COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-013

Saint Louis University Revision No. 01

School of Teacher Education and Liberal Arts Effectivity June 07, 2021
Page 19 of 80

GPCOM

COURSE LEARNING OUTCOMES

As graduates of your program, you are
expected to be adept in communication
given the nature of your work. To help you
prepare in your field, you are expected to
demonstrate the following competencies in
this course:

1. exhibit knowledge on the nature,

elements and functions of verbal and non-
verbal communication in various and
multicultural contexts;

2. evaluate multimodal texts critically to

enhance receptive (listening, viewing, and
reading) skills;

PURPOSIVE 3. convey ideas through oral, audio-visual,

and web-based presentations for different

COMMUNICATION
target audiences in local and global
settings using appropriate registers;

4. present academic papers using

appropriate tone, style, conventions, and
reference styles; and

5. adopt cultural and intercultural

awareness and sensitivity in communicating
ideas.

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 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-013
Saint Louis University Revision No. 01
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COURSE INTRODUCTION

This course is intended to develop your communicative competence and to

enhance your cultural and intercultural awareness through multimodal tasks that will
provide you with the opportunities for communicating effectively and appropriately to a
multicultural audience in a local or global context. Also, this course will equip you with the
tools for critical evaluation of a variety of texts. It focuses on the power of language and
the impact of images to emphasize the importance of conveying messages responsibly.
The knowledge, skills, and insights that you will gain from this course may help you in your
other academic endeavors, your chosen disciplines and career as you compose and
produce relevant oral and written audio-visual and/or web-based output for various
purposes.

Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-013
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity June 07, 2021
Page 21 of 80

Dear student,
As a graduate of your program in the future, you are expected to be adept
in communication given the nature of your work. Thus, you are offered this course to help
with your communication skills. It is intended to develop your communicative competence
and to enhance your cultural and intercultural awareness through multimodal tasks that
will provide you with the opportunities for communicating effectively and appropriately to
a multicultural audience in a local or global context. Also, this course will equip you with
the tools for critical evaluation of a variety of texts. It focuses on the power of language
and the impact of images to emphasize the importance of conveying messages
responsibly. The knowledge, skills, and insights that you will gain from this course may help
you in your other academic endeavors, your chosen disciplines, and future career as you
compose and produce relevant oral and written audio-visual and/or web-based output
for various purposes.
With the relevant information, activities, and tests found in this learning
packet, we hope that you will be able to develop and demonstrate the following
competencies:
● exhibit knowledge on the nature, elements and functions of verbal and non-verbal
communication in various and multicultural contexts;
● evaluate multimodal texts critically to enhance receptive (listening, viewing, and
reading) skills;
● convey ideas through oral, audio-visual, and web-based presentations for different
target audiences in local and global settings using appropriate registers;
● present academic papers using appropriate tone, style, conventions, and
reference styles; and
● adopt cultural and intercultural awareness and sensitivity in communicating ideas.
Keep learning and stay motivated in your pursuit of your academic
endeavors.

Your facilitator,
Languages and Communication Faculty

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means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.
 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-013
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity June 07, 2021
Page 22 of 80

TABLE OF CONTENTS

MODULE 1 COMMUNICATION: AN INTRODUCTION

UNIT 1 Communication Concepts and Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

UNIT 2 Communication and Globalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
UNIT 3 Local and Global Communication in Multicultural Settings . . . . . . . . . . . . . . . . . . 30
UNIT 4 Varieties and Registers of Spoken of Written and Spoken Language . . . . . . . . . . 37
UNIT 5 Evaluating Messages and/or Images of Different Types of Texts Reflecting 42
Different Cultures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

MODULE 2 COMMUNICATION AIDS AND STRATEGIES USING TOOLS OF TECHNOLOGY

UNIT 1 Preparing Multi Media Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

MODULE 3 PUBLIC SPEAKING

UNIT 1 The Basics of Public Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

MODULE 4 COMMUNICATION FOR WORK PURPOSES

UNIT 1 Formal and Informal Reports in a Work Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
UNIT 2 Communication for Employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
.

MODULE 5 COMMUNICATION FOR ACADEMIC PURPOSES

UNIT 1 The Research Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

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 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-013
Saint Louis University Revision No. 01
School of Teacher Education and Liberal Arts Effectivity June 07, 2021
Page 23 of 80

MODULE 1: COMMUNICATION: An Introduction

In a residential or face-to-face class, students express their thoughts through

recitation, reaction on a classmate's idea, group discussions, brainstorming etc. to make
learning interactive and effective. In an online or correspondence-based mode, how do
we make learning an interactive one? What forms of communication activities shall you
engage in to have an interactive and effective learning? Concrete answers to these
questions will be presented as we go through this module. To start with, let us recall
concepts and principles of communication.

UNIT 1: Communication Concepts and Principles

At the end of this unit, you should be able to:

1. apply the communication concepts and principles.

ENGAGE YOURSELF!
A. How many of the following statements about communication do you find true? Using
a pencil, check the items that you think are true.
_____1. Progress in national and local level requires effective communication among
people.
_____2. The sharing of knowledge across nations requires communication.
_____3. Knowledge is optimally consumed even without communication.
_____4. The advancement of all fields of specialization like Political Science needs
effective communication.
_____5. No nation has ever progressed without communication.
_____6. Good social relationships are impossible without effective communication.
_____7. Communication is impertinent to development.
_____8. There are many challenges in the attainment of effective communication.
_____9. One message can be delivered by different individuals with varying levels of
success.
_____10. My ability to communicate impacts my academic and professional
advancement.
_____ 11. Communication is a daily human activity.

Answers

These sentences are true.

1,2,4,5,6,8,9,10,11

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 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-013
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School of Teacher Education and Liberal Arts Effectivity June 07, 2021
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B. Answer the following questions in one sentence each.

1. What communication challenges or difficulties do you have?
______________________________________________________________________________________
______________________________________________________________________________________
2. As a future professional in your field, of what use will effective communication skills be
to you?
______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________

EXPLORE (DIVE IN!): You are now ready to know more. But before that, express what you
already know.
The Components of Communication
Review: Match the numbered items with the options given. Write the word on the blanks
preceding each item.
OPTIONS

Interference Environment Message

Source Context Channel

Receiver feedback Communication

_____ 1. He/she may be traffic enforcer using hand signals, a telephone caller, a
newscaster, an author, or anyone who crafts and sends messages.
_____2. It is the intended meaning or idea in different forms such as song, speech, letter,
and many more.
_____3. It is the means by which the message is conveyed. The human voice, the
telephone, the microphone are few examples.
_____4. This refers to the individual or audience to whom the message was delivered.
_____5. This refers to the receiver’s confirmation of the message which is also considered
a message.
_____6. This is known as the atmosphere, the place, and the condition of communication.
_____7. This refers to the shared understanding and expectations of the communicators.
_____8. These are the challenges or barriers of
communication.
Answers

1. source 5. feedback

2. message 6. environment

3. channel 7. context

4. receiver 8. interference

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 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-013
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To conclude, what is communication?

Communication is the process of meaning-making through a channel or a medium

in a specific context. It is very vital in any aspect of life. In an online or correspondence
mode, for instance, a teacher cannot understand what the students feel if they do not
articulate themselves verbally through leaving comments or questions in the google
classroom (for on-line learners) or sending text message or private message (for
correspondence-based learners). Unlike in a residential or face-to-face class, a teacher
can see the non-verbal cues of the students. These non-verbal cues will give the teacher
an idea if the discussion is not clear to the students.

Etymologically, communication comes from the Latin word communicare,

meaning to make common. What do we make common? If you are thinking of the color
blue, for example, the shade of blue in your mind should be the same shade of blue in the
mind of the person whom you are talking to. How you make that happen depends on how
you communicate the concept. Communicating the concepts involves components of
communication. These are the:

1. source or sender
2. message
3. channel
4. receiver
5. feedback
6. environment - the condition of the speaker and receiver; physical, emotional etc
7. context - interrelated conditions in which communication spring
8. interference - communication barriers that may affect communication; psychological,
physical, linguistic and cultural (language and cultural environment), or mechanical
barriers (channels like tablet, cellphone)

Among the enumerated barriers, which one can you manage the most and why?
Answer: _____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Principles of Effective Communication

For optimum communication results, Osborn (2009, cited in Wakat, et al 2018)
posits that the following principles should be applied.

1. Clarity

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School of Teacher Education and Liberal Arts Effectivity June 07, 2021
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Clarity has to be observed in crafting and in delivering messages. Fuzzy language,

jargon, clichés, euphemisms, and similar others should be avoided when they interfere
with clarity. Clarity, especially in technical fields, should never be compromised.

2. Concreteness
Be specific. Messages are made more understandable with specific data. The use
of accurate words helps in achieving concreteness. A 50-kilometer drive is more specific
than a long drive. Likewise, a 100-square-meter 2-story house is much more specific than
an average-sized house.

3. Courtesy
Be courteous. Be polite in words and in manner. Courtesy builds goodwill and
sustains good human relationships.

4. Correctness
Strive to achieve grammatically correct sentences. Serious grammar and
pronunciation errors lead to meaning inaccuracies. Edit and proofread messages before
delivering them.

5. Consideration
Consider the receiver’s level of education, race, and other social orientations
when crafting and delivering a message. A simple word for you may not be that simple
for others. Also, in pointing other peoples’ mistakes, consider that no one commits
mistake intentionally. Hence, it is always good to approach the person with kindness.

6. Creativity
Make your message interesting and captivating. Say for example, the message
“Follow the traffic rules” can be creatively expressed in different ways: “Drive safely and
get home to your loved ones” or it could be made to sound as a warning “You will get to
our jail when you drive fast.” Effective business taglines are good examples of how
creativity in communication achieves the desired impact.

7. Conciseness
Be direct and simple in your message. Make each word count – that is, no word
should be used that does not contribute to the meaning. Conciseness requires
communicators to choose accurate words to express intended meanings so that
messages are kept short. Conciseness, however, does not set a specific number of words
used. It is always relative to the nature of the message.

8. Cultural Sensitivity

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 COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-013
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School of Teacher Education and Liberal Arts Effectivity June 07, 2021
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Be attentive to people’s cultural differences. A joke in one culture might be an

insult to another.
Remember one of those instances when you were misunderstood or you
misunderstood someone. Narrate in three sentences how and why miscommunication
happened.

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Answer: ________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Communication does not take place without conventions. As ethical communicators we

have to respect audience, consider the result of communication, value truth, use
information correctly and shall not falsify information (Wakat, et. al., 2018).

EXPLAIN (GET THE HANG OF IT!)

Let us now look at communication in the light of your future career in your current
discipline or program.

Have you ever questioned the relevance of communication skills to your future
profession? What exactly will you be doing in your field?

Attached is a video that will help you understand why communication subjects are
made integral part of your curriculum (on-line mode learners) or check your OTG, click on
Module 1 folder then the Module 1, Unit 1 first video (correspondence-based learners).

ELABORATE (ON MY OWN NOW)

Imagine that you are in your work field. Look at your clients and your colleagues, what
specific communication skills do you need? Why?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

EVALUATE: (GET TESTED!)

SHORT TASK 1: SLOGAN-MAKING: Prepared to engage in a more effective
communication, you are now comfortable to do the following:
Write an 8-12- word captivating and interesting campaign slogan intended to
promote your discipline or program for incoming college freshmen. Give a brief
explanation to your slogan.
Criteria for grading: CONTENT – 10 points
EXPLANATION – 10 points
Total: 20 points

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