should be avoided.
While a list consists of just one level or set of items, an outline always has two levels or more. This
means that subtopics or supporting ideas are subsumes or placed under main topics or main ideas. The
main headings on the first level use Roman numerals (I, II, III, and so on), the second-level headings use
capital letters (A, B, C, and so on), the third-level headings use numbers (1, 2, 3, etc.), the fourth-level use
lower-case letters (a, b, c, and so on). An outline for an academic essay typically has two four levels.
A student may opt to write a topic outline, in which the headings are phrases, or a sentence outline,
in which the headings are complete sentences. Whichever is chosen, it is important to maintain consistency
48 | P a g e
and parallelism: headings on the same level should be parallel in construction (all sentences or all phrases).
Finally, the first letter of the first word of each heading should be capitalized.
Here is an example of a writing outline for a documented essay based on the thesis statement given
previously. It is a two-level topic outline.
Title: Tingi Culture in the Twenty-First-Century: Still Thinking Small in the Philippines
Thesis Statement: The continued use of the tingi-tingi system in twenty-first century Philippines
reflects a lack of change in the economic situation of the Philippines, as those from the many poorer sectors
of society are forced, due to lack of available funds, to both buy small and think in the short-term.
I. Introduction: The tingi-tingi system

A. Interesting examples of buying by piece
B. Definition and origin of tingi and the tingi-tingi system
C. Main idea: continued practice of tingi culture as a reflection of prevailing poverty and
thinking in the short-term
II. Development: The social and cultural implications of the tingi-tingi system
A. Why it was practiced in the past
B. Why it continues to be practiced today
C. Buying small as equivalent to thinking small
III. Conclusion: Looking back and looking ahead
A. Recap of why the system has significant cultural implications
B. Final insight about the need to think in larger and longer-terms
E. Doing Research and Finding Credible Sources
Writing is not only a social activity but a collaborative one, writing an academic essay means adding
one’s voice to the conversation of other writers and scholars. To do this, a writer needs to familiarize
himself or herself with this conversation; in other words, a writer must first do research and gather
information from a wide variety of sources available.
This step – doing research – may happen at any point in the pre-writing stage as well as during the
writing and rewriting stages of the writing process. Before or while selecting a topic, a student may wish to
survey the literature or other studies on topics s/he is interested in. reading such related literature will help
a student know which topics are worth pursuing and which may be more challenging – because there is a
dearth of material on them – and which topics should be abandoned – because there is no need to cover
what has already been covered. While planning the essay, that is, asking a research question, constructing
a thesis statement, preparing an outline, the student may also wish to read materials that may be cited as
support for the essay’s main points. Supplementary research may be needed during the drafting stage
when there are gaps in the statement’s note, or during the rewriting stage when more support needs to
be added.
So, while doing research is not necessary a separate and isolated step, it is sometimes helpful to
spend an amount of time focused on evaluating sources, gathering useful information from these credible
sources, and taking notes on what can be used for and cited in a planned essay.
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In the twenty-first century, doing research is not as difficult as it used to be. Before the digital age
or the age of the internet, information from secondary sources could be gathered solely by going to a
library, searching through a card catalogue, finding the correct bookshelf, and leafing through a book. Now,
while libraries continue to host student researchers, there are many other options available to them:
sources that are just a mouse-click away.
However, with the advantage of quick and easy access to Internet sources comes the challenge of
sorting through the many online sources of information available to determine which are credible and
which are not. As pointed out by Nicholas C. Burbules (2001), “the Web is not an ordinary reference system;
it poses some unique and, in many respects, unprecedented conditions that complicate the task of sorting
out dependable from undependable information – and even complicates the notion that we have a clear
sense of that distinction.” His article on “Paradoxes of the Web: The Ethical Dimensions of Credibility” may
be read for free here: http://faculty.education.illinois.edu/burbules/papers/paradox.html.
It is important to remember that the Internet, while a very helpful resource, is a public venue or
forum where any person may make a claim or assertion. Anyone may represent opinion and falsehoods
as news, facts, or truth. A good academic should use only trustworthy sources. Students who find articles
or pages on the Web that provides relevant information on the topics they have chosen to write about,
must make the extra effort of verifying that the source is valid, credible, and reliable. There are several
ways to do this:
1. Check the universal resource locator or URL

2. Read the “About Us” section of the website
3. Review the content for relevance, depth and breadth, accuracy, and currency.
4. Look at the sources cited
5. Search engines that lead researchers directly to scholarly and reliable sources (e.g., Google Scholar)
The Writing Stage

When there is a solid plan and there are adequate notes from sources for the essay, the student
may move on to the second stage of the writing process. This is writing, or “the act of producing a first
draft,” which Donald Murray (1972) says is the “fastest” part of the writing process, taking up as little as 1%
of the writer’s time. That is because if the essay is well – planned, drafting will not be difficult. Moreover,
the product of drafting is only an initial draft.
The Rewriting Stage

This third stage involves “researching, rethinking, redesigning, rewriting – and finally, line-by-line
editing, the demanding, satisfying process of making every word right” (Murray, 1972). In this stage, the
writer reviews the paper to see how it may be improved, asking such questions as:
 Is the title appropriate and effective?

 Is the first paragraph interesting and compelling? Is it related to the topic?
 Does the introduction include a clearly stated main idea?
 Does each paragraph support essay’s main idea?
 Are transitions and connections between ideas smooth and signaled clearly?
 What needs to be added, omitted, or reorganized?
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 Does the conclusion flow naturally from the body of the essay?
 Is there anything confusing or unclear in the content of the essay?
 What should be edited in terms of grammar and mechanics?
 Have all sources been properly acknowledge via in-text citations and a bibliographic list?
WORKSHEET 5: Pre-Writing, Writing, and Rewriting a Documented Paragraph
Instructions:
Go through the various steps of the writing process by planning, drafting, and then revising a documented
paragraph of five to ten sentences on a topic limited from the general ones listed here. This paragraph
must make an argument about the specific limited topic and support it with at least three main points
backed up by evidence from sources. At least three sources must be cited to give support to the points in
the paragraph. After drafting the paragraph, ask at least two classmates to read the paragraph and give
you feedback. Then, review and edit the paragraph to come up with a final draft.
General topics (underline the chosen one): International beauty pageants, trends in how Filipinos name
their children, Philippine superheroes, piracy, historical revisionism, blogging, “Twitterature.”
Specific topic:
Research questions:
Main research question:
Central idea/thesis:
Three (or more) supporting points:
1.
2.
3.
4.
Bibliographic information of three or more supporting sources:
1.
2.
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3.
4.
First draft of the paragraph:
Second/final draft of the paragraph:
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Purposive Communication Notes

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2020

Johara C. Bayabao - Angni

Copyright © 2020 by Johara C. Bayabao – Angni

By the end of this lesson, you should be able to:

1. Understand the importance of communication in society;

1. Why is communication important to you?

Features of an Effective Communication

Criteria VGE (5) GE (4) SE (3) LE (2) N (1)

Scoring: VGE – 33 to 40; GE – 25 to 32; SE – 17 to 24; LE – 9 to 16; N - 8

LESSON 2: Communication Ethics

By the end of this lesson, you should be able to:

1. Know how to communicate in an ethical manner; and

“Ethical communication is fundamental to responsible thinking, decision-making, and the

- US National Communication Association (NCA, 1999)

Four Ethical Principles of Communication relevant for Students:

1. Why is it important to be ethical in communicating today?

LESSON 3: Communication and Globalization

By the end of this lesson, you should be able to:

1. Understand the implications of globalization on communication;

Communication and Globalization

Culturally Sensitive and Bias-Free Language

1. Race and Ethnicity

Racism is a form of discrimination against a person or persons of a different race. In general,

It is also important to be sensitive to religion when referring to various ethnic groups.

2. Gender and Sexual Orientation

Gender-biased terms Proper term

a. Dropping pronouns that signify gender and restating the sentence;

Class discrimination or classism is a form of prejudice against a person or people because of

 “impairment” – a physiological condition

LESSON 4: Public Speaking

By the end of this lesson, you should be able to:

1. Understand the history of public speaking and the nature of communication;

A Short History of Public Speaking

1. Why do you think it is important to know the history of public speaking?

1. According to Corax, what are the three parts of a speech?

Sample Speech of Public Speaking

Benigno “Ninoy” Aquino, Jr.

Other speeches to read and study:

 “Bataan Has Fallen” by Salvador P. Lopez

2. Answer the following questions in your notebook:

a. What is the purpose of your speech?

b. What is the overall effect you want to achieve?

UNIT II: MIDTERM

By the end of this lesson, you should be able to:

4. Create a credible, logical report that is thoroughly researched and fact-checked;

Appearance. When it comes to appearance, it is important to look credible and worthy of

Conclusion. In the end, public speaking is a dynamic performance that is meant to

1. Why is public speaking a performance?

LESSON 6: TED Talks and Critical/Creative Thinking in Today’s Society

By the end of this lesson, you should be able to:

3. know the features of a good TED talk;

4. have you ever watched TED Talks? Why or why not?

TED Talks: Walking the Talk

Learning Task: Analyzing TED Talks

1. “What Reality Are You Creating for Yourself?” (Isaac Lidsky)

1. What did you think of TED Talks?

1. What did you feel after watching the talk?

Other TED Talks worth watching:

 “Confessions of a Bad Feminist” (Roxane Gay)

By the end of this lesson, you should be able to:

4. know how to create a solid argument;

The Basics of Argumentation

Learning Task: Building Arguments

Topic Assertion Evidence Explanation