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PCOM 102 Module 1

This module emphasizes multilingual contexts of using English in Asia and beyond. It looks at the Filipino as a global citizen and discusses the importance of being aware of one's purpose and audience for communication. The module stresses understanding varieties of English in Asian contexts and using appropriate varieties and registers for different situations and audiences. Learning outcomes include developing literacy, communication, and critical thinking skills, as well as demonstrating awareness of cultural diversity and how it affects communication.

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0% found this document useful (0 votes)

463 views67 pages

PCOM 102 Module 1

Uploaded by

Melarose Tesorero Peñafiel

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOC, PDF, TXT or read online on Scribd

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Purposive

Communication

Learning Module
STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:

Purposive Communication
PROFESSORS
Name: Rolando O. Santos / Rex J. Bibal / Edizon P. Dela Cruz / Jonathan S.
Villanueva / Ronald A. Gonzales / Ashlene Jasmilona / Pamela D. Rodelas /
Jacqueline B. Recaña
Academic Department: Department of Arts, Sciences and Teacher Education
Email Address:

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I. Course Code PCOM 102
II. Course Title Purposive Communication
III. Module Number 2
IV. Module Title Local and Global Communication
V. Overview of the This module will emphasize the multilingual contexts
Module of using English in Asia and beyond, and looks at the
Filipino as a global citizen, and as a citizen of the
world. Furthermore, this module underscores the
importance of always being aware of one’s purpose
for communication and one’s audience. Also, this will
provide discussion topics of local and international
importance always in the context of a specific
purpose and specific audience.
Thisalsoemphasizesthe importance of

understanding the concept of the English varieties in

Asian contexts. In addition, it is very important to use

nCommunicatio
appropriate varieties and registers of language in
certain communication because there are different
situations and people that call for different registers.
Furthermore, this module also underscores the
importance of the varieties of English in both oral and
written contexts.
VI. Module Outcomes As for the outcome of the module you are expected
to have the basic and higher level of literacy,
communication, numeracy, critical thinking, learning

Purposive
skills needed for higher learning. Furthermore, your
be evident after conducting an online interview.

awareness of cultural diversity and your

understanding about how it affects communication
will also be demonstrated through the activities in this
module. Your appreciation for the benefits and
challenges of cross-cultural communication will also
Also, you are expected to practice strategies of

communication with a clear purpose and

comprehend conversations better.
VII. General Instructions You must allot the necessary time to complete the
lessons each week. If you choose not to complete
the lesson using the schedule provided, you must
understand that it is your full responsibility to
complete them by the last day of completion. Time is

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of the essence.
The module is designed to assess student understanding of the
assigned lessons found within the associated content of the
midterm and final period of the course. The assessment part of
the module is composed of varied types of questions. You may
see true/false, traditional multiple choice, matching, multiple
answer, completion, and/or essay. Pay attention to the answer
to the assessment questions as you move through each lesson.
After each module you will be given a summative test. Your
responses to the assessment parts of the module will be checked
and recorded.
Because the assessment questions are available within the
whole completion period and because you can reference the
answers to the questions within the content modules, we will not
release the answers within modules. However, your professors
are happy to discuss the assessments with you during their
consultation time, should you have any questions.

Purposive Communication
Good luck.

You may not work collaboratively. This is independent work.

Lesson 1. LOCAL AND GLOBAL COMMUNICATION

IN MULTICUTURAL SETTINGS

Communication plays a vital role in human life. It helps to spread knowledge and
information among people. Furthermore, it helps people to express their ideas and
information among people. Therefore, communication helps to facilitate the process of
sharing

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information and knowledge, but also helps people to develop relationships with others.

Along with the development in education are the challenges that educators are
facing. One of these challenges is the diversity. Students are diverse in nature. Their
learning styles, beliefs, gender, needs and etc. may affect their acquisition of learning.
In relation, the role of communication plays a vital part in facing this challenge in
education.

Lesson Objectives:
At the end of this lesson, you will be able to:
 Demonstrate awareness of cultural diversity
 Demonstrate understanding of how cultural diversity affects
communication
 Appreciate the benefits and challenges of cross-cultural communication

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Getting Started:
A video of two speakers in a conversation will be shown through link
(https://www.youtube.com/watch?v=YB1--VbN_M0), video is titled Language
Barrier - Short Film by Marc Ketcham, the two speakers are experiencing
miscommunication. While viewing the video, not the following:
 The source of the miscommunication (the word or phrase that was not correctly
understood)
 The resolution of the miscommunication (the strategy or strategies the speakers
used to try to resolve the misunderstanding)

Questions:
1. What did one speaker say that was not understood by the person he/she was
speaking with?
2. What was the other speaker’s understanding of what was said?
3. What do you think were the causes of the miscommunication?
4. How was the miscommunication resolved?
5. What should have been done by each speaker to prevent the
miscommunication?

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Discussion:
Intercultural Communication
According to science, each person is genetically unique. Except for identical twins, each
person has a unique genetic composition. This uniqueness becomes even more heightened
because of individual experiences. Humans are formed by forces other than genetics. Family
backgrounds, religious affiliations, Educational achievements, socio-cultural forces, economic
conditions, emotional states, and other factors shape human identities. Because of this, no people
can ever be exactly the same.

This situation—the diversity of people and cultures—impacts communication. People

interacting with those coming from unfamiliar cultures may have difficulties in communication.
Most people tend to conclude that miscommunication results from a speaker’s lack of
proficiency in a language. What is not realized is the fact that even with excellent language
skills, people may still experience miscommunication.

The following reading text talks about intercultural

communication. Before reading the text, look up the
HOW THEN DO WE APPROACH
INTERCULTURAL meanings of the following words and phrases that are
COMMUNICATION?
used in the selection.
 Take for granted
 Cultural biases
 Domestic workforce
 Cultural overtones
 Durable bond
 Grossly disloyal

nPurposiveCommunicatio
COMMUNICATION ACROSS CULTURES
By: Carol Kinsey Goman (2011)

(1) Communicating across cultures is challenging. Each culture has set rules that its members
take for granted. Few of us are aware of our own cultural biases because cultural imprinting is
begun at a very early age. And while some

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of a culture’s knowledge, rules, beliefs, values, phobias, and anxieties are taught explicitly, most
of the information is absorbed subconsciously.
(2) The challenge for multinational communication has never been greater. Worldwide
business organizations have discovered that intercultural communication is a subject of
importance- not just because of increased globalization, but also because their domestic
workforce is growing more and more diverse, ethnically and culturally.
(3) We are individuals, and no two people belonging to the same culture are guaranteed to
respond in exactly the same way. However, generalizations are valid to the extent that they
provide clues on what you will most likely encounter when dealing with members of a particular
culture.
HIGH CONTEXT VS LOW CONTEXT
(4) All international communication is influenced by cultural differences. Even the choice of
communication medium can have cultural overtones. The determining factor may not be the
degree of industrialization, but rather whether the country falls into a high-context or low-context
culture.

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(5) High-context cultures (Mediterranean, Slav, Central European, Latin American, African,
Arab, Asian, American-Indian) leave much of the message unspecified, to be understood through
context, nonverbal cues, and between-the-lines interpretation of what is actually said. By
contrast, low-context cultures (most Germanic and English speaking countries) expect messages
to be explicit and specific.
SEQUENTIAL VS. SYNCHRONIC
(6) Some cultures think of time sequentially, as a linear commodity to “spend”, “save”, or
“waste”. Other cultures view time synchronically, as a constant flow to be experienced in the
moment, and as a force that cannot be contained or controlled.
(7) In sequential cultures (like North American, English, German, Swedish, and Dutch),
businesspeople give full attention to one agenda item after another.
(8) In synchronic cultures (including South America, southern Europe and Asia) the flow of
time is viewed as a sort of circle, with the past, present and future all interrelated. This viewpoint
influences how organizations in those cultures approach deadlines, strategic thinking,
investments, developing talent from within, and the concept of “long-term” planning.

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(9) Orientation to the past, present, and future is another aspect of time in which cultures
differ. Americans believe that the individual can influence the future by personal effort, but since
there are too many variables in the distant future, we favor a short-term view. Synchronistic
cultures’ context is to understand the present and prepare for the future. Any important
relationship is a durable bond that goes back and forward in time, and it is often viewed as
grossly disloyal not to favor friends and relatives in business dealings.
AFFECTIVE VS. NEUTRAL
(10) In international business practices, reason and emotion both play a role. Which of these
dominates depends upon whether we are affective (readily showing emotions) or emotionally
neutral in our approach. Members of neutral cultures do not telegraph their feelings but keep
them carefully controlled and subdued. In cultures with high effect, people show their feelings
plainly by laughing, smiling, grimacing, scowling, and sometimes crying, shouting, or walking
out of the room.
(11) This does not mean that people in neutral cultures are cold or unfeeling, but in the course
of normal business activities, normal cultures are more careful to monitor the amount of emotion
they display. Emotional reactions were found to be least acceptable in Japan, Indonesia, the U.K,

Purposive Communication
Norway, and the Netherlands and most accepted Italy, France, the US and Singapore.
(12) Reason and emotion are part of all human communication. When expressing ourselves,
we look to others for confirmation of our ideas and feelings. If our approach is highly emotional,
we are seeking a direct emotional response.” I feel the same way.” If our approach is highly
neutral, we want an indirect response. “I agree with your thoughts on this.”
(13) It’s easy for people from neutral cultures to sympathize with the Dutch manager and his
frustration over trying to reason with “that excitable Italian” After all, an idea either works or it
doesn’t work, and the way to test the validity of an idea is through trial and observation. That just
makes sense—doesn’t it? Well, not necessarily to the Italian who felt the issue was deeply
personal and who viewed any “rational argument” as totally irrelevant.
(14) When it comes to communication, what is proper and correct in one culture may be
ineffective or even offensive in another. In reality, no culture is right or wrong, better or worse-
just different. In today’s global business community, there is no single best approach to
communicating with one

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another. The key to cross-cultural success is to develop an understanding of, and a deep respect
for, the differences.

Application
Using your social media accounts, interview a member of an expatriate community in the
Philippines. An expatriate (also referred to locally as “expat”) is a non-Filipino person who is
temporarily residing in the Philippines for business and work purposes. During your interview,
ask about his/her experiences in communicating with Filipinos. What are his/her pleasant
experiences? Be ready to present the results in a written report. Use the following interview
guide questions.

1. What are your pleasant experiences in communicating with Filipinos?

2. What are the challenging situations you have encountered?

3. How did you deal with these challenges?

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Summary of the Lesson:
1. The diversity of people and culture impacts communication. Communicating with people
coming from unfamiliar cultures poses challenges.
2. The success of intercultural communication does not depend on language skills alone, but
on openness and sensitivity to cultural diversity, as well as on a genuine desire to
understand and be understood.

Enrichment Activity:
Now that you are more informed about cultural diversity and its influence on
communication, reflect on the following practices. Use the table below for your self-rating.
Justify your answer. Use the space to indicate your answer.
Communication
Process Yes No Not sure

1. If I cannot understand
the person I am talking

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with, I will think of him/
her as lacking in language
proficiency
2. If I interact with
someone from different
cultural background, I
will be more careful about
the things I say and how I
say them.
3. I will be sensitive to
the values of people
whose cultures are
different from mine.
4. In situations of
miscommunication, I
will attempt to control
my emotions.
5. I will not avoid
people whose cultures
are different from mine.

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Assessment:
A. Read the following statements carefully. Decide if each statement is true or false. Write T on
the blank if the statement is true, and F if the statement is false. If the statement is true, explain
what makes it true. If the statement is false, re-write or revise it to make it true and justify your
answer. Use the space provided after each statement. (Point system: 5 items x 5 points each =25
points)
________1. Anyone who is a proficient speaker of a language will find
communicating across cultures easy.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________2. Our emotions do not matter whenever we communicate with others.
______________________________________________________________________________

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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________3. There is no such thing as a right culture or a wrong culture
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________4. All cultures have the same way of thinking about time.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
________5. Communicating across cultures happens in one’s own culture
because of the diverse domestic workforce of many companies today.

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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
B. The preceding input tackles the things to consider when communicating with people of
different cultures. Check your understanding of the reading selection given above by answering
the following questions:
1. How does each of the items in the following contrasting pairs differ from each other?
i. high-context vs. low-context
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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ii. sequential vs. synchronic
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
iii. affective vs. neutral
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What does the author recommend that we do to be successful in cross-cultural
communication?
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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C. Imagine that you are having a non-Filipino friend who will visit the Philippines someday.
Write a letter to your non-Filipino friend. In this letter, give your friend some advice about how
to communicate to Filipinos.
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

References/Attributions:

Madrunio, M., & Martin, I. (2018). Purposive Communication: Using English in

Multilingual Contexts. Quezon city: C & E Publishing, Inc.

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Lesson 2. VARIETIES AND REGISTERS OF SPOKEN
AND WRITTEN LANGUAGE
The term World English (or World Englishes) refers to the English language as it
is variously used throughout the world. Also known as international English and
Global English. The English language is now spoken in more than 100 countries.

In relation, the varieties of English language is also associated with language

registers. Unlike Spanish, French and German, English does not have any different
pronouns for addressing others in different registers. That makes the Native English
lacking additional language as a disadvantage. So, it is very important to use
appropriate varieties and registers of language in certain communication because there
are different situations and people that call for different registers.

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

Purposive Communication
 Demonstrate understanding of the concept of the varieties of English in Asian contexts.
 Discuss the importance of the varieties of English in both oral and written contexts
 Identify some grammatical, lexical, syntactic features of post-colonial varieties of English
in Asian context
 Distinguish the lexicon of some Asian varieties of English
 Demonstrate knowledge about the concept of registers of English in spoken and written
language
 Use the appropriate register depending on the communication situation
 Display an ability to adjust and cope with communication breakdown

Getting Started:
View a video from Youtube titled “Talking To Filipinos In Korean | Social
Experiment” by Jaykeeout x VWVB

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(https://www.youtube.com/watch?v=st2U5Y4XTeM). Then answer the following questions.
 Based on your observation, are there any challenges encountered by the Filipino and the
foreigner in communicating?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 Are there differences on the way they use English to communicate with each other? What
are these differences?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 In your opinion, is it enough to just know how to speak English? Will this help you
communicate with other people from a different country? Why?

________________________________________________________________________

Purposive Communication
________________________________________________________________________
________________________________________________________________________

Discussion:
Varieties of English
During your senior high school, you must have encountered the term World Englishes
(WE) or varieties of English in class. WE actually stands for the localized varieties of English as
they are used or spoken in certain areas.
In the Asian context, the concept was introduced by Braj Kachru. The famous “Three
Concentric Circles of Asian Englishes” attributed to Kachru presents the three circles Inner
Circle with ENL (English as a native language) member countries; the Outer Circle with ESL
(English as a second language) member countries; and Expanding Circle with EFL (English as a
foreign language) member countries.

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Examples of countries belonging to the Inner Circle are the USA, UK, Australia, Canada,
and New Zealand. Kachru’s Outer Circle is comprised of Singapore, Malaysia, the Philippines,
and Pakistan, among others while the Expanding Circle is composed of countries such as China,
Japan, Taiwan, and Thailand. Aside from the fact that the Outer and Expanding Circles are ESL
and EFL speaking, respectively, they have been colonized by some member countries in the
Inner Circle making the varieties they speak as post-colonial. It is then to be understood that
people have different linguistic and cultural backgrounds making intercultural communication a
significant variable in communication.
Three Concentric Circles of English
According to Bautista and Gonzales (2006), the structural characteristics of these new
varieties differ. This is brought about by the mother or home languages of those who learn or
acquire English. And even in terms of social features, differences can also be highlighted in that
there is continuum of basilectal, mesolectal, and acrolectal varieties of English within the same
speech community. The acrolect then comes closest to the standard while the basilect digresses
thoroughly from it and comes closest to the pidgin. Mesolect or the middle variety is midway
between the acrolect and basilect. Bautista and Gonzales use the term edulects for these varieties
resulting from certain types of education ascertained by social class but are conveyed or

Purposive Communication
transferred by the kind of instruction of the school system especially for those coming from
higher-income families and/or better educated classes.
As regards structural variation, Kachru and Nelson (2006) claim that these
varieties of English are influenced
by the local language(s) in
various areas of their grammars
and exhibits specific phonological,
lexical, syntatic and discoursal
characteristics (P.35). for instance, in
terms of stress and rhythm, Outer and
Expanding Circle varieties observe
syllable-timed rhythm rather than stress-
timed rhythm. Nigerians say “success for
suc’cess and Indians and

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Nigerians say recog’nize for recognize. Moreover, speakers from the Outer and Exapanding
Circles do not make any changes in their pronunciation to make a distinction between nouns and
verbs in pairs which Inner Circle countries
observe as in the case of import and im’port and do not utilize contrastive stress for focusing
(Bamgbose,1992 and Gumperz, 1982a,1982b, as cited in Kachru and Nelson,2006) As regards
sounds, Outer and Expanding do not observe initial aspirations of voiceless plosives such as p, t,
k and these are often perceived by Inner Circle countries as b,d,g Some speakers of Expanding
Circle varieties, as in the case of Japanese speakers, do not properly distinguish between r and l.
According to Pope (1976, as cited in Kachru and Nelson, 2006) in the case of syntactic
features, questions-answering systems differ between Inner and Outer-Expanding Circles. While
the former observes the positive-negative system where the answer follows the polarity of the
question (I.e., If the question is in the positive, the answer confirming the assumption of the
questioner is in the positive, and the answer disconfirming the assumption is in the negative. If,
however, the question is in the negative, the answer confirming the assumption of the questioner
is in the negative as well, while the answer disconfirming the assumption of the questioner is in
the positive), the latter observes the agreement-disagreement system which poses difficulty to
speakers who follow the positive-negative system particularly in interpreting the yes or no of the

Purposive Communication
response unless it is followed by a clarification (I.e,Yes, I think you’re right; No that’s not so)
(p.45).
With respect to lexicon, vocabulary words peculiar only to some English varieties in
Southeast Asia can be noted as seen in the following examples (pp.
189-190):
1. Singapore English: actsy’show off,’misy’ nurse,’ chop’ rubber stamp,’ Marina kids
‘youngster who spend their leisure time at or around Marina Square a shopping centre,”
graduate mothers ’graduate (well-educated) married woman, encouraged to have more
children and accorded certain privileges in Singapore,’ as compared to non-graduate
mothers (Pakir,1992, as cited in Kachru and Nelson, 2006).

2. Philippine English: deep’ puristic or hard to understand’ as an attribute of language, stick

‘cigarette,’ high blood’ tense or upset,’ blow out treating someone with a snack or meal,’
motel’ a hotel used for pre-marital or extramarital affairs,’manualize ‘to prepare
manulas,’ go ahead’ leave before others with host’s permission,’ studentry ‘student
body,’ Amboy ‘a Filipino perceived to be too pro-American,’ promdi’from the province,’

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behest loan,’ unguaranteed bank loan given to presidential cronies,’ pulot boy’ boy who
picks up tennis in a game,’ and balikbayan box,’ box where Filipinos returning from
abroad put all their shopping,’ among others (Bautista, 1997, as cited in Kachru and
Nelson 2006);and,

3. Malaysian English: antilog’ a male hated by a girl,’ popcorn ‘a loquacious person,’

kachang’ peanuts, easy,’ slambar ‘relax’ red spot, open shelf’ girls who are popular and
those who are not,’ day bugs’ those who come to attend school but do not live in
residence halls’ (Said and Ng, 2000, as cited in Kachru and Nelson, 2006).

When Bautista’s monograph on Defining Standard Philippine English: Its Status

and Grammatical Features came out in 2000, she answered the usual questions asked about
Philippine English: Is there a Standard Philippine English? and When does an error become a
feature of Philippine English? She stressed that just like any other new variety of English (Indian
English, Singaporean English and Nigerian English), Philippine English is legitimate, having its
own grammatical, lexical, and syntactic features. Gonzales (1985, as cited in Bautista, 2000)
identified the following lexical features in Philippine English (p.76):
 Preference for specific words and collocations specifically shall, could, such, wherein, of

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(to signal possession);

 Unusual words and collocations, specific terms, and with combinations which may have
been originally confused with other collocations but which, because of frequent use, have
become fixed combinations in their own right (e.g, results to instead of results in); and,

 Unusual prepositional usage, including omission of prepositions in two words verbs,

addition of prepositions to verb phrases, local use of different prepositions in some
phrases following certain verbs or adjectives.

The syntactic features identified include the following (pp. 76-77)

1. Word-order features, consisting of the placement of the time adverb before the place
adverb, placement of the adverb between verb and object, placement of the adverb
between noun and prepositional phrase, placement of the indirect object introduced by to
between verb and direct object other unusual adverb placement.

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2. Use of articles, including absence of the definite article, unusual use of the definite
articles, absence of the indefinite article;

3. Noun sub-categorization, consisting of the non-pluralization of count nouns, the

reclassification of General American English (GAE) mass nouns as count nouns, mass
noun pluralization, pluralization of adjectival nouns in compounds;

4. Pronoun-antecedent agreement;

5. Subject-predicate incongruence;

6. Reclassification of GAE transitive verb as intransitive verbs; and,

7. Tense-aspect usage consisting of unusual use of verb forms and tenses, use of the perfect
tense where the simple past tense or even present perfect tense is called for in GAE, lack
of tense sequence.

As for the question “When does an error become a feature of Philippine English?”, Gonzales (1985) has

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this to say:

When do these errors cease and become part of the standard? If enough educated elites
in the society “commit” these errors, then these errors in effects have been accepted by
the society as the standard (p.189)

The Foregoing discussion only shows how dynamic English is. These are only some of
the essential features of some varieties of English which should be given full attention by users
coming from different cultures. From the variety of English used by the native speakers such as
British, Americans, Canadians, Australian, and New Zealanders, English has evolved into post-
colonial varieties and should not be mistaken as errors most especially if they have become the
standard in the speech community and have been codified. As the poet Gemino Abad (1997, p. 8)
aptly put it.” English is ours. We have colonized it too.”

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Calamba
You have to be aware of and recognize intercultural communication as you need to be
sensitive to the people around you who belong to different cultural heritages and have their
linguistic identity. When you encounter them, you will be able to avoid misunderstanding, avoid
communication breakdown, and overcome language barriers with less difficulty since you are
exposed to their own language features. This way, you will be able to enhance your personal and
social interaction.

Language Registers/Registers of English

When it comes to language variation, the terms genre, register, and style are often
encountered. David Crystal(2008) defines register as “a variety of language defined according to
its use in social situations e.g. a register of scientific, religious, formal English. (p.409),”He
added:” In Hallidayan linguistics, the term is seen as specifically opposed to varieties of
language defined according to the characteristics of the users (viz. Their regional or class
dialect), and is given a subclassification into field, mode and manner of discourse (p.409).
Crystal (1964) further style and register:

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Language being the product of interaction among the members society, must
ultimately be studied according to the social context in which it is found.
Within a language, there are variations in style and register, which
differentiate and formally characterize distinct social situations. Style refers
to the degree of formality attached to particular interpersonal social situation
which is reflected by differences in language-for example, the kind language
used while talking to a friend will differ noticeably from that used in
addressing a superior, in otherwise the same situation. Register refers to a
kind of language whose forms are of a definable social situation, regardless
of the status of the participants-thus one finds the register of legal language,
liturgical language, and so on. (p.149)

It is to be noted that genre and register overlap and are sometimes used interchangeably.
According to Lee (2001), whereas genre is associated more with the organization of culture,
register is associated with the organization of situation. To this end, register is understood as the
context-specific variety of language to which the field-mode tenor framework is important.

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To give a concrete example, with the genre of recipe, field may be analyzed in terms of
the social setting and the communicative purpose in which the text is produced. Tenor may be
described in terms of the roles required of the writers and readers including the cultural values
shared by both. Mode could be explained in light of the knowledge of other texts required of
speakers/listeners and writers/readers as regards the genre including the formal text features.
Language register then refers to the formality of language which one speaks. Different
registers are used in different situations. It is through register that you are able to determine the
kind of lexicon or vocabulary to use as well as the kind of structure to be used. Even in writing,
you may use a formal or an informal register. In some instances, even a neutral language register
is identified. The formal register then is used in formal speaking and writing situations.
Earlier in the discussion, it was mentioned that register refers to the kind of language
whereby the forms used define the social situation, notwithstanding the status of the
interlocutors. Thus, legalese or legal language is highly characterized by archaic expressions,
technical jargon intrinsic only to the community of legal professionals, embedded structures,
nominalizations, passive voice, as well as long, kilometric sentences which are not the features
of textese or language of texts. Conversely, the features of SMS langauge or textese language,
are exactly the opposite-use of abbreviations, acronyms, slang words, and expressions. This is so

Purposive Communication
since messages used to be limited to a certain number of character/spaces which made texting
much easier and quicker. However, misinterpretation and/or miscommunication in text
messaging may arise if vocabulary and knowledge of context are limited. Hence, extra care
should be practiced when comprehending text messages.

Application
Visit a website or watch a food vlog of an ethnic restaurant and observed some of the
cultural foods being featured and offered by the restaurant on the vlog. Make a listing of the new
cultural terms that you learned. Then write a one-paragraph text describing what you felt and
observed while watching.

List of Cultural Terms

______________________________________________________________________________
______________________________________________________________________________

City College of Calamba

My Cultural Observation

Summary of the Lesson:

1. Intercultural communication plays an important role in achieving effective
communication.
2. There are different varieties of English spoken by countries colonized by Britain, the US,
Canada, and Australia: Singapore English, Malaysian English, Philippine English, and
Thai English, among others. These varieties have their own grammatical, lexical, and
syntactic features and should not be considered errors.
3. Language has formal and informal registers. These registers have forms which define the
social situation.
4. The kind of register to be used affects the way one speaks and writes

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Enrichment Activity:
Watch news on BBC and CNN International. Compare the two varieties of English you
listened to. make a list of vocabulary items each variety uses and provide their counterparts.
BBC (British English) CNN International (American English)

Purposive Communication
Assessment:
A. Fill in the columns by writing the expressions or vocabulary you commonly encounter in the
registers indicated.
Legalese Textese Other Type (Academese)

e.g., whereas e.g., LOL (laugh out loud) e.g., commodification

feministing

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B. Analyze each utterance — its meaning, context, and register. Fill in the table with your
answers.
1. Just a sec, please!

Purposive Communication
2. Could you please hold on for a while? I will just call her.
3. I really apologize. I do not mean to hurt you.
4. So sorry for my mistake.
5. Am not interested in your party.
6. I can’t make it to your party. I’ll make it up next time.
7. Good morning, Mr. Alcaraz!
8. Hello, Sir Alcaraz!
9. Our sincerest congratulations on your forthcoming promotion!
10. Congrats! You made it!

Meaning Context of the Situation Register (Formal or Informal)

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4.

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9.

10.

C. Choose any legal document (contract, affidavit, memorandum of agreement, credit card terms
and conditions, or etc.) and analyze the register of language used in the document. Cite some of
its features and give examples.
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

City College of Calamba

D. Identify the term being describe in the statements below.

________________________1. Could be explained in light of the knowledge of
other texts required of speakers/listeners and writers/readers as regards the genre including the
formal text features.
________________________2. Also known as legal language and is highly
characterized by archaic expressions, technical jargon intrinsic only to the community of legal
professionals, embedded structures, nominalizations, passive voice, as well as long, kilometric

Purposive Communication
sentences.
________________________3. May be described in terms of the roles required of
the writers and readers including the cultural values shared by both.
________________________4. Also known as language of texts. Conversely, some
features of this language are exactly the opposite-use of abbreviations, acronyms, slang words,
and expressions.
________________________5. Is used in formal speaking and writing situations.

Suggested Links:
https://ablogforpurposivecomm.wordpress.com/2019/01/04/folio-3-why-is-it-
important-to-use-appropriate-varieties-and-registers-of-language-in-certain-
communication-
context/#:~:text=Language%20registers%20refers%20to%20the,for%20use%20in%
20different%20situations.&text=So%20it%20is%20very%20important,that%20call%2
0for%20different%20registers
This link discussed the importance of using appropriate varieties and registers of
language in certain communication context. The website gives

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information, examples, and scenarios of how using appropriate varieties and registers may affect
relationship and understanding of people who are talking.
https://www.scribd.com/document/384086347/Varieties-and-Registers-of-Lang
This link contained a citation by She Quintos about the Varieties and Registers of Spoken
and Written Language. Furthermore, the link provided accurate explanation about the varieties
ang register of language which is similar to the book used in this module.

References/Attributions:

Madrunio, M., & Martin, I. (2018). Purposive Communication: Using English in

Multilingual Contexts. Quezon city: C & E Publishing, Inc.

Purposive Communication

City College of Calamba

Dalubhasaan ng Lungsod ng Calamba
Lesson 3. EXPLORING TEXTS REFLECTING
DIFFERENT CULTURES
In the previous lesson, you learned that intercultural communication has an important
role to play in effective communication. Indeed, awareness of the different varieties of English
with their features as well as understanding the registers of English should be the goal of
everyone so that there is less misunderstanding and miscommunication.

Lesson Objectives:
At the end of this lesson, you will be able to:
 Demonstrate an understanding of the importance of cultural context in the
communication process.
 Analyze texts that reflect varied cultures and practices
 Appreciate various identities and differences

Purposive Communication
Getting Started:
View a video from Youtube titled “Pinay English Speaking Very Funny (With Subtitle)” by PH
Trends (https://www.youtube.com/watch?v=DGnm7PFtfGU).
Then answer the following questions.
Observe how the foreigner pronounce some of the English words. Compare it with the
pronunciation of the Filipina on the video. What similarities and differences can you take note.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Discussion:
Cultural Texts
One cause of miscommunication is pronunciation. Speakers of different varieties of
English have different ways of pronouncing words. This is so because

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of differences in phonology. Kachru and Nelson (2006, p.37) claimed that in terms of
pronunciation, most Outer-and Expanding-Circle varieties display differences from the Inner-
Circle varieties, similar to those found between regional dialects within the Inner-Circle
Varieties. These differences may lead to grammatical consequences affecting comprehension.
For Instance, among Singaporean and Malaysian speakers of English, a feature noted is the
simplification of final consonant clusters, e.g., [lef] for left and [pick] for picked. Such is also the
case in Philippine English.
Interpretations then vary because of differences in pronunciation with a full, distinct
sound. Filipinos pronounce words as they are written or spelled out making it syllable-timed and
not stress-timed. Americans, on the other hand, blend syllables or sometimes even drop some
sound making the syllables short. Below are some examples of this feature:

Gotcha! Got you!

Whatche say? What did she

Purposive Communication
say?
Wherd yu go? Where did

you go?
Ja hitit? Did you hit it?

Can I getche Can I get you

adrink? a drink?

American English Philippine English

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A cultural barrier does not only pertain to differing languages. It may also be in the form
of a cultural practice or even a bodily gesture. For instance, in English-speaking countries and
even in the Philippines, the thumbs-up gesture signals approval. However, it is considered
offensive in other countries such as Greece, Italy, and in some parts of the Middle East.
Likewise, making a circle with one’s thumb and foreigner generally means okay in many
Western cultures but this is not so in countries like Japan where it is interpreted as a sign for
money, and in some Arab cultures as a threat. Thus. one should be careful in using bodily
gestures.

Formal and Informal Language

By informality of the language which one speaks. As it is, different registers are used in
different situations. Your purpose for communication and the relationship you have with the
listeners/readers will determine if you are to use formal or informal language. When you are in
the gymnasium and a teenager offers you a seat, you acknowledge the kind gesture by saying:
“thanks for the seat.” However, of you are in an academic forum and an organizer offers you a
seat, you say: “ Thank you very much, (Sir or Ma’am).

Purposive Communication
When speaking impromptu on a certain topic, you should use ordinary, conversational
language. However, if you are to give a lecture in a conference, your language should be formal.
In the same manner that when you write your speech and your purpose is to inform your
audience on climate change, it is expected that your language is formal. In contrast, if your
speech is meant to entertain your listeners on a light topic, your language should be informal.

Application
Write a spoken word poetry that features texts (e.g., words, expressions, idioms, etc.) from other
varieties of English and respects/embraces cultural identities and differences. Take a video of
your performance and submit it to your teacher.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Dalubhasaan ng Lungsod ng Calamba
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Purposive Communication
Summary of the Lesson:
1. One cause of miscommunication or misinterpretation is differing pronunciation. Speakers
have different ways of pronouncing words because of differences in phonology. It is then
important to be exposed to the ways other speakers of English use the language to reduce
the degree of difficulty that may be experienced
2. Aside from pronunciation, non-verbal communication also plays an important role in
effective communication. Bodily gestures should be properly interpreted as their
meanings vary from culture to culture.
3. One’s purpose for communication as well as his/her relationship to the listeners/readers
will determine the kind of language he/she will use.

Enrichment Activity:
Check your understanding of the input by answering the following questions:
1. It is inevitable for us to meet people coming from other cultures. Cite at least three ways
by which you can avoid miscommunication or misinterpretation of ideas when talking to
them.

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Purposive Communication
________________________________________________________________________

Assessment:
A. Below are examples of two varieties of English that focus on expressions. Classify them
accordingly and write them under the correct column. Note that some terms from the list are
used by both varieties.
1. underground economy vs. black economy
2. counterclockwise vs. anticlockwise
3. current account vs. checking account
4. housing development vs. housing estate
5. elementary school vs. junior school
6. labor union vs. trade union
7. expiry date vs. expiration date
8. rubbish vs. garbage
9. parentheses vs. brackets
10. drink driving vs. drunk driving

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American English British English

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

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9. 9.

10. 10.

B. Below are two examples of varieties of English that focus on pronunciation.

Classify them accordingly and write them under the correct column.
1. elementary vs. eleMENTary
2. istreet vs. street (street)
3. brids vs. bridge (bridge)
4. ass vs. asks (asks)
5. thought vs. tot (thought)
6. closez vs, closes (closes)
7. dat vs. that (that)
8. tin vs. thin (thin)
9. measure vs. measure (measure)
10. chip vs. cheap (cheap)

American English Philippine English

1. 1.

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2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

Purposive Communication
C. Below are two examples of two varieties of English that focus on idioms.
Classify them accordingly and write them under the current column.
1. a home from home vs. a home away from home
2. knock on wood vs. touch wood
3. a drop in the bucket vs. a drop in the ocean
4. take it with a pinch of salt vs. take it with a grain of salt
5. a new lease of life vs. a new lease on life

American English British English

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

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D. Fill in the table below. Assess the communication situation, the type of relationship between
the speaker and listener, and the language used.
Communication Relationship between
and speaker and Language used
situation
listener

1. Oops sorry!

2. I am very pleased to
meet you, Sir.

3. Let’s go to the gig!

4. Hello, I’m Dina!

5. Would you mind

getting me a drink?

Purposive Communication
6. I said “Leave me
alone!”

7. I need some time to

reflect.

8. I apologize for my
mistake.

9. Shall we go now?

10. Give it to me!

References/Attributions:

Madrunio, M., & Martin, I. (2018). Purposive Communication: Using English in

Multilingual Contexts. Quezon city: C & E Publishing, Inc.

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Dalubhasaan ng Lungsod ng Calamba
Lesson 4. COPING WITH THE CHALLENGES
OF INTERCULTURAL COMMUNICATION
Successful communication involves the effective transfer of knowledge and information.
As economies evolve and become more interconnected, communicating across cultures becomes
increasingly important. Furthermore, Burrus (2014) highlights that intercultural communication
offers the ability to deal across cultures, which is increasingly important, as the world gets
smaller. Getting smaller does not mean the world is becoming identical, it means having more
and more contact with people who are culturally different. Being able to deal with this cultural
difference peacefully, never mind creatively and innovatively, is becoming a survival issue to
thrive in a global world as a global leader.

Lesson Objectives:
At the end of this lesson, you will be able to:
 Recognize the challenges of intercultural communication.
 Determine the sources of misunderstanding.

Purposive Communication
 Identify the approaches to studying intercultural communication.
 Appreciate learning about other cultures and identities.
 Appreciate the value of co-existing individuals with different cultural
backgrounds.

Getting Started:
The images below show different scenarios of how people from different parts of the world greet
each other. Observe the differences on each image and answer the questions that follow using
your observation.

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Purposive Communication
1. What similarities and differences on the greetings of the people from different parts of the
world?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Based on your observation, what are the cultural differences that can be observed on the
images?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Why do you think it is important to know the meaning of the non-verbal codes?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Discussion:
Challenges of Intercultural Communication

It has become a widespread notion that speaker’s use of different languages results in
intercultural miscommunication and misunderstanding. As Scollon and Scollon (1995) state:

When we are communicating with people who are very different from us, it is very
difficult to know how to draw inferences about what they mean, and so it is impossible
to depend on shared knowledge and background for confidence in our interpretations
(p.22).

Indeed, the lack of shared knowledge and beliefs and cultural diversity make it more
complicated to arrive at the correct inference or interpretation of meanings. But it can be argued
that English is now global lingua franca. In fact, with the ASEAN integration, English has been
declared the official or working language of ASEAN. So with just one language to be spoken or
used by many countries including the 10 member countries of the ASEAN, what else can go
wrong?

Purposive Communication
It is thus important to empathize that the ownership of English cannot be attributed to just
one country or to those who use it as a native or home language. The varieties of English spoken
by different speech communities have evolved for a reason. They use it for communal purposes.
These varieties have been heavily influenced by the local culture and its speakers. Recent studies
have shown that the problem of misunderstanding is not overt and can be traced to speech
perturbations, poorly, management turn-taking, and non-aligned, “parallel talk”
(House,1999,p.80). Meierkord (2000,p.11 as cited by Kaur, 2016) emphasizes that
communication in English as lingua franca (LEF) is “a form of intercultural communication
characterized by cooperation rather than misunderstanding” (p.135). This she noted in her study
of participants coming from 7 different first language backgrounds which yielded the result the
that the participants displayed communicative behavior not generally associated with their
linguacultural backgrounds making the talk cooperative and supportive in nature with few
misunderstandings.

Note that misunderstanding in intercultural communication may not always be caused by

verbal utterances. Misunderstandings may also occur due to wrong interpretation of the non-
verbal code. For Instance, the handshake

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which is commonly done by people introduced to each other by a third party should be done and
interpreted correctly as the type of handshake varies from culture to culture. Study the table
below and find out how handshakes differ from country to country.

The Handshake

Country or Region Types of Handshake

United States Firm handshake

France Soft handshake

Germany Firm handshake, for men, traditionally accompanied by a slight bow

Japan Handshake with arm firmly extended, accompanied by a bow

Middle East Handshake and free hand placed on the forearm of the other
person

Purposive Communication
Greetings

Like handshakes, greeting rituals also vary from culture to culture. Japanese women bow
differently from Japanese men. Furthermore, the German bow which is termed as diener means a
bow to and in recognition of an authority. Thus, when a person bows, he/she is actually sending
the message
“at your service.”

Sources of Misunderstanding

Kaur (2016) cites the following as the sources of misunderstanding:

 Ambiguity –lack of explicitness on the part of the speaker in the form of problematic
reference and ambiguous semantics in which an utterance is open to different
interpretations.

 Performance-related misunderstanding –slips of the tongue and mishearing which

may be due to utterances spoken quickly and unclearly.

 Language-related misunderstanding –ungrammaticality of language.

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 Gaps in world knowledge –gaps in content rather language.

 Local context –the turns and turns within sequences produced by the participants
themselves, and the orientation of the participants as well as the repair moves that
follow the displayed understanding.

Approaches to Students Intercultural Communication

Why is there a need to understand intercultural communication? It is easy to say that

people belong to diverse cultures, hence the need to understand others. But it is easier said than
done. Some people take it for granted to read about and study first a country’s culture before they
go and travel to the place.

There is a need to be aware or conscious of other cultures especially those that you will
visit so you can avoid offending people. Due to misinterpretations, miscommunication occurs.
Likewise, it is suggested that you become aware of cultural identities and background as it will
broaden your horizon. All cultures are equal and though sometimes difficult to understand, you

Purposive Communication
need to understand that no culture is superior or inferior to another. It is only through awareness
that you get to compare other cultures with your own and appreciate cultural diversities and learn
to live with them. People have different languages, lifestyles, and ways of thinking, speaking,
and behaving. This is the essence of cultural diversity.

To better understand the concept of intercultural communication, three approaches as

explained by Martin and Nakayama (2010) can be studied:

Social Science of Interpretative Critical

Functionalist

Discipline on which Psychology Anthropology, Various

approach is sociolinguistics
founded

Research Goal Describe and Describe behavior Change behavior

predict behavior

Assumption of reality External and Subjective Subjective and

describable material

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Assumptions of Predictable Creative and Changeable
human behavior voluntary

Method of study Survey, observation Participant Textual analysis of

observation, field media
study

Relationship of Communication Culture created and Culture as a site of

culture and influenced by maintained through power struggle
communication culture communication

Contribution of the identifies cultural Emphasizes that Recognizes the

approach variations; communication and economic and
recognizes cultural culture and cultural political forces in
differences in many differences should culture and
aspects of be studied in communication;
communication but context asserts that all
often does not intercultural
consider context. interactions are

Purposive Communication
characterized by
power.

How would you compare the approaches in the table above in terms of human nature,
behavior, and nature of knowledge emphasized? Do you think each approach as its own strengths
and weaknesses? What do you think are the advantages? What are the disadvantages or
limitations of each?

Application
Illustrate and discuss a situation that caused communication breakdown based on the sources of
misunderstanding from the discussion above.

City College of Calamba

Summary of the Lesson:

1. It is always challenging to deal with people from different cultures. The challenge lies in
the way of understanding not only the verbal code but also the non-verbal code.
2. Misunderstandings between people of different cultures can be caused by the following:
ambiguity, performance-related misunderstanding, language-related misunderstanding,

Purposive Communication
gaps in world knowledge, and local context.
3. Intercultural communication can be studied through the functionalist approach,
interpretative approach, and critical approach.

Enrichment Activity:
Check your understanding of the input by answering the question below.
As a conscientious student, what have you done so far to avoid miscommunication and
misunderstanding when communicating with people of different cultures?
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Dalubhasaan ng Lungsod ng Calamba
Assessment:
A. Identify the term being describe in the statements below.
________________________1. The essence or term used for people who have
different languages, lifestyles, and ways of thinking, speaking, and behaving.
________________________2. A source of misunderstanding the focuses on the
gaps in content rather language.
________________________3. Is the study and practice of communication across
cultural contexts.
________________________4. The lack of explicitness on the part of the speaker in
the form of problematic reference and ambiguous semantics in which an utterance is open to
different interpretations.
________________________5. The contribution of this intercultural communication
approach is it identifies cultural variations; recognizes cultural differences in many aspects of
communication but often does not consider context.
________________________6. A source of misunderstanding that slips of the tongue
and mishearing which may be due to utterances spoken quickly and unclearly.
________________________7. A source of misunderstanding that is caused by

Purposive Communication
ungrammaticality of language.
________________________8. This intercultural approach focuses on culture as a
site of power struggle when it comes to the relationship of culture and communication.
________________________9. This is a source of misunderstanding that is caused by
the turns and turns within sequences produced by the participants themselves, and the orientation
of the participants as well as the repair moves that follow the displayed understanding.
________________________10. The method of study used in this intercultural
communication approach is through participant observation and field study.

B. List down at least 10 differences between cultures as regards their non-verbal code.
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Dalubhasaan ng Lungsod ng Calamba
C. Check your understanding of the lesson by answering the question below.

Looking at the three different approaches to intercultural communication, which one

would you prefer and why?

Purposive Communication
Suggested Links:
https://online.seu.edu/articles/the-importance-of-intercultural-communication-in- international-
development/
This link discussed the importance of intercultural communication in international development cited
by Southeastern University. Furthermore, the link underscores the cultural values and its impact on how
people think, act and judge others

https://mkbconseil.ch/intercultural-communication-important-know-summary-interview-
dr-
miltonbennett/#:~:text=Intercultural%20communication%20offers%20the%20ability,peop
le%20who%20are%20culturally%20different.

This link discussed why intercultural communication is important to know. It also highlights
the summary from the interview with Dr. Milton Bennett about intercultural communication. Doctor
Bennett gave importance to the different assumptions underpinning social science.

References/Attributions:
Madrunio, M., & Martin, I. (2018). Purposive Communication: Using English in
Multilingual Contexts. Quezon city: C & E Publishing, Inc.

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Dalubhasaan ng Lungsod ng Calamba
I. Course Code PCOM 102
II. Course Title Purposive Communication
III. Module Number 3
IV. Module Title Academic and Workplace Communication
V. Overview of the Knowing how to write an is an integral part of an
Module individual’s life—it plays a very important role in
education also. When writing, students learn to
express themselves in a more logical way.
Furthermore, it helps students develop their writing
skills, vocabulary, and their own writing style.
This module emphasizes the importance of writing an

explanation essay and blog, as well as their essence

to one’s life. Moreover, this module helps students to
clear up the issue of the research, describe it and
reveal the essence of the matter in a brief and
coherent way by means of knowing how to write an

nCommunicatio
explanation essay and blogs. Also, it develops the
ability of the students to explain their thoughts and
some phenomenon clearly and to be more
analytical.
VI. Module Outcomes As for the outcome of the module you are expected
to demonstrate an understanding of the conventions
of the explanation essay.
In addition, this module also allows you to write your

Purposive
VII. General Instructions blog in a better way and present your issues in a way
that would interest the general public.
In the same light, this module allows you to

appreciate the value of clearly explaining a

phenomenon by just reading and analyzing it.
You must allot the necessary time to complete the
lessons each week. If you choose not to complete
the lesson using the schedule provided, you must
understand that it is your full responsibility to
complete them by the last day of completion. Time is
of the essence.
The module is designed to assess student

understanding of the assigned lessons found within

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the associated content of the midterm and final period of the
course. The assessment part of the module is composed of
varied types of questions. You may see true/false, traditional
multiple choice, matching, multiple answer, completion, and/or
essay. Pay attention to the answer to the assessment questions
as you move through each lesson. After each module you will be
given a summative test. Your responses to the assessment parts
of the module will be checked and recorded.
Because the assessment questions are available within the
whole completion period and because you can reference the
answers to the questions within the content modules, we will not
release the answers within modules. However, your professors
are happy to discuss the assessments with you during their
consultation time, should you have any questions.

Good luck.

Purposive Communication
You may not work collaboratively. This is independent work.

Lesson 1. THE EXPLANATION ESSAY

Essay writing has important skills development and educational functions. It allows you
to practice and develop transferable skills that are valuable to you not only while you are a
student but also when you graduate and have to write in a professional role. In relation, an
explanation, or expository essay is a paper in which your objective as a writer is to explain
something to your reader. A key to writing successfully is maintaining awareness of the
audience, which will influence your tone and word choice. Furthermore, with the ability to give
vivid explanation in a form of essay allows you to become more informative and more critical
and analytical in presenting ideas.

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Lesson Objectives:
At the end of this lesson, you will be able to:
 Demonstrate an understanding of the conventions of the explanation essay.
 Appreciate the value of clearly explaining a phenomenon.
 Write an explanation essay of at least 500 words on a topic of your choice.

Getting Started:
Test your knowledge of facts by answering the following questions.

Why is traffic
heavy in the cities?

Purposive Communication
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________

City College of Calamba

Dalubhasaan ng Lungsod ng Calamba
Discussion:
Writing an Explanation Essay
‘Why’ questions are very important. If people in ancient times or the recent past did not
ask ‘why’ questions or attempt to answer these questions, we would have very limited
knowledge about many things in our world. If Isaac Newton, for example, did not ask why things
fell down after throwing them up, he would not have discovered the law of universal gravitation.
Addressing ‘why’ questions means providing explanations foe phenomena. An
explanation essay is one such example of a written piece of work that addressed ‘why’ questions.
It explains a particular topic to its readers. Since it is meant to inform or educate the readers, the
essay should present convincing and adequate support for the explanations.
The following reading selection is an explanation essay which attempts to answer ‘why’
questions similar to those in the opening activity above.
Before reading the text, look up the meanings of the following words and phrases that are
used in the selection.

Purposive Communication
 Lingua Franca _________________
 Linguistic nationalism _________________
 Cultural chauvinism _________________
 Conversant _________________
 Siloed cubicles _________________
 Crème de la crème _________________
 Mano-a-mano _________________
 Bourgeois stories _________________
 Batting an eyelash _________________

A MANSION OF MANY LANGUAGES

By Danton Remoto (2017)

(1) In 1977, my mentor, the National Artist for Literature and Theater Rolando S. Tinio, said:
“It is too simple-minded to suppose that enthusiasm for Filipino as lingua franca and national
language of the country necessarily involves the elimination of English usage or training for it in
schools. Proficiency in English provides us with all the advantages that champions of English
say it does –

City College of Calamba

Dalubhasaan ng Lungsod ng Calamba
access to the vast fund of culture expressed in it, mobility in various spheres of the international
scene, especially those dominated by the English-speaking Americans, participation in a quality
of modern life of which some features may be assimilated by us with great advantage.”

(2) Professor Tinio continues: “Linguistic nationalism does not imply cultural chauvinism.
Nobody wants to go back to the mountains. The essential Filipino is not the center of an onion
one gets at by peeling off layer after layer of vegetable skin. One’s experience with onions is
quite telling: Peel off everything and you end up with a pinch of air.”

(3) Written 40 years ago, these words still echo especially now, when by some quirk of history
and economics, enrollment In English courses are rising because
(1) there are many vacant positions for teachers of English and literature in the private and
public schools, and (b) there are many vacancies, still, for jobs in call centers with entry-level
pay of P18,000 plus signing bonus, and a career that will make you earn twice your present
salary in just a few years. With the opening of the doors of the Association of Southeast Asian
Nations (ASEAN) to everyone in the region, more and more Filipinos are being hired to teach
English in Indonesia, Thailand and yes, even our best friend, China.

Purposive Communication
(4) Why? First, Filipino teachers will accept a pay scale lower than their Western counterparts.
Second, they are conversant with American popular culture, a happy (or unhappy) results of
decades of American colonialism and neo-colonialism. Third, they are still Southeast Asians
beneath their skin, and are thus familiar with Asian cultural practices, whether said or unsaid.
One is the importance of saving face, the meaning of “maybe” or “I will try” to an invitation
means he or she does not want to hurt you, be he or she will not show up. Another is the primacy
given to family. Already in his 50s, one is still called
Totoy or Baby or Blue Boy, and still lives with one’s parents and extended family.
You can see that, as well, in the other Southeast Asian countries, where families are nuclear and
not split, where food is communal and not eaten in siloed cubicles.

(5) Three long decades of teaching English and Journalism to students (together with four
years of teaching Filipino) have shown me that the best students in English are also the best
students in Filipino. And how did they master the two languages?

City College of Calamba

Dalubhasaan ng Lungsod ng Calamba
(6) One, they had very good teachers in both languages. Two, they inhabited the worlds of
both languages. Three, they have gone beyond the false either-or mentality that hobbled their
parents.

(7) Let me explain.

(8) My best students in English and Filipino were tutored by crème de la crème, many of them
teaching in private schools. At the Ateneo de Manila University, we have classes in Remedial
English, since renamed Basic English or English 1. These are six units of non-credit subjects.
The enrollees are mostly intelligent students from the public schools and the provinces. Lack of
books and untrained teachers prevent them from having a level playing field with the other
freshmen. A year of catching up is necessary for them to have the skills to have a mano-a-mano
with the other students.

(9) Moreover, I introduce them to the worlds of the language they are studying
– be it in the formal realm of the textbook or the popular ones of film, graphic novel, YouTube
or anime. I encourage them to keep a journal as well, which is not a diary where you write what
time you woke up and why. A journal, or its postmodern cousin, the Web log or blog, aims to

Purposive Communication
capture impressions or moods on the wing. If at the same time it sharpens the students’
knowledge of English, then that is already hallelujah for the English teacher.

(10) And the third is that today’s generation of students is no longer burdened by the guilt of
learning English – and mastering it. I still remember those writing workshops I took in the 1980s,
when I was asked why I wrote bourgeois stories in the colonizer’s language. The panelists said I
should write about workers and peasants – and that I should write in Filipino. Without batting a false
eyelash, I answered that I don’t know anything about workers and peasants, and to write about
something I don’t know would be to misrepresent them. To the charge that I write only in English, I
showed them my poems in Filipino, because the modern Filipino writer is not only a writer in either
English or Filipino, but a writer in both languages, or in Bisaya or Bikolano or Ilocano or Waray,
languages that are like colorful balls he juggles with the dexterity of a seasoned circus performer.

(11) So it’s not a choice between English and Filipino, but rather, English and Filipino, plus
the language of one’s grandmother, be it Bikolano, Waray, or Tausug. And in college, another
language of one’s choice, be it Bahasa
Indonesia, German, or French – the better to view the world from many

City College of Calamba

Dalubhasaan ng Lungsod ng Calamba
windows, since to learn a new language is to see the world from another angle of vision. In short,
one no longer has to live between two languages, but to live in a mansion of many languages.

(12) To end in a full circle, we must return to Rolando S. Tinio, who said: “Only the mastery
of a first language enables one to master a second and a third. For one can think and feel only in
one’s first language, then encode those thoughts and feelings into a second and a third.”

(13) In short, as a friend and fellow professor has put it, “The Philippines is a multi-lingual
paradise.” The earlier we know we live in a paradise of many languages, the better we can savor
its fruits ripened by the sun.

Application
1. Pre-Writing. Before you write your explanation essay, fill in the blanks below.

Purposive Communication
What is the phenomenon you are explaining?

What explanations are you providing for the

phenomenon above?

Give at least three.

City College of Calamba

Dalubhasaan ng Lungsod ng Calamba
How do you plan to introduce your topic?

How do you plan to end the explanation essay?

Purposive Communication
Did you do research for your explanation essay?

If you did research, what specific ideas in your essay

are generated through research?

If you did research, what are your sources?

List all your sources. Use the citation format

recommended by the American Psychological
Association (APA). You may find this format in
https://www.apa.org/pubs/software/index.aspx
Summary of the Lesson: ____
City College of Calamba ____
Dalubhasaan ng Lungsod ng Calamba 1. An explanation essay is a written ____
piece of work that addresses ____
‘why’ questions. It aims to __
inform or educate readers. ____
2. Writing an explanation essay ____
requires pre-writing activities that ____
will help you sharpen the focus ____
of your writing. ____
____
____
Enrichment Activity: ____
____
Make a new list of trivia ____
questions. Provide an answer for each of ____
the questions on your list. ____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Assessment: ____
____
A. The reading selection given above is ____
an example of an explanation essay. ____
Sharpen your understanding if the text
by answering the following questions.

1. Based on how the text was

written, what is an explanation
essay for you?

___________________________
___________________________
Purposive Communication
2. How does the author introduce ____
the topic? ____
____
___________________________ ____
___________________________ ____
__________________ ____
___________________________ ____
___________________________ ____
__________________ ____
___________________________ ____
___________________________ ____
__________________ ____
___________________________ ____
___________________________ ____
__________________ ____
___________________________ ____
___________________________ ____
__________________ ____
____
3. In paragraph 7, the author writes, ____
“Let me explain.” What exactly ____
is the phenomenon he is ____
explaining? ____
____
___________________________ ____
City ___________________________ ____
__________________ ____
Colle ____
___________________________
ge of ___________________________ ____
__________________ ____
Cala ___________________________ ____
mba ___________________________ ____
__________________ ____
Dalubhas
___________________________ ____
aan ng
Lungsod ___________________________ ____
ng __________________ ____
Calamba ___________________________ ____
___________________________ ____
__________________ ____
____
____
4. What are the explanations he
____
provides for the phenomenon you ____
identified in no. 4? Give three ____
answers. ____
___________________________
___________________________
__________________
___________________________
___________________________
__________________
________________________________  Conclusion –one or two
____ p paragraphs
a
5. How does the author end his essay? r Your essay will be marked using the
________________________________ a following rubrics:
________________________________ g
________ r
________________________________ a
________________________________ p
________ h
________________________________ s
________________________________ 
________ B
________________________________ o
________________________________ d
________ y
________________________________ –
________________________________ a
________ t
l

Purposive Communication
e
B. Write an explanation essay on any topic of
a
your choice. You may need to do some s
research about the topic in order to better t
explain it. The essay must be at least 500 t
words long and is organized as follows h
 r
e
I e
n p
t a
r r
o a
d g
u r
c a
t p
i h
o s
n

–
o
n
e City
o Coll
r of
t Cala
w
o
Dalubhas
aan ng
Lungsod
ng
Calamba
Content 10 points
Have you substantially explained the phenomenon

you chose to explain? Did you provide convincing

and adequate support for your explanations?

Organization
Have you arranged the main points of your essay 7 points

clearly and logically? Are there order and logic in the

ideas you presented in each paragraph and in the
entire essay?

Language and Mechanics

Did you observe proper use of language forms 3 points

(grammar) and mechanics (punctuation,

capitalization, etc.)?

Purposive Communication
TOTAL 20 points

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

City College of Calamba

Dalubhasaan ng Lungsod ng Calamba
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Suggested Links:
http://studyskills.curtin.edu.au/essays/introduction/why-write-essays/#:~:text=Essay%20writing%20has
%20important%20skills,write%20in%20a%20profess ional%20role.

This link discussed the importance of writing an essay. Furthermore, this link also highlights how
writing an essay can transform an individual to become a critical thinker and to develop different skills
which can be used not just in education but also even after education.

References/Attributions:
Madrunio, M., & Martin, I. (2018). Purposive Communication: Using English in
Multilingual Contexts. Quezon city: C & E Publishing, Inc.

City College of Calamba

Dalubhasaan ng Lungsod ng Calamba
Lesson 2. THE BLOG
Knowing how well you improve every day is very important. Logging your daily
experiences, failures and success, and the things you learned everyday will allow you to know
your weaknesses and strengths. By doing so, you will be able to overcome your weaknesses and
improve your strength. Furthermore, it will also help you develop different skills. In relation, as
time passes by, even the daily log about your daily experiences becomes modern. Blog gives you
the opportunity to create relevant content not only for you to keep updated but also for the
readers.

Lesson Objectives:
At the end of this lesson, you will be able to:
 Differentiate between the journal or diary entry and the blog
 Appreciate the benefits and challenges of writing a blog
 Write a blog of at least 500 words on any topic of your choice

Purposive Communication
Getting Started:

Do you recognize the girl in this photo? She is 12-year Anne Frank, a German-born Jew.
What do you know about Anne Frank? Do you research about her?

In 1942, while hiding from German Nazis in Amsterdam, Netherlands, Anne Frank
wrote the following entry in her diary. Read the diary entry below.

City College of Calamba

Dalubhasaan ng Lungsod ng Calamba
October 9th a942: Today I have nothing but dismal and depressing news to report. Our many Jewish friends and
acquaintances are being taken away in droves. The Gestapo is treating them very roughly and transporting them
in cattle cars to Westerbork, the big camp in Drenthe to which they're sending all the Jews. Miep told us about
someone who'd managed to escape from there. It must be terrible in Westerbork. The people get almost nothing
to eat, much less to drink, as water is available only one hour a day, and there's only one toilet and sink for
several thousand people. Men and women sleep in the same room, and women and children often have their
heads shaved. Escape is almost impossible; many people look Jewish, and they're branded by their shorn heads.
If it's that bad in Holland, what must it be like in those faraway and uncivilized places where the Germans are
sending them? We assume that most of them are being murdered. The English radio says they're being gassed.
Perhaps that's the quickest way to die. I feel terrible. Miep's accounts of these horrors are so heartrending…Fine
specimens of humanity, those Germans, and to think I'm actually one of them! No, that's not true, Hitler took
away our nationality long ago. And besides, there are no greater enemies on earth than the Germans and the
Jews.

Answer the following questions about Anne Frank’s diary entry above.

1. Make a list of all the adjectives and adverbs that you find in the diary entry. What do these words
reveal about the emotional state of the writer?

2. Comment on the way the diary entry was organized. How is this diary entry the same or different
from another piece of writing such as an explanation essay?

3. Comment on the tone of the diary entry. How it is different from the tone used in an explanation
essay?

_________________________________________________________________________________
_________________________________________________________________________________

City College of Calamba

Discussion:
Writing a Blog

Today, with essay access to computers and the Internet, people write their diaries
differently. From handwritten entries on a piece of paper or a notebook page, diaries
contemporary times comes in the form of online journals which are called blogs.

The term “blog” was first used in the 1990s. It is a short version of “weblog,” or an
individualized piece of written work found on the web. It is defined below by dictionay.com.

Purposive Communication
noun.
1. a website containing a writer's or group of writers' own experiences, observations, opinions,
etc., and often having images and links to other websites.
2. a single entry or post on such a website:
She regularly contributes a blog to the magazine's website.

verb (used without object), blogged, blog·ging.

3. to maintain or add new entries to a blog. verb (used
with object), blogged, blog·ging.

4. to express or write about on a blog:

She’s been blogging her illness for almost a year.

Blogs, like diary entries, are individual accounts of a writer’s experiences and emotions.
Thus, the viewpoint is usually personal and subjective. However, blog are different from the
traditional journal or diary entry in the sense that blogs are uploaded to online platforms that
make it easier for bloggers (those

City College of Calamba

Dalubhasaan ng Lungsod ng Calamba
who write blogs) to include visual features, as well as links to other sites on the net. Unlike diary
entries, blogs are public in nature. This means that bloggers, even if they write about personal
issues, must present these issues in a way that would interest the general public. Blogs, compared
to diary entries, are more concerned with communicating a message, rather than simply
expressing or documenting an idea or emotion.

How does one create a blog? Go to wikihow.com and look up “How to start a blog.” The
site provides step-by-step instructions on how to create a blog from coming up with a concept,
starting a blog at blogger.com, launching a blog on Wordpress, to promoting your blog. This
lesson, however, focuses on writing a blog entry.

Application
Before you write your blog, fill in the table below.
What is the topic of your blog?
Is this topic interesting to the
general public?

Purposive Communication
Explain your answer.

What is the purpose of your

blog?

How do you plan to organize

the parts of your blog?

What images or graphics do

you plan to include in your
blog?

What links to other websites do

you plan to include in your
blog?

How do you plan to lay out the

blog?

What color scheme do you

plan to use for the blog?

City College of Calamba

Dalubhasaan ng Lungsod ng Calamba
Summary of the Lesson:
1. A blog is the online equivalent of a journal or diary entry.
2. Because of its public nature, a blog has more visual material and makes use of topics that
are general interest of the public.

Enrichment Activity:
Check you understanding of the input by answering the following question:
1. What is a blog

2. How is blog similar to journal or diary entry?

Assessment:
Write a blog on any topic of your choice. Use the purpose you indicated on the pre-writing
activity for creating the blog. The blog must be at least 500 words long and includes at least three
images and three links to other websites.

City College of Calamba

Dalubhasaan ng Lungsod ng Calamba
Upload your blog to a public site and monitor the reactions you receive from the general public.
Send the link of your blog to your teacher.

Your blog will be marked using the following rubrics:

CONTENT
Does the blog have a theme or focus that is of interest to the general public? Is 10 points

the purpose of the blog clear? Were you able to communicate your message
well? Dis you provide convincing support for your claims and assertions?

ORGANIZATION
Have you arranged the main points of your blog clearly and logically? Are there 7 points

order and logic in the ideas you presented in each paragraph and in the entire
blog?

BLOGGING CONVENTIONS
Does the blog observe the conventions of blogging? Does it take a personal and 5 points

subjective viewpoint? Does it make use of images and graphics well? Does it

Purposive Communication
provide adequate links to related websites? Is the layout and color scheme
pleasing to the general public?

LANGUAGE AND MECHANICS

Did you observe proper use of language forms (grammar) and mechanics 8 points

(punctuation, capitalization, etc.)?

TOTA 30 points
L

References/Attributions:

Madrunio, M., & Martin, I. (2018). Purposive Communication: Using English in

Multilingual Contexts. Quezon city: C & E Publishing, Inc.

City College of Calamba

Dalubhasaan ng Lungsod ng Calamba

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