PURPOSIVE COMMUNICATION

CHAPTER 1 – Communication Process and Context

its Components
- Setting in which communication
occurs.
LESSON 1
Communication Process and its 1. Physical Context
Components - Where communication takes place.
Temperature, lighting, noise level
Communication are factors that affect the
- Process of sharing meaning in communication process.
Context. - For example, in a library, both
- A system process in which people encoder and decoder should
interact with and through symbols maintain a low voice.
to create and interpret things.
- The abilities to use, transmit, 2. Social Context
comprehend, and respond to - The relationship that exists between
symbols are uniquely human and among participants.
capacities that set us apart from any - We communicate with our friends,
other creatures on earth. family, workmates or strangers.
- One of the most essential aspects of - For instance, we communicate
our lives. differently with our parents or
- Life blood of any relationship. siblings at home and this changes
when we talk to our professor or
Communication Process classmates.

- Communication is a process. 3. Historical Context

- Background provided by the
1. We encode previous communication between
o Get ideas and put them in a the participants that influences
message. understanding of the current
2. We send them in our primary signal encounter.
system. - Inside jokes and Common Language
o Senses
3. Decodes 4. Psychological Context
o Someone who receives them - Includes the moods and feelings
through his/her senses using each person brings to the
a channel and translates the communication.
message.
4. Feedback 5. Cultural Context
o The decoder gives his/her - Includes beliefs, values norms that
feedback. are shaded by a large group of
people (Lustig and Koester, 1993 in
The Components of Communication Verbeder, 1999)
1. Context Participants
2. Participants
3. Messages - People Communicating
4. Channels - Sender and Receiver
5. Presence of absence of noise 1. Sender
6. Feedback
 - Forms messages and send them - It shows how the message sent is
through different means. heard, seen, and understood. If the
transmission of the message is not
2. Receiver successful, the sender may find other
- Processes the message and reacts to ways of doing so.
them. - The re-encoded message is also
feedback because it gives meaning to
Messages the original receiver’s response.
- Communication takes place through LESSON 2
sending and receiving of messages. Levels of Communication
Messages are encoded or decoded
information in a communication
process. Verbal Communication

Channels - It encompasses any form of

communication involving words,
- During communication, the message spoken, written or signed.
is carried through channel. - As Lucas (2017), our ability to
- Both route traveled by the message communicate with a language that is
and the means of transportation based on an organized system of
(1999) words, rather than merely sounds, is
- Messages are transmitted to sensory what sets us apart from lower
channels. species.
- Face to face communication has 2 - Not only we do have language, but
basic channels: we also have the technology that
o Sound – Verbal Symbols enables us to communicate with one
o Light – Non Verbal Cues another no matter the physical
distance.
Noise

- Anything that interferes with o Conversation with a colleague

communication. o News on TV
o News on newspaper
1. External Noises o Text
o Sights, sounds, and other o Chat
stimuli in them environment
that draw people’s attention Non-Verbal Communication
away from what is being said. - Body Language
o Touch doesn’t only indicate a
2. Internal Noises
person’s feelings or level of
o Thoughts and feelings that
comfort but illustrates
intervene with the personality charachteristics
communication process. as well.
- The sounds of our voice
3. Semantic Noises o Pitch
o Unintended meanings
o Tone
aroused by certain symbols
o Volume
that prevent comprehension.
- Example:
Feedback o Gesture
o Facial Expression
- Feedback is the response to the o Eye Contact
message.
 o Firm Handshake 2. We communicate to enhance or
o Warm Hug maintain our sense of self
o Voice Sound - We learn who we are and what we
can do because we communicate.
Intrapersonal Communication
3. We communicate to fulfill social
- Occurs with the person. obligations
- Cognitive or personal - We greet people, talk and
Communication communicate with them in order to
- Self-talk meet our social obligation.
- We understand ourselves better and
ultimately enhance our self-esteem 4. We communicate to develop
because of this. relationships
- Example: - We can develop, deepen, and
o Thought processing maintain relationships through
o Decision-making communication.
Interpersonal Communication
5. We communicate to exchange
- Occurs between 2 or more persons information
who establish a communicative - Some information we get through
relationship. reading, observations, media and
- Everything is interpersonal through communicating with others.
communication except
intrapersonal. 6. We communicate to influence others
- It has been proven that - We use communication in
communication is the life blood of encouraging and persuading others
any relationship. towards something like motivating a
friend to study for an exam.
o Interviews
LESSON 4
o Small-group Discussion
Principles of Communication
o Conversations

Public Communication 1. Communication is purposive

- It may be trivial or significant but
- Speaker sending message to an one way of evaluating if the
audience. communication is successful is if it
o Direct (face-face message has accomplished its purpose.
delivery to an audience) Different purposes require different
o Indirect (radio/television) strategies.

LESSON 3 2. Communication vary in conscious

The Functions of Communication encoding
- It may occur spontaneously (without
1. We communicate to meet needs much thought), it could also be
- “A species’ survival depends based on a “learned” script, or it
critically upon its ability to could be constructed based on the
communicate effectively, and the understanding of a situation.
quality of its social life is determined
in large measure by how and what it 3. Communication is continuous
can communicate.” (Krauss, 2002 - Communication happens non-stop,
cited in Lucas, 2017) even silence communicates
something. Even non-verbal
 behavior represents reactions to 5. Raises the listeners level of expertise
your environment and to the people by supplying the necessary facts.
around you (Verdeber, 1999). It is 6. Employs message that is free from
imperative that we be aware and mental as well as physical force.
conscious of the nonverbal behavior 7. Does not invent or fabricate
we constantly send. information.
8. Gives credit to the source of
4. Communication is Relational information.
- In any communication setting,
people not only share meanings but ”A speaker who uses language that
also negotiate and enhance their degrades or injures human personalities by
relationships. Communication plays exaggeration, pseudo truths, twisting of
a role in developing, maintaining, words and name calling is clearly acting
and dissolving relationships. unethically.” (Berko, 1995)

CHAPTER 2 – Intercultural and Global

5. Communication has ethical
Communication
implications
- We must recognize ethical standards LESSON 1
in communicating.
Thinking about Culture
6. Communication is learned
Culture and Communication
- Communicating well is a skill,
- Come hand-ind hand
therefore it can be learned. Simply
- They have a cause-effect
talking is not communicating. It
relationship, considerations,
involves listening, processing
dimensions, and ethical standards.
thoughts and opinions then
speaking. This could be acquired
Culture
through practice.
- Culture is defined as a community or
LESSON 5
population sufficiently large enough
The Communication Ethics to be self-sustaining, that is large
enough to produce new generations
Ethics of members without relying on
- Values that have been instilled in us, outside people. We must take note
we have knowingly or unknowingly that culture does not create different
accepted them and govern our communication but different
actions. communication creates culture.
- Our ethical value system is our basis - Everyday communication deeply
for our decision-making and our affects who you are, and a lot of its
basis for communication ethics. cultural. It runs so deep within your
routine talk and relational
Ethical Communicators or speakers performance that you don’t
according to Berko (1995) should recognize at first. In whatever
situation, where culture definitely
1. Speaks with sincerity. exist, you must consider these two
2. Does not knowingly expose an types of cultural communication.
audience to falsehood or half-truths - Cultures are not synonymous with
that can cause significant harm. countries. It does not respect
3. Does not premeditatedly alter the political
truth. boundaries. Therefore, we must
4. Presents the truth as he or she identify the different dimensions of
understands it. culture.
 Two types of Cultural Communication - focuses on the individual person and
his or her dreams, goals, and
1. Cross Cultural Communication achievements, and right to make
- which generally compares the choices.
communication styles and patterns
of people from very different Time
cultural/social structures such as
nation-states. - is being viewed differently in
2. Intercultural Communication cultures as a distinction between
- which deals with how people from monochromic societies (view time
these social/cultural structures as a valuable commodity and
speak to one another and what punctuality as very important) and
difficulties or differences they polychromic societies (have much
encounter, over and above the more relaxed attitude toward time)
different languages they speak.
1. Monochromic
Ethocentrism/Ethnocentric Bias - Society places emphasis in speed
and punctuality plus rapid efficient
- What we must avoid. accomplishment of task.
- It is believing that your culture is the 2. Polychronic
standard of all others. Your own - Society places emphasis on the
cultural way of acting is right and relationships between people than
normal, and all other ways of acting on the task.
are only variants of the only really
good way to act yours. It is Conflict
important that we recognize that
each culture is different and this - can be present in many situations,
difference must be accepted and more than a hindrance we must look
respected. at it as an opportunity
1. Conflict as opportunity
- Conflict is a normal, useful process
LESSON 2 - All issues are subject to change
Dimensions of Culture through negotiation.
- Direct confrontation and conciliation
Context are valued.
- where speech and interaction take - Conflict is necessary renegotiation of
place. an implied contract
o a redistribution of
1. High Context opportunity, release of
- Spoken words are much less tensions, and renewal of
important than the rest of the relationships.
context. 2. Conflict as destructive
2. Low Context - Conflict is a destructive disturbance
- Words are important. It is more of peace.
important to have a well-structured - The social system should not be
argument or a well delivered adjusted to meet the needs of
presentation. members; rather members should
3. Collectivism adapt to establish values.
- Place greater emphasis on the whole - Confrontations are destructive and
group, stressing common concerns ineffective.
and the value of acting not merely - Disputants should be disciplined.
for oneself but for the common good.
Styles of Conflict Management
4. Individualism
1. Dominating Styles really want sausage, you indicate
- Involve forcing one’s will on another that pepperoni is fine and place the
to satisfy individual desires order.
regardless of negative relational
consequences. For example, you and LESSON 3
a friend decide to order a pizza, and Five Value Dimensions that vary cross
as you call in the order, your friend Culture
mentions a desire for pepperoni. You
would rather have sausage and Individualism VS. Collectivism
reply, “Too bad. I’m making the call, - In communication, individualists are
and we are having sausage. said to have a more direct style.
2. Integrating styles Their wants, needs, and desires are
- Necessitate a great deal of open embodied in the spoken message. An
discussion about the conflict and indirect style of communication is
hand to reach a solution that associated with collectivists. Their
completely satisfies everyone wants, needs, and desires are not
involved. For example, you and your obvious in the spoken message.
friend differ on what pizza topping
Masculinity VS. Feminity
you would like, so you both openly
discuss your positions and the - Women’s social roles varied less
options available until you reach a from culture to culture than men’s.
solution that fulfills both of your (Hofstede, 1980)
desires- perhaps getting both
toppings or half-sausage and half He labeled as masculine cultures those that
pepperoni. strive for maximal distinction between
what women and men are expected to do.
3. Compromising Styles
- Making a compromise demands that - Feminity
everyone must give something up to o Cultures that place high value
reach a solution. For example, you on feminine traits stress
and your friend discuss the conflict quality of life, interpersonal
and decide to get mushrooms relationship, and concern for
instead of sausage or pepperoni. the weak.
- Masculinity
4. Obliging styles o Cultures that place high value
– Giving up one’s position to satisfy on masculine traits stress
another’s. Emphasizes area of assertiveness, competition,
agreement than disagreement. As and material success.
you and your friend discuss what
Power Distance
topping to include on your pizza, you
probably mention that the important - This refers to the extent to which
thing is you both want pizza and less powerful members of
then agree to order pepperoni institutions and organizations within
instead of sausage. a country expect and accept that
power is distributed equally. These
5. Avoiding styles countries tend to be more
- People avoid the conflict entirely by authoritarian and may communicate
failing to acknowledge its existence in a way to limit interaction and
or by withdrawing from a solution reinforce the differences between
when it arises. So, your friend people. It also refers to the extent to
expresses a desire for pepperoni on which power, prestige and wealth
that pizza, and even though you distributed within a culture.
 skills, psychological adjustments and
1. Low Power Distance – Equality cultural awareness.
within the culture is evident.
2. High Power Distance – Children are We must avoid the following in
expected to display respect for those communication
of higher status. Inequality is visible.
1. Hate Speech - includes threats or
Uncertainty Avoidance verbal slurs directed against specific
- This is the extent to which people in groups or physical acts such as
a culture feel threatened by burning crosses, or spray-painting
uncertain or unknown situations. on public or private property.
This is expressed through nervous 2. Othering – refers to the labeling and
stress and in a need for degrading of cultures and subgroups
predictability or a need for written outside of one’s own.
or unwritten rules. Such situations 3. Stereotyping – refers to negative or
are avoided by maintaining strict positive judgments made about
codes of behavior and a belief in individuals based on any observable
absolute truths. or believed ethnic group
membership.
4. Prejudice – refers to irrational
suspicion or hatred of a particular
1. High Uncertainty Avoidance Culture group, race, religion, sexual
– Students expect their teachers to orientation.
be experts who have all the answers.
2. Low Certainty Avoidance Culture – CHAPTER 3 – VARIETIES AND REGISTERS
Accepts teacher who admit to not OF SPOKEN AND WRITTEN LANGUAGE
knowing all the answers.
LESSON 1
Task Orientation VS. Social Orientation
Varieties & Registers of spoken and written
- Task oriented culture focus on language
making the team more competent
through training and the use of up- Variety of Language
to-date methods. They are highly - It is a specific set of “linguistic items”
concerned with individual success, or “Human speech Patterns” which
advancing to more responsible jobs, can be associated with external
better training, and so on. Social factors such as a geographical area
oriented culture focus more on or social group.
collective concerns: cooperative - Example: Standard English and
problem solving, a friendly British English, Tagalog in Cavite
atmosphere, good physical working and Batanggas
conditions.
Register of Language
LESSON 4 - It is a variety of a language used for a
Important reminders about Culture and particular purpose of in a particular
Communication setting.
- This is the level of usage as
1. When Identifying your culture, you determined by degree of formality,
belong without knowing it and you and your choice of vocabulary,
do it without knowing it pronunciation, and syntax according
2. Communication approach to to the communicative purpose,
intercultural communication: social context and standing of the
personality strength, communication user.
 - Variations of the language according presence of absence of
to its use interlocutor (the interlocutor.
person who takes part
Cultural Competence in a
- You can learn a lot of cultural dialogue/conversation
features but it does not necessarily )
teach you sensitivity and awareness Mostly maintained in Mostly
or even how to behave in certain the form of dialogue. maintained in the
situations. The fifth language skill is form of
cultural competence. It will teach monologue.
you how to use appropriate Utilizes the human More carefully
language in order to understand and voice and all kinds of organized and
appreciate the values and unique gestures. more
qualities of other cultures. explanatory.
Spontaneous but Able to live
Cultural Sensitivity momentary (vanishes forever with the
after having fulfilled its idea it expresses.
- Awareness that people have varying
purposes)
cultures and that the similarities and
Cannot be detached Can be detached
differences of these cultures affect
from the user of it. and objectively
the value behavior, and learning of
looked at (has an
people.
opportunity to
- Attitude and way of behaving in
correct and
which you are aware and
improve what has
acknowledge cultural differences.
been put on
If you will migrate to another paper)
country, you have to be aware of the Uses filler words or “fill Don’t use filler
existence of similarities and differences ups”. Fill-ups are words words.
between their culture and your own without any significant
culture. However, being aware is not meaning or used to fill
enough since you also have to use that sentence when you are
knowledge to adapt to the host culture speaking: like totally,
in order to avoid misunderstanding and you know, uh, uhm, as
conflict. Being culturally sensitive and well, and all, so to say.
competent will lessen the culture shock
that you will feel. This will enable you to Spoken Written
be mentally and psychologically ready Face-face Reports
in accepting the existing differences Telephone Memo
between your culture and the host Communication
culture. In addition to this, being Dictating Letters Emails
culturally competent and sensitive will Group Discussions Fax Messages
lessen the anxiety that you will feel Meetings Business
while interacting or working with Correspondence
people of other cultures. Speech Illustrations
Virtual Conferencing Notices etc.
LESSON 2
Difference between spoken and written
language LESSON 3
Varieties of Spoken Language
Spoken Language Written Language
Presupposes the Presupposes the
1. Interactional - Getting information or making a
- Having a social function. This makes deal. It has a specific purpose and is
use of informal speech which aims to driven by needs and wants rather
develop relationships between that sociability.
interlocutors. - Unlike interactional language,
o A: How are you? transactional spoken language has
B: I’m good. You? its intention to achieve a give-and-
A: I’m okay. take relationship between the
- In the above conversation, the speaker and the listener. Here, a
speakers exchange personal specific query is given a specific
information and use familiar answer.
expressions to keep the talk going. o A: May I know how much this
Since the aim is to develop parcel costs?
relationships, the speakers use B: You can give me P100
informal language to establish 5. Phatic
comfortable atmosphere. - Engaging in small, plain talk. The
2. Referential speaker and listener use a minimal
- Providing the listener some amount of language to engage in the
information referring to objects or conversation. This spoken language
abstract concepts. The speaker variety poses familiarity of topic and
assumes that the listener has context between the speaker and the
knowledge on the matter at hand. In listener.
return, the listener has to know the o A: Coffee?
context before they can understand B: Yes, Black.
the references.
o Example: The mobile phone LESSON 4
unit has been sent via door- Varieties of Written Language
to-door at 10 o’clock. Please
notify our office once you Varieties of Written Language
have received it. - The most striking difference
- In the above example, the listener is between the spoken and the written
assumed to know that a mobile language is in the vocabulary used.
phone unit is expected to be - There are words and phrases
delivered. Also, the listener must typically colloquial and on the other
know what a door-to-door delivery hand bookish.
service is, and that the listener must
know whether 10am or 10pm is Colloquial Neutral Literary
intended. Daddy Father Parent
Get Out Go away Retire
3. Expressive Go on Continue Proceed
- Showing the speaker’s judgments r Guys Friends Comrades
feelings about a person, event, or
situation. LESSON 5
o It’s truly unbelievable! How Ways on how to choose appropriate
could she do such a terrible language
thing?
- Here, the speaker uses emotive The choice of words is a powerful
words which make the sentence strategy in communication. When Confucius
subjective. Such emotive words may said, “when words lose their meaning,
either be adjectives or adverbs. people lose their freedom” the control of
language is an essential tool for an engaging
4. Transactional
and responsive communication. Hence, considered harmful. For example,
cultural appropriation of language is words such as “gypsy” and “oriental”
conforming to a culture’s acceptable are derogatory instead use “Roma”
expressions and standards of behavior and for “gypsy” or “Asian” for “oriental”.
thoughts. This is referred to as “political
correctness”. However “political 3. Use language that includes
correctness” is not LGBTQIA+ people.
about being right; it is more being - Some people are bisexual,
respectful and considerate. Being political transgender, asexual, genderfluid,
correct means that you avoid expressions etc. and they deserve respect and
and actions that may exclude, marginalize, inclusion. Work on substituting
or offend a particular group of people. The gender-neutral language to include
term people of different sexual
first became popular during the 1970’s and orientation and gender identities.
1980’s. Ask “Do you have any partners?”
rather that “Do you have a
Ways on how to choose appropriate boyfriend/girlfriend?” Respect
language gender identities. There are more
than two genders, and agender,
1. Notice and reflects on disrespectful gender fluid, etc. people exist. A
language, thoughts, and actions. person’s real name is the name that
- If you educate yourself and monitor they accept as the one that matches
your thoughts, this will help control their gender.
and change your language and
behaviors. People may interprets 4. Avoid exclusionary, gender-specific
and draw inferences from the language.
language you use. When you are - Gender-specific language can be
interacting with people, you want to extremely harmful. Sexism, or
be an open, respectful and informed discrimination against a person due
individual instead of a careless, to their marginalized gender
disrespectful person. As much as identity, is used often and
possible, avoid racist, sexist, inadvertently. Use gender-neutral
homophobic jokes, etc. job titles when you are not referring
because there are always hurtful and to a specific person. For example, say
offending. “chairperson” instead of “chairman”,
“firefighter” is preferable to a
2. Respect people of different races. “fireman”; a “police officer” includes
- Recognize racist roots of words, all genders; and “flight attendant”
whether they are as inflammatory as replaces “steward” and
the n-word or as subtle as referring “stewardess”. Using terms and titles
to immigrants as illegal’s. Many such as “woman ‘s work” or
common expressions have roots in “secretary” (instead of
discrimination caused by the “administrative assistant”) is
cultural arrogance and a lack of demanding and belittling.
exposure to cultural diversity. Terms
such as “Chinese auction” Indian 5. Avoid using explicitly religious
giver” “Jew down” (negotiate), and terms in mixed religious company.
“gyp” (a bad deal, from the - Limit the number of religious terms
derogatory term “Gypsy” for the in your language, especially when
Roma) are racist. Many common speaking in groups of people. Avoid
words also have implicit referencing “God/god”. Every
discrimination in them and are thus religious groups has different names
 for and rules of saying the term. Jews
do not say the name of god, Muslims
refer to their god as Allah, and
Hindus worship many different gods.

6. Avoid expressions that devalue

people with physical or mental
disabilities.
- Some people prefer identity-first
language (“disabled person”) while
others prefer person-first language
(“person with a disability”). Words
such as “dumb”, “crippled”, “derp”,
and “psycho” are examples of
disability-based insults. Use person-
first language for most disabilities,
such as “person with Down
Syndrome” rather than “Down CHAPTER 4 – EVALUATING MESSAGES
Syndrome person”. The Autistic, AND IMAGES
Blind, and Deal communities
are a few notable exceptions (e.g. Nowadays, the communication world
“autistic persons”). continually requires us, sources of
messages to decide quickly and send the
7. Refrain from language that groups messages rapidly. According to Bandley and
people into one large Miller (2007), research shows that people
category. who prepared and send an effective
- As much as possible, avoid message are able to:
classifying people together based on
religion, sexual orientation, gender, - understand the importance of the
and ethnicity. This kind of language communication cycle;
reduces a person to that one - incorporate the principles of good
category, when people are so much communication into their original
more. An example would be when message;
referring to groups by saying this - develop and maintain an open
line, the deaf, the gays, the poor, or communication channel; and
the Blacks. Use - incorporate the principles of
language that makes a person or effective communication into their
group feel like they are equal and responses to other people's
included in any situation. messages

List of correct words and phrases that help Message

mitigate the negative effect of such
- In the communication cycle, the
expressions during and after
message is one of the elements that
communication:
gives information and ideas to its
intended receiver or audience.
- In rhetorical studies and
communication studies, the message
is the information conveyed by (a)
words (in speech or writing, and/or
(b) other signs and symbols
(Nordquist, R., 2017).
- Therefore, message, whether verbal rhetorical message [inventio]
or nonverbal or both, makes up the consists of
content of the communication effective use of logical, ethical, and
process. pathetic proof. The rhetor who has
- The source or sender starts the command of these three persuasive
process by conveying the message to strategies, they held, is in a good
a receiver (cited in Nordquist, position to motivate an audience
Richard. " message
(communication)." 4. Messages in the Media
- A well-defined message has two key
Examples and Observations components. First, it is simple direct
1. Verbal and Nonverbal Content and concise. Second, it defines the
- “A message may include verbal issues on your own terms and in
content and will include nonverbal your own words.
content. Intentionally or not, both - People who are highly media literate
verbal and nonverbal content is part are able to see much more in a given
of the information that is transferred message. They are more aware of
in a message. If nonverbal cues do the levels of meaning. This enhances
not align with the verbal message, understanding. This enhances
ambiguity is introduced even as control. They are much more likely
uncertainty is increased. to get what they want from the
messages. This enhances
2. Communicating Messages appreciation.

- Communication is the process of Purpose of Message

sending and receiving messages.
However, communication is effective - According to Jennifer Lombardo,
only when the message is MUD school instructor and freelance
understood and when it stimulates artist, determining the purpose of
action or encourages the receiver to your message is the first step in
think in new ways. deciding what you want to say and
how you want to say it. Once you
2. The Message in a Rhetorical Act have the goal selected, it is then easy
- Rhetoric is the study of all the to tailor the message in order to
processes by which people influence reach your audience. It is essential to
each other through symbols, choose whether to inform, persuade
regardless of the intent of the or offer goodwill via a message in
source. A rhetorical act, however, is the workplace
an intentional, created, polished
attempt to overcome the challenges 1. Informative Messages
in a given situation with a specific - These can be used to share or
audience on a given issue to achieve convey information. The message
a particular end. should be very clear, straight to the
- A rhetorical act creates a message point, and easy to understand.
whose shape and form, beginning Informative messages are designed
and end, are stamped on it by one or to influence understanding, to make
more human authors with goals for it clearer or more developed. They
an audience. are not designed to change or
reinforce opinions, though
3. Messages in Classical Rhetoric sometimes that occurs as a side
- Both Cicero and Quintilian accepted effect
the Aristotelian notion that
 o State of the Nation Address concerning what has been read. By
(SONA) of the president definition, a reader is someone who
o orientation of newly hired reads a particular newspaper, book,
'employees or magazine with a particular skill.
What do we do as readers?
1. We read
2. We interpret
o organization and committee
3. We try to understand different
meeting, etc. perspective
4. We connect to our experiences
2. Persuasive Messages 5. We comprehend
- These occur when a person tries to
convince another person or group to Reading comprehension requires
take certain specific actions. It readers to know and understand the text
should be as specific as possible and being read. One's excellent decoding skills
the purpose should be observable would not be enough. More than skills like
and measurable. A persuasive this would be understanding the written
message follows the persuasive text. Reading comprehension is not a single
strategy AIDA (attention, interest, step or an easily acquired skill. By Prado
desire, action) and explains how the and Plourde (2005) in Harvey (2010), it is a
receiver benefits from fulfilling a process that involves thinking, teaching,
request before the request is made past experiences, and knowledge.
(Brantley & Miller, 2007).
o a salesperson selling a As stressed by Halladay, J and Moses,
particular product, L. (2013), a reading experience may
o a student leader encouraging reasonably be expected to achieve growth
other students to participate in some combination of different cognitive
in different school dimensions-including vocabulary
organizations, knowledge, reading comprehension,
o a church leader sharing real fluency, decoding skill, and content
life experiences,a knowledge- in addition to affective
businessperson doing an components such as self-efficacy,
auction, etc. motivation to read, and value placed on
reading.
3. Goodwill Messages Hamp-Lyons (1989) in Kroll (2003)
- These are used to show a sense of found that essay readers from different
kindness, friendliness, gratitude, cultures responded to essays in different
regret, sympathy, appreciation, ways. This appeared to be a partial
congratulations, and invitations. attribute to their linguistic /rhetorical
- According to Mary Ellen Guffey backgrounds.
(1998), goodwill messages carry
good wishes, warm feelings, and Cultural differences, particularly
sincere thoughts to friends, those arising from a culture of poverty, may
customers, and employees. lead to intense suspicion and discomfort
o Examples of goodwill toward individuals perceived to be in the
messages are messages of dominant culture (Lerner & Johns, 2012),
appreciation, congratulations, which brings a gap in all academic and even
sympathy, etc. non-academic courses.

4. The reader and the audience There are different ways by which
- The reader of any text plays a vital we can interpret messages from various
role in providing interpretations texts and these ways may also vary based
on our level of understanding. For example,
kids would interpret the meaning of a story
based on the images they see from the text.

In addition, readers may also use

images as symbols of how they understand
the meaning of a text. They give responses
through pictures.

As discussed by Kran (2007),

storytelling has been shown to be an
effective form of verbal communication that
serves an important organizational function
by helping to construct common meanings
for individuals within the organization.