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INSTRUCTORS’ INFO:

• Ms. Irish Gealic R. Castaño (BTVTED-CHS I A & B/C)

Mobile nos.:09102864703
FB account: Gealic

• Ms. Jessa Mae A. Albaracin (WAFT – I & BAELS – I)

Mobile nos.: 09519460220
FB account: Jessa Albaracin

PREFACE

Communication is what connects us as human beings. Society cannot

function without communication, whether it is face-to-face conversation
across a dinner table or video conferencing across international boundaries.
But because it is a regular part of our lives, almost like breathing,
communication is often thought of, as something we are just naturally born to
do.
This module will introduce several concepts about communication
beginning from the Ancient Greeks until the twenty-first century. This module
clears up this misconception. Communication, seemingly natural and
therefore, it has to be learned and mastered. Communication is an art, a
science, a process, and a technique. It will illuminate several perspectives
about communication since it is an important skill that should be honed to
become better citizens and to help in building one’s society.
Communication will help us explore the use of English in the world, as
well as its usage in the Philippines. It will also discuss the perils of language,
and how we can find the seeds of racism, sexism, and classism in the language
that we use and what can we do to ensure that one’s language is as academic
and inclusive as possible. The goal is for the student to learn that effective oral
communication is the bridge to success in the real world outside the
classroom.

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Week 1
MODULE 1: COMMUNICATION IN THE TWENTY-FIRST CENTURY

Lesson 1: Communication Models

Specific Learning Outcomes

At the end of the lesson, you will be able to:

a. Understand the importance of communication in society;
b. Know the principles and processes of communication as embodied in
the communication models provided; and
c. Relate the communication models to their experiences and apply them
to their own communication processes.

INTRODUCTION

What do you think of when you hear the word “Communication”?

Most of you would think a speaker delivering a speech before an audience is,
communication, is NOT JUST the mere transfer of messages from one person to
another just like a “balikbayan” box being delivered to one‟s doorstep, rather it
involves Speaker imparting ideas, concepts and to the audience which tis called
“COMMUNICATION”.

COMMUNICATION is about two people talking face to face, through phone calls
or via internet. Communication also involves transaction. For example, (a person
wants to talk to someone about something because that person needs something
from that someone.) Even buying a snack in a sari-sari store is considered a
communication.

COMMUNICATION is stirring up idea in the mind of another, shares of ideas

among a group of people, imparting concepts to the audience and also describes
as sharing of experience publicly for the common good. It helps us interact with
each other to have better understanding with individual opinions and ideas.

Almost everything you have done in the morning may be considered

communication. Note that even the ringing of your alarm clock in your phone or
chatting to your special someone saying “Good morning” using the Messenger
App is considered communication. This is because the central process with the
use of mobile phones, etc. to all communication is the message that stirs up
ideas in the mind of another or the listener through verbal and nonverbal
communication behavior. However, being able to talk to does not guarantee that
you are already a good communicator since communication has to be learned
and more importantly be mastered.

Lesson 2: Explaining the Process of Communication

The best way to understand communication is to see it graphically. Several

researchers have come up with their own models based on what they want to
emphasize as being an important component of communication.

Communication Models

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1.Aristotle’s Model of Communication Aristotle’s model of

communication is the earliest model that comes from around 5
B.C. In this model, Aristotle explains that speakers should
adjust their messages according to their audience and the
occasion to achieve a particular effect. (See picture below as an
example)

After the Japanese attacked Pearl Harbor on December 7, 1941,

then US President Franklin Roosevelt delivered a stirring speech to declare war
on Japan on December 8 (National Geographic, 2017). Speech was crafted
especially for the occasion, in which it was filled with strong words that were
crisp and straight to the point. The main audience was the US Congress; and
the result turns out was to persuade members of the Congress to declare war on
Japan, which they did, with only one dissenting vote. These kind of components
of speaker, speech occasion, audience, and effect should be considered when
communicating one’s message.

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Take note:

Although Aristotle focused on the Speaker and the Message, the most important
part in his model is the Setting where the Listener is situated. It is the setting
that dictates the Message. The three setting in Aristotle‟s time were:

• Legal Setting means the courts where ordinary people defended

themselves (there were no lawyers then).
• Deliberative Setting means the political assemblies, the highest of which
was the Roman Senate.
• Ceremonial Setting means the celebrations held when they won a war,
when they lost a leader or had a new one, and when they welcomed a
visiting leader from another kingdom or country.

2.Shannon -Weaver’s Model of Communication

The Shannon-Weaver model was created by Claude

Shannon and Warren Weaver which tell us the concept
of “noise”. This is often called the Telephone Model,
because it is based on the experience of having the
message interfered with by “noise” from the telephone
switchboard back in the 1940s. According to the website
Communication Theory.Org, in 1948, Shannon and
Weaver wrote an article in the Bell System Technological
Journal entitled “A Mathematical Theory of Communication.” The sender would
be the person giving the message, while the encoder would be the transmitter
which converts the message into signals.

Let us use the modern example: mobile phone. With our modern example, the
encoder would be the cellphone, and the sender, of course, would be the person
calling. The decoder, on the other hand, would be the reception place of the
signal which converts signals to message, which is why in modern parlance,
when there is “no signal”, there is difficulty in decoding the message. The receiver
would be the destination of the message by sender which would be the person
who is being called- and when there are problems, or “noise”, that interferes with
the message, then the receiver would give feedback, which is usually phrased as
“choppy”, when the message cannot be heard because of the signal. The
messages are transferred through the use of a channel; in the case of the
telephone, the channel would be the cables, while in the case of the cellphone,
the channel would be the radio frequencies (Communication Theory.Org). This
model can also be used in other situations, and can tell us how the message may
sometimes get lost because of the noise, which can be physical or psychological,
and how feedback is an essential component of communication to ensure that
the message is successfully received.

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3.Schramm’s Model of Communication (1955)

For the message to reach the receiver, there must be a common
field of experience between the sender and the receiver.
Although the receiver might not fully appreciate all the
nuances of the message, as there are parts of the sender’s
experience that the receiver has no knowledge of, the receiver
may still understand the core meaning of the message.
According to Sneha Mishra (2017), this field of experience may
constitute “culture, social background, beliefs, experiences,
values, and rules.”

Take note:

• Wilbur Schramm is considered as the Father of Mass Communication. The

Schramm Model (1955) we are concerned with is the concept that explains
why communication breakdown occurs. Schramm asserts that
communication can take place if and only if there is an overlap between
the Field of Experience of the Speaker and the Field of Experience of the
Listener.
• Wilbur Schramm is considered the founder of the field of Communication
Studies. He was the first individual to identify himself as a communication
scholar; he created the first academic degree-granting programs with
communication in their name; and he trained the first generation of
communication scholars.
• Field of Experience is everything that makes a person unique such as
everything he/she has ever learned, watched, seen, heard, read, and
studied. In other words, it is everything a person has ever experienced or
have not yet experienced, done or not done.

4.Eugene White’s Model of Communication

The last model is Eugene White‟s Stages of Oral Communication, which tells us
that communication is circular and continuous, without a beginning or end. This
is why he made a cyclical model. According to White, it is possible to begin at
any of the stages outlined in his model. People are under the misconception that
when we communicate, we usually start with thinking, but that is not necessarily
the case. Since it is a circular model, it means that oral communication is a
continuous process with no real beginning or end.
In conclusion, communication is not a simple process that starts with the
speaker and ends with the listener- there are many factors that should be

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considered. When it comes to the message, how the message is organized and
what field of experience it comes from should be taken into consideration. When
it comes to the sender, the best communication is the one that involves feedback.

Take note:

• The Concept of Feedback is the most important contribution from Eugene

White’s model to the field of communication. Feedback is the perception
by the Speaker about the response of the Listener. The Speaker can only
receive feedback if the Speaker is monitoring the Listener. The Speaker
will know what the Listener’s response is only if he/she is paying attention.
Hence, the Speaker must also pay attention to the Listener’s verbal and
non-verbal cues.
• Furthermore, there are several kinds of “noise” that may severely affect the
reception of the message and thus, should be considered and avoided.
• Cultural differences, technology, and interpretation need to be considered
as well.
• To be good communicators, one needs to pay attention to how people are
responding to the message, and adjust accordingly, rather than being
preoccupied with simply expressing oneself.

P.S. I hope that the discussion above helps you a lot! God bless you always.

REFERENCES:
Flores, Ramona S., 2016. „Oral Communication in Context‟ First Edition.
Manila, Philippines. Rex Books Store, Inc.
https://en.wikipedia.org/wiki/Wilbur_Schramm#:~:text=Wilbur%20Schram
m%20is%20considered%20the,first%20generation%20of%20communication%2
0s cholars

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WEEK 1
Evaluation

Name: _________________________________________ Course/Year/Block: ________

ACITVITY 1: Using the experience chart, write some scenarios you have
experience base on the communication models. If none, write your own example
of communicative scenario.

Osgood-Schramm’s Model Eugene White’s Model

Aristotle’s Model Shannon -Weaver’s Model

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TEST I. Complete the statement with the correct answer.

1. In Eugene White’s model of communication, he introduces the concept of
____________ which is the ______________ of the Listener as monitored by the
Speaker.
2. Schramm’s model transforms the Message into the _______________ which is
passed from the Source to the ____________________.
3. Aristotle’s model of communication focuses on the Speech or the Message
which is dictated by the _____________________.
4. The Telephone model of _____________________ and _____________________ talks
about the concept of __________________ which interferes with communication.
5. The best way to understand __________________ is to see it ___________________.

TEST II. Answer the following questions correctly.

1. What is Communication?

2. What are the two main elements involved in communication?

3. Enumerate the models of communication being discussed and explain each.

4. Among all the models of communication being discussed, which of it have you
experienced in your day to day activity? Support your answer.

5. Create your own concept of model of communication and explain your output

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Week 2
MODULE 2: COMMUNICATION IN THE TWENTY-FIRST CENTURY

Lesson 2: Communication Ethics

Specific Learning Outcomes

At the end of the lesson, you will be able to:

a. Know how to communicate in an ethical manner; and
b. Apply these ethical principles to their communication process.

INTRODUCTION

Why do you think there should be ethics in communication?

It is important to understand that whatever we communicate should be guided

by certain ethical principles. The US National Communication Association (NCA,
1999) discusses this is their Credo for Ethical Communication, stating that,
“Ethical Communication is fundamental to responsible thinking, decision-
making, and the development of relationships and communities within and
across contexts, cultures, channels and media.” Moreover, ethical
communication enhances human worth 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 communication
and consequently the well-being of individuals and the society in which we live.

Lesson 2: Four Ethical Principles of Communication

Communication Ethics is the notion that human beings are governed by their
morals which in turn affects communication. Generally speaking,
communication ethics deals with the moral good present in any form of human
communication. This includes interpersonal communication, mass mediated
communication, and digital communication. Ethical communication
encompasses being honest in all communications, keeping confidential
information confidential, and not discussing the personal or business situations
of others in public or in front of a third party.

1. Advocate truthfulness, accuracy, honesty and reason as essential to the

integrity of communication. Nowadays, social media and speeches in the public
have been so filled with black propaganda and whitewashing that there is a call
to reiterate the need for truth and honesty. It is important to be accurate when
we communicate, and to have facts and figures to prove our assertions. It is
important, further, to be reasonable, rather than to be too emotional or
threatening when we communicate.

2. Endorse freedom of expression, diversity of perspective, and tolerance of

dissent to achieve the informed and responsible decision-making fundamental
to a civil society. In certain political climates, people may feel threatened to the
point that they no longer feel that it is safe to express what they feel or think.
This is not a good environment to live in. We fully agree with the NCA that to
have a vibrant democracy, we must able to hear different perspective and have
a high tolerance for views that are different from ours. It is important to foster
an environment where people feel safe enough to express what they think and
feel, and for these expressions to be met with reasonable dialogue and debate,
rather than outright censure or violence.

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3. Condemn communication that degrades individuals and humanity through

distortion, intimidation, coercion and violence through the expression of
intolerance and hatred. This condemnation is important because it safeguards
society from racism, sexism and violence against oppressed people. History has
shown us that tolerance for hate speech, as well as speeches that incite violence
and the act of killing, have often instituted such as violence in society, whether
this is in the context of slavery, colonialism or misogyny.

4. Accept responsibility for the short and long term consequences of our own
communication and expect the same of others. All too often, there have been
people who do not feel accountable for their actions. Therefore, if one risks
communicating maliciously, spreading false news or inciting hatred or violence,
he or she should be ready to face the consequences of such actions. States are
beginning to realize this, especially in the porous medium of social media.

NOTE: Every time we communicate, we should consider the consequences of our

actions. If people were more responsible in their use of communication, there
would be less conflict in this world. Even though the four principles above are
short and concise, they are important because they help us discern the difference
between ethical and unethical communicators.

P.S. I hope that the discussion above helps you a lot! God bless you always.

REFERENCES:
Uychoco, Marikit Tara and Santos, Maria Lorena „Communication For Society‟
First Edition. Manila, Philippines. Rex Books Store, Inc.
https://en.wikipedia.org/wiki/Communication_ethics

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WEEK 2
Evaluation

Name: ______________________________________ Course/Year/Block: __________

Answer the following 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 on the subject of violating the ethics of communication?

5. Why do people communicate in an unethical manner?

6. What consequences can you think of because of this?

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Week 3
MODULE 3: COMMUNICATION IN THE TWENTY-FIRST CENTURY

Lesson 3: Communication and Globalization

Specific Learning Outcomes

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

a. Understand the implications of globalization on communication;
b. Explain the notion of World Englishes in the context of English being a global
language; and
c. Use standard English and bias-free language in writing.

GLOBALIZATION

Globalization has affected us numerous ways. Airfare has become cheaper, and one can
travel internationally more than the one could in the past. Many Filipinos have decided to
work or live in abroad, with some of them migrating to other countries. The free trade of
goods and services all over the world has brought multinational companies and foreign
investors to our shores. Because of all of these factors, it is imperative to be aware of the
differences between our culture and the rest of the world‟s culture. Because if the advent of
the Internet, the world seems to be shrinking continually. One can communicate
internationally in a matter of seconds, whether one is sending an email, chatting social media,
or sending a text message. One can read about different cultures and have access to films,
academic papers, and the like from countries around the world, and vice versa. Given this
increasingly shrinking world, one should know the difference between the kind of English
that we write and speak and the kind of Englishes that exist outside the Philippines.

WORLD ENGLISHES

David Crystal (2003) begins the first chapter of the book English as a Global Language with
the assertion that English is, in fact, the global language. After giving the various examples to
support this statement, he questions the assertion by asking “What does it mean to say that
a language is global?” (Crystal, 2003). In asking this, he considers the implications of English
having this status, especially for its many users speak different mother tongues.

In the Story of English,Robert McCrum et al (1986) discuss the “success story” of the rise of
English. They also provide a variety of examples that demonstrate the global presence of
English.

READINGS IN WORLD ENGLISHES

The rise of English is a remarkable success story. When Julius Caesar landed in Britain nearly
2,000 years ago, English did not exist. Five hundred years later, English, incomprehensible
to modern ears, was probably spoken by about as few people as currently speak Cherokee—
and with about as little influence. Nearly a thousand years later, at the end of the 16th
century, when William Shakespeare was in his prime, English was the native speech of the 5
and 7 million Englishmen, and it was, in the words of a contemporary, ”of small reatch, it
stretches no further than this island of ours, naive not there over all.”

The emergence of English as a global phenomenon-as either a first, second or foreign

language- has recently inspired the idea (undermining the above claims) that we should talk
not of English but of many Englishes, especially in the Third World countries where use of
English is no longer part of the colonial legacy but the result of decisions made since their
independence. Throughout the history of English there has been a contest between the forces

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of standardization and the forces of localization at both the written and the spoken levels.
The appearance of the first substantial English dictionaries in the 18th Century was a move
towards written standardization. It was Victorian England that realized the idea of the
“Queen’s English”, a spoken standard to which the “lesser breeds” could aspire. The
industrial revolution meant roads, canals, and above all, trains: People travelled more, both
geographically and socially. The pressures of class ambition speeded the emergence of a
standard form of English speech.

It is now a widely accepted fact that there are many World Englishes, sometimes referred to
“as varieties if English” used in the world. All are equal in the sense that each is best suited
to the communication needs of its speakers. However, not all are equal in prestige. Some
varieties are more prestigious than that of others because of social attitudes about the
speakers of these varieties. For example, in the social variety of English called African
American English (AAE) “used by many (but not all) African Americans in different regions
of the USA”, certain features such as „g‟dropping‟ in words like readin‟ walkin‟ and singin‟
are stigmatized. (Yule, 2010) This process of stigmatization follows “a regular pattern
whereby the social practices, especially speech, of dominated groups, ”such as African
Americans, “are treated as „abnormal‟ by those dominant groups, who are in charge of
defining „normal‟ Some scholars like Ruanni Tupas and Rabdy (2015) use the term “unequal
Englishes” to focus discussions of “the unequal ways and situations in which Englishes are
arranged, configured, and contested. “It is important for writers from a postcolonial context
such as Philippines, which has a conflicted historical relationship with English, to be aware
of the political forces, not just economic ones-guiding their use of the language.

The two most of the well-known varieties of English are those of the colonial superpowers:
British English and American English. But there are many multi-lingual countries around the
world in which varieties of English have developed. This may be because English was initially
“transported” to that country by the English-speaking settlers as in United States, Canada,
Australia and New Zealand. It could also be that English may have been brought to the
country as a language of conquest by English-speaking colonizers as in South Africa,
Hongkong, Malaysia, Singapore and the Philippines. In the latter countries, English has a
particular role as official language, medium of instructions 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, as mentioned earlier by McCrum, 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, all of 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, favoured words and expressions and sometimes grammatical constructions.
The table that follows gives an example as some of these differences for American English
and British English.

Aspect American English (US) British English (UK)

Punctuation She said, “I‟ll be at work She said “I‟ll be at work
by 8 am.” by 8 am.”
Date March 2, 2017 2 March 2017
Spelling Center, color, organize, Centre, colour, organise,
program programme
Words Elevator, pants, diaper Lift, trousers, nappy
Expression/Local Idiom Ruffled feathers Knickers with a twist
(agitated)
Grammar Do you have that book? Have you got that book?
Pronunciation Vase /vãs/- sounds like Vase /va:z/- sounds like

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(irrelevant in writing) veyz VAHZ

Thus, two Englishes speakers-one from the US and the other from the UK-may become
confused when encountering the other‟s unfamiliar accent and the word choices in a
conventions in writing.

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”. Matthew Sutherland, who writes about Philippine English from an Englishman‟s
perspective talks about the expressions “for a while”, which he says baffles foreigners
because the expression does not exist outside of the Philippines. The UK‟s equivalent, he says
is “just a second” or “just a moment” (quoted in Aguilar, 2004). Similarly, Sutherland notes
that “for a while” is frequently used in the Philippines on the telephone, whereas in the UK,
the more typical expression would be “hold on” or “hang on” (quoted in Aguilar 2004).
Importantly, he mentions that these British idiomatic equivalents would be just baffling to
those unfamiliar with these usages. Filipinos might, in response to being told to “hang on”
may very well ask, “Hang on to what?”

Sutherland also notes that “every English-speaking nation has own set of English phrases
and idioms; English is equally idiosyncratic in say, India, Jamaica, Zimbabwe or Singapore.
„‟In other words, there is no wrong way of speaking English as long as to those who speak it
understand each other. In fact, Sutherland says, “The many versions of English spoken
around the globe merely save to make English an even richer tongue.” However, the fact that
all varieties of English have individual or peculiar usages is why it is important-in the context
of academic and professional writing-to follow and punctuation system. It also voids
colloquial and informal usages, eschewing these in favour of more widely understood uses
or explaining such usages for the reader if it becomes necessary to use them in writing.

The label for this variety is Standard English-depending on the regionStandard American
English, Standard British English or Standard Philippine English. This is defined as consisting
of “the conventional vocabulary and usage of educated speakers and writers of English
(Robert & Turgeon, 1998). To use this kind of English means to follow a spelling or
punctuation system that is consistent with the prescribed standard. For example, Standard
Philippine English follows Standard American usages for spelling, punctuation and the
formatting of dates. In terms of grammar and diction, Standard English “does not include
slang, vulgarisms, regionalisms, and other constrictions that are considered… unorthodox by
those seeking a language acceptable to a general audience‟‟ (Roberts & Turgeon, 1998). In
general, the, writers should avoid local idioms, expressions, and constructions like those
examples mentioned, and essentially, to use that will be clearly understood by English
speakers from any region of the world.

In summary, in everyday speech and informal contexts, one is free to use his or her own
variety of English. However, in more formal writing contexts, one should be able to identify
which features of this variety may not be understood by other speakers of English and to use
alternatives that will be understood by a wider audience.

CULTURALLY SENSITIVE AND BIAS-FREE LANGUAGE

Just as important as awareness of the existence of World Englishes is that of practicing

culturally 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 value via words or descriptions, selected in writing. Academic and
professional writings are characterized by bias-free language. Students, scholars,

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professionals, and anyone wishing to maintain harmonious communicative relations should

be careful in using words and phrases that do not discriminate against particular 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 particular 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
Asians 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 Kienzler (2013) one should “refer to a group by the
term it prefers, “which 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 Americans, 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 the 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 Filipinos 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 favour gender-neutral words and phrases
over gender-biased words. For example, rather than “man-made” one can say
“manufactured” “synthetic” or “artificial”. Instead of “layman‟s terms”, one can use
“ordinary terms”. Neutral words should be chosen over words with “man” and “woman”
in job titles or descriptions. For example, it is more appropriate to use “chairperson” in
place of “chairman” “flight attendant” in place of “stewardess” and “labor” in place of
“manpower”. One should also avoid sexist terms like “woman lawyer” and “male nurse”
and simply use “lawyer” and “nurse”.

Pronouns may also be gender-biased, for example, when the masculine “he” pronoun is
used as a generic one for both genders. Gender-biased pronouns can be avoided by (a)
dropping pronouns that signify gender and restating the subject (b) changing to plural
construction and (c) replacing masculine or feminine pronouns with “one” or “you”.
Examples of alternative gender-neutral constructions are provided here.

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GENDER-BIASED EXAMPLE: Each student should submit his term paper by Monday.

Restatement Each student should submit a term paper by Monday.

Plural Construction Students should submit their term papers 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 refer to be referred to as being the gender they identify
as, not their birth gender. Again, as a matter of principle, one should refer to societal
groups in the way that member 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 is a form of prejudice against a person or people because of their

social class. An example of language with a 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 seen as 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.

These are examples from the Philippine culture as well, in the informal terms “conyo”
and “jologs” both derogatory terms referring to class. The first, 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 second, 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 formal terminology. Sociologist/Activist Betsy
Leondar-Wright, argues in a video interview that classist terms ”attribute favourable
traits to the wealthy and powerful” and “those in poverty or near-poverty are similarly
cast in a negative light” (Classism Exposed, 2014). A more sensitive vocabulary uses
terms that the 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 on the
basis of 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 “youths” “teenagers” or “young
people”?

PURPOSIVE COMMUNICATION MODULE 1-3

 17

WEEK 3
Evaluation

Name: ___________________________________________________ Course/Year/Block: _______________

Write a reflective essay Re: Communication and Globalization. Minimum of 200 words,
maximum of 300 words. Use the following criteria as your guide in writing.

Criteria Superior (40 Sufficient (30- Minimal (20- Unacceptabl

points) 39points) 29points) e (10-19)
Depth of Response Response Response Response
Reflection demonstrates an demonstrates a demonstrates demonstrates
indepth reflection general reflection
a minimal a lack of
on, and on, and reflection on, reflection on,
personalization of, personalization of,
and or
the theories, the theories, personalizati personalizati
concepts, and/or concepts, and/or on of, the on of, the
strategies strategies theories, theories,
presented in the presented in the concepts, concepts,
course materials course materials and/or and/or
to date. to date. strategies strategies
Viewpoints and Viewpoints and presented in presented in
interpretations interpretations the course the course
are insightful and are supported. materials to materials to
well supported. Appropriate date. date.
Clear, detailed examples are Viewpoints Viewpoints
examples are provided, as and and
provided, as applicable. interpretation interpretation
applicable. s are s are missing,
unsupported inappropriate
or supported , and/or
with flawed unsupported.
arguments. Examples,
Examples, when
when applicable,
applicable, are not
are not provided.
provided or
are irrelevant
to the
assignment.
Required Response includes Response includes Response is Response
Componen all components all components missing some excludes
ts and meets or and meets all components essential
exceeds all requirements and/or does components
requirements indicated in the not fully meet and/or does
indicated in the instructions. Each the not address
instructions. Each question or part requirements the
question or part of of the assignment indicated in requirements
the assignment is is addressed. All the indicated in
addressed attachments instructions. the
thoroughly. All and/or additional Some instructions.
attachments documents are questions or Many parts of
and/or additional included, as parts of the the
documents are required. assignment assignment
included, as are not are addressed

PURPOSIVE COMMUNICATION MODULE 1-3

 18

required. addressed. minimally,

Some inadequately,
attachments and/or not at
and all.
additional
documents, if
required, are
missing or
unsuitable for
the purpose
of the
assignment.
Structure Writing is clear, Writing is mostly Writing is Writing is
concise, and well clear, concise, and unclear unclear and
organized with well organized and/or disorganized.
excellent with good disorganized. Thoughts
sentence/paragra sentence/paragra Thoughts are ramble and
ph construction. ph construction. not expressed make little
Thoughts are Thoughts are in a logical sense. There
expressed in a expressed in a manner. are numerous
coherent and coherent and There are spelling,
logical manner. logical manner. more than grammar, or
There are no more There are no more five spelling, syntax errors
than three than five spelling, grammar, or throughout
spelling, grammar, grammar, or syntax errors the response.
or syntax errors syntax errors per per page of
per page of page of writing. writing.
writing.
Evidence Response shows Response shows Response Response
and strong evidence of evidence of shows little shows no
Practice synthesis of ideas synthesis of ideas evidence of evidence of
presented and presented and synthesis of synthesis of
insights gained insights gained ideas ideas
throughout the throughout the presented presented
entire course. The entire course. The and insights and insights
implications of implications of gained gained
these insights for these insights for throughout throughout
the respondent's the respondent's the entire the entire
overall teaching overall teaching course. Few course. No
practice are practice are implications implications
thoroughly presented, as of these for the
detailed, as applicable. insights for respondent's
applicable. the overall
respondent's teaching
overall practice are
teaching presented, as
practice are applicable.
presented, as
applicable.

GOD BLESS AND KEEP SAFE ALWAYS!

PURPOSIVE COMMUNICATION MODULE 1-3