Purposive Communication

Corazon F. Rubio

Mayra Christina M. Ambrocio, DEM

Table of Contents

Module 5: Communication in English: A Discourse Introduction 58

Learning Outcomes 58 Lesson 1: Specific and Clear Language 59

Lesson 2: Standard and Non-Standard English 61 Lesson 3: Diction – Lexical Accuracy 63

Lesson 4: Euphemisms on Euphemisms 65

Module 6: Creating Multimodal Texts Introduction 74

Learning Outcomes 74 Lesson 1: Evaluating Messages and Multi-modal Texts 75

Lesson 2: Multimodal Text Examples 77 Lesson 3: Creating Multi-modal Texts 78

Module 7: Communication For Various Purposes

Introduction 89 Learning Outcomes 89

Lesson 1: Principles of Communication for Various Purposes 90 Lesson 2: Communication: General Speech Purposes 93 Lesson 3: Specific Speech Purposes 96

Lesson 4: Fundamentals of Public Speaking: Four Types of Speeches 97 Lesson 5: Delivering an Impromptu Speech 101

Lesson 6: Sample Speech: The Filipino Is Worth Dying For 102

List of Tables

Figure Description

5.1 Examples of Informal /Non-Standard versus Formal/Standard

Usages 63

5 26 6 27

7 27 8 28

9 29 10 30

11 31

12 32 13 43

14 44 15 44

16 45 17 45

18 46

19 47 20 48

21 48 22 49

23 49

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MODULE 5

COMMUNICATION IN ENGLISH: A DISCOURSE

Introduction

In this lesson, you will learn how to write in the register of English discourse by

planning and drafting documented writings in local and global context. Cambridge

Dictionary defines discourse as a communication in speech or writing; or

a speech or piece of writing about a particular, usually serious, subject.

Learning Outcomes

At the end of the module, the learner should be able to:

1. Know the principles of communication in for various purposes.

2. Understand the importance of appropriate language in showing values, respect and

professionalism;

3. Respect for the legitimacy of different cultures;

4. Empower and value all cultures, not just their own.

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Lesson 1. Specific and Clear Language

In speech and writing, directness is the quality of being straightforward and concise:

stating a main point early and clearly without embellishments or digressions. Directness

contrasts with circumlocution, verbosity, and indirectness (Nordquist, 2020). There are

different degrees of directness, which are determined in part by social and cultural

conventions.

In order to communicate effectively with a particular audience:

1. A speaker or writer needs to maintain a balance between directness and

politeness.

2. Use precise and appropriate language.

3. Avoid or use with care are technical or specialized terms

4. Good writing and speaking should be 'simple & direct.’

5. Delete the obvious.

6. Intensify the least obvious

Obscure and pompous words are irritating (Prismnet, 2020). Instead, look for the

possible synonym for a word. Students should aim for precise and appropriate language.

Pompous language obscure meaning as given in this example: a) Scintillate,

scintillate globale aurific; b) Strongly resembling a gem carbonaceous

The highly technical and scientific words for example “a gem carbonaceous” for

“diamond” hide the very simple meaning of the stanza.

Delete the obvious” is a means to Consider statements or passages that argue for or

detail what you and your peers already assume. “Intensify the least obvious” means that

your writing/essay/speech as a declaration of new ideas, a fresh idea.

Other terms one should avoid or use with care are technical or specialized terms that

are specific to a professional discourse community. For instance, when lawyers converse

with each other, they use “legalese" such as "bench trial" for a trial without a jury and the

Latin reclusion perpetua for life imprisonment (Nordquist, 2020).

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Doctors communicate with one another using such medical terms and shortcuts such

as "CBC" for "complete blood count" and "stat" from the Latin statinum, meaning

immediately. One easy way physicians can more effectively communicate with patients is to

de-jargon their language by using common words and phrases instead of complex medical

terms and acronyms (Petersen, 2015).

When these words are used for an audience or readers outside of the discourse

community, they are unnecessarily difficult.

At times, there may be a need to include some technical terms from the discipline or

area one is writing about. If this is the case, definitions of these terms should be provided for

readers unfamiliar with them (Nordquist, 2020).

Common Examples and Observations (Nordquist, 2020)

1. The whole world will tell you, if you care to ask, that your words should be simple

and direct.

2. Everybody likes the other fellow's prose plain.

3. It has even been said that we should write as we speak.

4. That is absurd. ... Most speaking is not plain or direct, but vague, clumsy, confused,

and wordy. ...

5. What is meant by the advice to write as we speak is to write as we might speak if we

spoke extremely well.

6. "Prefer the short word to the long; the concrete to the abstract; and the familiar to the

unfamiliar

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Lesson 2. Standard and Non-Standard English (Chaudhary, 2020)

According to Chaudhary (2020), Language has different dialects and pronunciations

in various areas where it is spoken depending on the culture and ways of people. The

following are the differences and scenarios between Standard and Non-Standard English.

Standard English

The formal type of English language that is mostly spoken and written I government

agencies and environments is called Standard English. It is used in government institutions,

Standard English is also engaged in media conversations, school announcements and

international communications. It is very similar to normal English language that we use in

our daily life.

The only difference between the two is that Standard English makes use of

complicated terms which are otherwise not very common in our everyday communications.

This makes this language very formal and perfect for settings like government authorities,

media and international dealings.

Standard English is the language that is used by educated speakers in their

speeches, researches, interviews or any other kind of public discourse.

Non-Standard English

In contrast, non-Standard English used is everyday life by anyone from a little kid to

a 70 year old person with basic words that are common and easily understandable by the

local community.

Non-Standard English does not make use of complex terms and is sometimes

missing the proper punctuation as well.

Differences of Standard and Non-Standard English

• Standard English does not have differences depending on the area or

community it is spoken in and is used in the same way through the world.

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• Whereas non-Standard English has word preferences depending on the area

and the locals that it is spoken by.

Table 5.1. Examples of Informal /Non-Standard versus Formal/Standard Usages

Informal/Non-Standard Usages Formal/Standard Usages

alright, alot, result to, discuss about, cope up

with (non-standard, informal, or unique to

certain varieties of English) (Merriam-Webster,

2020)

all right, a lot, result in, discuss, cope with

(acceptable usages in Standard written English)

good – as in a “good” book (imprecise) Entertaining, insightful, interesting, instructive

(precise)

can’t, won’t, I’ll, she’s, didn’t (conversational,

speech-based contractions)

cannot, will not, I will, she is, did not (spelled out as

two words)

gonna, gotta (conversational, speech-based

shortcuts) (Christinarebuffet, 2020)

going to, have to (spelled out)

anyways, boring as hell, bored to death, major

downer (conversational, informal)

anyway, boring or uninteresting, extremely bored,

depressing (more formal, precise, uncluttered)

I got here late; she got out of the office; he got a

call; they got gas (overused, imprecise verb)

I arrived here late; she left the office; he received a

call; they loaded gas or they refueled (more specific

alternatives)

ASAP, BTW, SOP (acronyms that may not be

universally known)

as soon as possible, by the way, standard operating

procedure (spelled out)

UP, ADMU, DLSU (acronyms for institutions) University of the Philippines, Ateneo de Manila

University, De La Salle University (spelled out the

first time they are used, but later may be substituted

with acronyms)

hit the sack, loo, and comfort room (expressions

from American English, British English, and

Philippine English)

sleep, toilet or bathroom, and toilet or bathroom

(more widely understood usages)

lol, afk, nrn, #feels (informal internet or text

messaging language)

(Sambit, 2019)

laugh out loud, away from keyboard, no reply

necessary, a wave of emotions (spelled out or

explained)

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Lesson 3. Diction – Lexical Accuracy

Lexical Accuracy refers to using words appropriately and correctly in communication.

To master appropriate communication students, need to improve their vocabulary which is a

turned to improve learners’ accuracy. Students are very much hooked to the internet as

never before. There are many words in putting words in groups. Some of them are

synonyms, antonyms, homophones, homographs, register, and idioms. The webtools are

used to enrich learner’s vocabulary enrichment such as dictionaries and the virtual learning

environmental. If students utilize the tools properly, then learning vocabulary will be much

fun (Ragini, 2019).

Lexical Change

Be open to changes in the form and use of English words. For formal written

communication, use international news, magazines and reputable journals as models. For

example, further is now also used in the sense of farther. e.g.:

Nothing could be further from the truth. (The Free Dictionary, 2020)

This despite the existence of the idiom far from the truth.

New word may come from inventions. For instance, the term fax, which is a short

form for facsimile that is electronically transmitted, is now used as a verb as well:

We need these reports faxed for the board meeting tomorrow.

The clerk was faxing the deed of sale when a brownout occurred.

Another is the brand name Xerox, from the copying process technically labeled as

xerography (Dictionary.com, 2020). Now we have the noncount noun and verb xerox:

The lecturer handed out xerox copies of his outline. [Thus far, the plural form xeroxes has

not become popular]

Many graduate students xerox whole books out of necessity.

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Some words acquire new meanings (Malicsi, 2020). The verb consult led to the noun

consultant, i.e., the person whom an institution consults for expertise which it does not have

in-house. Now, that noun has led to another meaning of the verb consult, meaning “to

function as a consultant.”

Note the difference between these two meanings (Malicsi, 2020):

The movie producer, director, designers, and actors consulted NASA scientists on

details of the Mars mission.

NASA consulted on every aspect of the sci-fi movie Mission to Mars.

The use of text as a verb has become common on TV-CNN and American Idol use it

to tell their viewers to send in their response, in constructions like you may text your

response to or text “vote” to. The phrase I was texting has also been used in an American

crime series. Still, its inflection seems to be limited. Sentences like:

They texted me about the change in test schedule.

We have been texting each other about the test.

It may still be limited to Filipino English. For conversation, these forms may be used.

But in formal written texts, the longer phrase sends a text message seems to be

appropriate.

Many students have begun to send text messages to each other to coordinate their team

research.

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Lesson 4. Euphemisms on Euphemisms

Euphemism is expression used in place of me. That may be found offensive in

suggest something unpleasant (Veritatem, 2015).

Some words get superseded by other words:

Handicapped > physically challenged

Mentally retarded > mentally challenged

Moslem (considered offensive) > Muslim

Underdeveloped countries > developing countries

General health > wellness > subjective well-being

Died > passed away

Old people > senior citizen

Pregnant > in the family way

Fake teeth > dentures (Veritatem, 2015)

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Assessment Task 5-1

A. Look up the terms in the last sentence to find out why these are offensive. Provide

more appropriate alternatives for these and list them in the table here. (10 pts)

Biased Term Why it is Offensive Bias-Free Alternative

Jesus killer

Lady president

Little old woman

Redneck

Retard

B. In column A are sentences containing expressions that informal, localized, or biased.

Provide standard, formal, precise and clear alternatives. (10 pts)

Non-Academic Usage Academic Usage

1. They requested for additional reference

materials.

1.

2. The conclusion gotten by the group

doesn’t follow.

2.

3. The respondents needed to chill. 3.

4. The interviewee was pulling my leg. 4.

5. The student promised to submit the

document asap.

5.

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Assessment Task 5-2

A. Identify each pair of words as synonyms, antonyms, and homonyms. (10 pts)

1. lead/led 6. rustic/refined

2. raze/raise 7. whether/weather

3. irk/annoy 8. insurrection/revolt

4. defer/delay 9. random/deliberate

5. ample/plentiful 10.vertical/horizontal

B. Look up each word in your dictionary and write the definition. (10 pts)

1. Ruminate 6. Tantamount

2. Pauperize 7. Sycophant

3. Hauteur 8. Wheedle

4. Torpid 9. Oration

5. Censure 10. Minatory

C. Give the euphemism of the following words. (10 pts)

1. Fired

2. Squatter

3. Cheap

4. Jail

5. Lay off

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ASSESSMENT TASK 5-3

C. A. List down examples of words with their negative connotations. (25 pts)

a. Race and

Ethnicity

b. Disability c. Sexual

Orientation

d. Age e. Social Class

1. 1. 1. 1. 1.

2. 2. 2. 2. 2.

3. 3. 3. 3. 3.

4. 4. 4. 4. 4.

5. 5. 5. 5. 5.

B. 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 if false,

re-write or revise it to make it true. Use the space provided after each statement. (12 pts)

_____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. All cultures have the same way of thinking about time.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

____ 4. Communication across cultures happen in one’s own country because of the

diverse domestic workforce of many companies today.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

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Assessment Task 5-4

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 or work purposes. During

your interview, ask about his/her experiences in communicating with Filipinos.

(15 pts)

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

All international communication is influence by cultural differences. One must

consider the context, non-verbal cues and between the lines interpretation of what is

actually said. Careful use of words and terminologies must be considered. Digitalized tools

have revitalized the teaching-learning scenario. A wide away of platform available on the

web can be used by the teachers to complement classroom learning experience. It is time

the teachers of English learnt the nuances of these tools and reformed their classroom

strategies to face our new generation blended learner.

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References

Cambridge Dictionary. (2020). Retrieved from Cambridge Dictionary:

https://dictionary.cambridge.org/dictionary/english/discourse

Chaudhary, A. (2020). Grammar and Spelling. Retrieved 2020, from Grammar.com:

https://www.grammar.com/standard_and_non-standard_english#:~:text=The%20non-

standard%20English%20sentence%20is%20very%20informal%20and,behavior.%20

Rate%20this%20article%3A%20%283.33%20%2F%206%20votes%29

Christinarebuffet. (2020, May 15). Retrieved from Christinarebuffet:

https://christinarebuffet.com/blog/gonna-wanna-gotta/

Dictionary.com. (2020). Dictionary.com. Retrieved from Dictionary.com:

https://www.dictionary.com/browse/xerox

Malicsi, J. (2020, October). Scribd.com. Retrieved from The English Linguistics Project:

English Manual (8th Edition: https://www.scribd.com/book/364589385/The-English-

Linguistics-Project-English-Manual-8th-Edition

Nordquist, R. (27 August 2020) "Directness in Speech and Writing." ThoughtCo,

thoughtco.com/directness-speech-and-writing-1690458.

Merriam-Webster. (2020). Merriam-Webster. Retrieved from Merriam-Webster:

https://www.merriam-webster.com/words-at-play/all-right-or-alright-which-is-correct

Petersen, V. M. (2015, November 6). The Do. Retrieved from Say what? 4 ways to break

down medical jargon for your patients: https://thedo.osteopathic.org/2015/11/say-

what-4-ways-to-explain-medical-jargon-to-your-patients/

Prismnet. (2020). Retrieved from Pompous Word Choice:

https://www.prismnet.com/~hcexres/style_probs/pompous_words.html

Ragini, S. (2019, May). Language in India. Retrieved from Language in India:

http://www.languageinindia.com/may2019/drsuvarnaraginiwebtools1.pdf

Sambit. (2019, October 4). Ranker Online. (Sambit, Producer) Retrieved from

https://rankeronline.com/lol-meaning/

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The Free Dictionary. (2020). Retrieved from

https://idioms.thefreedictionary.com/nothing+could+be+further+from+the+truth

Veritatem, L. (2015, July 15). Politics and Prosperity. Retrieved from The Euphemism

Conquers All: https://politicsandprosperity.com/2015/07/30/the-euphemism-

conquers-all/

Zambas, J. (2019, May 15). Joanna Zambas. Retrieved from Career Addict:

https://www.careeraddict.com/the-importance-of-effective-communication-in-the-

workplace

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MODULE 6

CREATING MULTIMODAL TEXTS

Introduction

In this lesson, you will learn how to evaluate and create multimodal text. Multimodal

literacy is important in the modern classroom as it includes all the knowledge and thinking

skills students use that include spoken, printed, visual and digital texts; each mode uses a

different way of sending a message or communicating with audience . The student will

develop or learn skills in literacy to organize their thoughts and respond to the mode

(Cram.com. 2020)

Learning Outcomes

At the end of the module, the learner should be able to:

1. Evaluate the multimodal texts critically, to enhance receptive (listening,

reading and viewing) skills;

2. Convey ideas through oral, audio-visual, and/or web-based presentations for

different target audiences in local and global settings; and

3. Adopt awareness of audience and context in presenting ideas.

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Lesson 1. Evaluating Messages and Multi-modal Texts (O’Brien,

2020)

Evaluating Messages and/or images of different types of texts reflecting different cultures:

1. What is the message?

2. What is the purpose of the message?

3. How is the message conveyed?

4. Who is the target message of the audience

5. What are other ways of presenting the message?

What does creating multimodal texts mean?

• Creating is ‘the development and/or production of spoken, written or multimodal texts

in print or digital forms’ and is an embedded literacy expectation across all

disciplines.

• Multimodal is the strategic use of ‘two or more communication modes‘to make

meaning, for example, image, gesture, music, spoken language, and written

language.

Multimodal is the dynamic convergence of two or more communication modes

within the same text and where all modes are attended to as part of meaning-making

Most of the texts we use are multimodal, including books when we take the visual

and design elements into account.

While the development of multimodal literacy is strongly associated with the

growth of digital communication technologies, multimodal is not synonymous with

digital. The choice of media for multimodal text creation is therefore always an

important consideration.

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1. A multimodal text can be paper – such as books, comics, and posters.

2. A multimodal text can be digital – from slide presentations, e-books, blogs, e-posters,

web pages, and social media, through to animation, film and video games.

3. A multimodal text can be live – a performance or an event.

4. And, a multimodal text can be transmedia– where the story is told using ‘multiple

delivery channels’ through a combination of media platforms, for example, book,

comic, magazine, film, web series, and video game mediums all working as part of

the same story (O’Brien, 2020).

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Lesson 2. Multimodal Text Examples (O’Brien, 2020)

There are two (2) types of multimodal text examples, as follows:

1. Print-based multimodal texts include:

• Comics

• Picture Storybooks

• Graphic Novels;

• Posters

• Newspapers And

• Brochures.

2. Digital multimodal texts include:

• Slide Presentations

• Animation

• Book Trailers

• Digital Storytelling

• Live-Action Filmmaking

• Music Videos, ‘Born Digital’ Storytelling, And

• Various Web Texts and Social Media.

The level of digital technology requirements range from very simple options

such as slide presentations through to complex, sophisticated forms requiring a higher

level of technical and digital media skills. The choice is yours depending on your skill

and experience, level of confidence, and the resources and tools available to you

(O’Brien, 2020).

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Lesson 3. Creating Multi-modal Texts (O’Brien, 2020)

Modes and Meaning Systems

• Modes and meaning systems explores the key meaning-making systems we can use

to create meaning.

• We can use five broad semiotic or meaning making systems to talk about how we

create meaning: written-linguistic, visual, audio, gestural, and spatial patterns of

meaning.

The Meaning Systems

1. Written / Linguistic

• Concerns spoken and written language through use of vocabulary,

generic structure and grammar

2. Audio

• Music, sound effects, noises, ambient noise, and silence through the

use of volume, pitch and rhythm

3. Visual

• Concerns still and moving images through the use of color, saliency,

page layouts, vectors, viewpoint, screen formats, visual symbols; shot

framing, subject distance and angle, camera movement, subject

movement

2. Gestural

• Concerns movement of body, hands and eyes, facial expressions,

demeanors, and body language, and use of rhythm, speed, stillness

and angles

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3. Spatial

• Concerns with environmental spaces and architectural spaces and

use of proximity, direction, layout, position of organization of objects in

space.

Creating Multi-modal Texts (O’Brien, 2020)

1. Creating your own images and sounds

• Where possible you can compose their own media resources such as

photographs, video, sound effects and even music.

• Smart phones have good cameras and sound recording capabilities for

achieving this very simply.

• Composing images: There are many tutorials and resources on line for teaching

beginner photography. (Supplemental Link:

https://www.photographymad.com/pages/view/10-top-photography-composition-rules )

(Pixels, 2020)

• Visual knowledge is understanding how visual elements such as line, color,

shape, texture, space, symbols, pattern and composition create meaning

• Composition of original music and sound (Supplemental Link: Digital Music Creation:

Engage, Inspire, Have Fun!

http://teachdigital.pbworks.com/w/page/19791039/digitalmusic ) (Fryer, 2020)

• Copyright and Attribution are information about how to ethically source and use

digital materials responsibly.

2. Creating Comic Strips or Graphic Novels

• In creating comic strip or graphic novel, consider how the visual resources such

as line, shape, color, framing, characterization, social distance, angle and

perspective can work to create meaning in this format; how the linguistic

resources such as dialogue through speech, monologue via thought bubbles,

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and narration work; and how the visual and linguistic resources work together to

create meaning.

• Reading (and deconstructing) examples of these texts shows how this is a

critical component in the process of developing student knowledge of the

meaning making resources available to multimodal authors.

• What is the purpose of the text? Who is it for? What is the content?

3. Digital Storytelling

• Brings the ancient tradition of oral storytelling and new technologies together in a

powerful, interdisciplinary learning process.

• A digital story is short – usually, one to three minutes in length, narrated in first

person using your own voice.

• Examples can be found in this link: http://digitalstorytelling.coe.uh.edu/ (Robin,

2020)

• Still images are commonly used with camera tools used to frame the shot, and to

pan across the photograph, or zoom in or out, creating a sense of movement

within an image and across a sequence of images.

• Music and sound effects are added for dramatic effect and to add emotional

tone. Moving image can also be used.

• Through digital storytelling, we can weave together video, photos, art, music,

narration, print, and sound effects using simple multimedia publishing tools to tell

our stories.

• Making a digital story involves creative and critical thinking, inquiry, writing,

discussion, design, production, reflection and presentation.

• It provides opportunities for students to enhance the expression of their own

stories, thoughts and ideas in creative and engaging ways, across a diverse

range of learning contexts.

• Digital stories can be imaginative, they can be reflective and analytical, and they

can be factual. It depends on the purpose of the task, the audience and the

genre chosen (O’Brien, 2020).

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4. Posters

• There are different types of posters which students like you can produce. It is

important to attend to the differences in purpose for each poster type and to

identify the specific text structures, visual design and language features for each.

• Common poster types used in classrooms include:

- Promotional posters for films, books, exhibitions, events

- Campaign or awareness raising posters

- Information report posters

• Examples can be found in this link:

https://www.globaleducation.edu.au/teaching-activity/poster-art.html#activity1

5. Short Films

• Short films can be made quite simply using the video recording capabilities of

smart phones or a digital camera. The film can be later compiled through editing

and other post-production processes using simple post production software

programs. There are a number of simple editing apps available for phones and

tablets

• While one to three minutes is the usual length of a student short film, even

shorter films are fun to make too.

• In camera edited film - A more simple, less processed film can also be carefully

planned and filmed in a shot by shot sequence from titles through to credits as

an in-camera edit (O’Brien, 2020). An examples can be found in this link:

https://www.youtube.com/watch?v=JPJ2t2ypTHg&feature=youtu.be

https://www.youtube.com/watch?v=07d2dXHYb94

https://www.youtube.com/watch?v=kNw8V_Fkw28

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6. Music Video

• This is a selection of music videos which can be used as examples to

demonstrate possibilities for student based production.

• Some of the schools have written their own song lyrics and music, others use

existing material. Remember, making music videos does not have to be a

complex process such as in some of these examples.

• Simple choreographed films or animations work extremely well (O’Brien, 2020).

• From a literacy perspective, communication of meaning is essential. Thoughtfully

selected action, visual and sound elements working together to construct the

message is the key to a successful composition (O’Brien, 2020).

• Example: https://www.youtube.com/watch?v=X2pgFbGGxkg&feature=youtu.be

https://www.youtube.com/watch?v=8YxA1gf09Mo

7. Trailers

• Trailers are very short videos traditionally created to promote a film.

• A commercial film trailer uses existing film footage and music to convey highlights or

insight into key themes and is designed to hook in potential viewers. Trailers are a

very powerful marketing tool (O’Brien, 2020).

• Examples: https://www.youtube.com/watch?v=fFaJLsjWHIw

https://www.youtube.com/watch?v=KK8FHdFluOQ (Mulan)

8. Born Digital Storytelling

• ‘Born digital’ stories are digital texts constructed through a mix of modes including

print, still image, moving image, sound and sometimes interactive gameplay. ‘Born

digital’ texts may also involve geo-tagging and locative storytelling, or storytelling with

maps (O’Brien, 2020). Example:

https://www.youtube.com/watch?v=94k4TYfNiWY

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9. Web texts or Blogs

• computers : a website that contains online personal reflections, comments, and often

hyperlinks, videos, and photographs provided by the writer; also : the contents of

such a site; a regular feature appearing as part of an online publication that typically

relates to a particular topic and consists of articles and personal commentary by one

or more authors (O’ Brien, 2020).

• Example web text or blog creation Five Steps to Starting a Class Blog (Morris, 2020)

http://www.kathleenamorris.com/2012/08/09/five-steps-to-starting-a-class-blog/ or

https://cpb-ap-se2.wpmucdn.com/global2.vic.edu.au/dist/8/5256/files/2012/08/Five-

Steps-to-Starting-a-Class-Blog-ondv37.pdf

10. Film-making is a process of creating a film. Production processes is an overview of the

three production stages in creating a multimodal text. Process of

Producing Multimodal texts: Teaching multimodal authoring follows the long

standing film production format. This may include:

❖ Pre-production

▪ Development of story, setting and characters

▪ Writing the script

▪ Storyboard

❖ Production - Bringing the story to life using the chosen tools and available

semiotic resources to create meaning.

❖ Post-production

▪ The ‘first cut’

▪ Sound effects

▪ Music

▪ Titles and credits

▪ The ‘final cut’

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Definition of Terms:

• Media resources are a wealth of digital audio and image resources (free or

licensed).

• Reading multimodal texts provides resources for deconstructing and analyzing how

different modal systems work to create meaning in a text.

• Visual literacy provides a closer look at one of the key meaning-making modes, with

the aim to develop a shared metalanguage for talking about how visual meaning is

constructed.

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Assessment Task 6-1

Evaluating Messages and/or images of different types of texts reflecting different

cultures:

1. What is the message?

2. What is the purpose of the message?

3. How is the message conveyed?

4. Who is the target message of the audience?

5. What are other ways of presenting the message?

Multimodal

Text

Title Link/s Points

Comics Free Filipino Comics

(Choose 1)

https://www.clickthecity.com/time-

out/article/721/15-filipino-comic-books-

you-can-read-online-for-free/

10

Poster WHO Poster https://www.who.int/gpsc/5may/How_To_

HandRub_Poster.pdf?ua=1

10

Digital Story

telling

The Most Dangerous

Game

by Chad Jones 2011

http://digitalstorytelling.coe.uh.edu/view_st

ory.cfm?vid=302&categoryid=5&d_title=La

nguage%20Arts

10

Movie Trailer Frozen 2 https://www.youtube.com/watch?v=8mJF

HXlNsEs

10

Music Video Bayanihan para sa

Kapayapaan by Sarah

Geronimo

https://www.youtube.com/watch?v=ymp2a

wpy9VM

10

Short Film PITAKA (The Wallet):

AWARD-WINNING

SHORT FILM (2017)

by (Cahilig, 2017)

https://www.youtube.com/watch?v=LlMOS

mRXtAQ

10

TOTAL 60

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Assessment Task 6-2

Create a transmedia in any of the following topics:

Transmedia via the following

platforms

TOPIC:

Choose one (1)

1. Facebook group

2. FB Web page or

3. Any blog / digital

platform

• Social and Cultural Issues in the Philippines

• Disaster Preparedness

• Health and Safety

• Filipino Culture and Values

• Other Area of Interest

- Develop printed/ paper and digital media (originally created by your group)

- Share the links to your target audience

- Your transmedia must run/up online starting: October 26 to December 20, 2020.

Your professor will make an evaluation during the Midterm and the Finals

Period, with the following Grading/ Criteria for Rubrics ( includes):

Message/ Content/Purpose 10 pts (Max.)

Target Audience/ Audience/ Reach 15 pts

Relevance 10 pts

Quality of Transmedia Developed (At least 3:

ex. Poster, video, pictures, etc.)

20 pts

Delivery 5 pts

TOTAL 60 pts

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Summary

In this lesson, you were abele too evaluate and create multimodal text. The

importance of Multimodal literacy in the modern classroom includes the knowledge and

thinking skills students use that include spoken, printed, visual and digital texts; each mode

uses a different way of sending a message or communicating with audience.

88

References

Cahilig, C. (2017, May 12). Retrieved from

https://www.youtube.com/watch?v=JPJ2t2ypTHg&feature=youtu.be

Fryer, W. (Ed.). (2020). PB Works. Retrieved from PB Works:

http://teachdigital.pbworks.com/w/page/19791039/digitalmusic%20%20)

Importance Of Multimodal Literacy. (n.d.). Retrieved from Cram.com:

https://www.cram.com/essay/Importance-Of-Multimodal-

Literacy/PKDGDV9U6EEX#:~:text=It%20is%20important%20to%20use%20multimo

dal%20texts%20to,use%20a%20range%20of%20these%20when%20teaching%20lit

eracy.

Kathleen, M. (2012, August). Retrieved from

http://www.kathleenamorris.com/2012/08/09/five-steps-to-starting-a-class-blog/

O’Brien, A. (2020). reating multimodal texts. Retrieved from

https://creatingmultimodaltexts.com/

Pixels, C. a. (2020). Code and Pixels. Retrieved from Code and Pixels:

https://www.photographymad.com/pages/view/10-top-photography-composition-rules

Robin, B. (2020). Digital Story-telling. Retrieved from Featured Digital Stories:

http://digitalstorytelling.coe.uh.edu/

89

MODULE 7

COMMUNICATION FOR VARIOUS PURPOSES

Introduction

According to Writer (2020) the five purposes for communication are to inform,

imagine, influence, meet social expectations and express feelings. Most of the problems that

occur in relationships and between business organizations are due to ineffective

communication, which can happen when people fail to communicate or when processes

lead to confusion so the communication is not fully understood (Writer, 2020).

Is the Filipino worth dying for? Written by Benigno Aquino to invigorate the

commitment of Filipino “to safeguard the freedom that we enjoy now” and do more to help

improve the lives of those suffering from poverty and injustice. Let his example ensure that

Filipinos enjoy the blessings of freedom and democracy. It also reminds the students to

ponder on their roles to serve and love our country.

Learning Outcomes

At the end of the module, students should be able to:

1. Identify the principles of communication for various purposes;

2. Review public speaking principles, speeches and their purposes.

3. Comprehend and answer questions famous speech of Benigno Aquino; and other

speeches, based from the context of the speeches;

4. Dissect a speech using the principles of logos, pathos and ethos; and

5. Deliver / give a short, prepared speech in public (of their own choice)

90

Lesson 1. Principles of Communication for Various Purposes

What are ethos, pathos and logos?

Bequiri (2018) relayed that 2,300 years ago, Aristotle determined the components

needed for persuasive speaking. They are referred to as the three pillars of persuasion -

ethos, pathos and logos. In this article, we discuss how to use the three pillars for public

speaking. Ethos, pathos and logos are modes of persuasion used to convince and appeal

to an audience. You need these qualities for your audience to accept your messages.

1. Ethos: your credibility and character

2. Pathos: emotional bond with your listeners

3. Logos: logical and rational argument

Principles of Communication (Vicky, 2020)

The exchange of information or passing of information, ideas or thought from one

person to the other or from one end to the other is communication. Communication is the

process of passing information from one person to another. The purpose of communication

understands of information.

So to have effective communication certain principles are to be followed. They are as

follows:

1. Clarity (Vicky, 2020)

The principle of clarity means the communicator should use such a language

which is easy to understand. The message must be understood by the receiver.

The words used should be simple and unambiguous. The language should not

create any confusion or misunderstanding. Language is the medium of

communication; hence it should be clear and understandable.

91

2. Adequacy and Consistency (Vicky, 2020)

The communicator must carefully take into account that the information to

be communicated should be complete and adequate in all respect. Inadequate and

incomplete message creates confusion and delays the action to be taken. The

adequate information must be consistent with the organizational objectives, plans,

policies and procedures. The message which is inconsistent may play havoc and

distort the corporate interests.

3. Integration (Vicky, 2020)

The principle of integration portrays that through communication the efforts

of human resources of the organization should be integrated towards achievement

of corporate objectives. The very aim of communication is to achieve the set target.

The communication should aim at coordinating the activities of the people at work

to attain the corporate goals.

4. Economy (Vicky, 2020)

The unnecessary use of communication system will add to cost. The

system of communication must be used efficiently, timely i.e. at the appropriate

time and when it is necessary. The economy in use of communication system can

be achieved in this way.

5. Feedback (Vicky, 2020)

The purpose of communication will be defeated if feedback is not taken

from the receiver. The confirmation of the receipt of the message in its right

perspective from its receiver fulfills the object of communication. The feedback is

essential only in case of written communication and messages sent through

messengers. In case of oral type of communication the feedback is immediately

known.

92

6. Need for Communication Network (Vicky, 2020)

The route through which the communication passes from sender or

communicator to its receiver or communicate refers to communication network. For

effective communication this network is essential. The managerial effectiveness will

also depend upon the availability of adequate network.

7. Attention (Vicky, 2020)

The message communicated must draw the attention of the receiver staff and

ensure action from him in the right perspective. The efficient, sincere and prompt

manager succeeds in drawing the attention of his subordinates to what he is

conveying.

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Lesson 2. Communication: General Speech Purposes

General Speech Purposes

According to Surbi (2020), there are three general speech purposes to inform, to

persuade, and to entertain. These are applicable in both: public or private communication.

Remember that that, in reality, we have our purposes. Let us now examine these three

types of speeches.

• Informative Speeches

The purpose of informative communication is to increase the receiver’s

knowledge and understanding of a subject. Informative speeches may also entertain

or change beliefs. A speaker whose immediate purpose is to impart information often

uses amusing or dramatic illustrations to entertain his or her audience, thus holding

their attention. Moreover, information, even it if consists only of facts, may lead to

changes of belief, although such results may not be a part of the speaker’s purpose

(Surbi, 2020).

In informative speaking, your main concern is to make the audience

understand and remember the information you present. The teacher talking to a class

or the manager of a department store explaining the duties of a job to staff members

are both engaged in informative speaking. How much the listener knows at the

conclusion of a talk is the real test of the speech to inform (Surbi, 2020).

Some examples of informative subjects are:

a. The procedures to be followed for adding new courses to the college curriculum.

b. How to grow vegetables in a greenhouse.

c. The working of a pollution-free engine.

94

• Persuasive Speeches

The major function of the persuasive speech is to induce the audience to

think, feel, or act in a manner selected by the speaker. You may want your listeners

to discard old beliefs or form new ones; or you may merely want to strengthen

opinions that they already hold (Surbi, 2020).

The salesperson uses the speech to persuade as a means of getting the

customer to buy a coat. The person asking for a raise, the wife trying to get her

husband to fix the tap, the teacher trying to get the class to study – all are trying to

persuade someone to do something (Surbi, 2020).

Persuasive Speeches are widely used by politicians, periodical editors, sales

agents, and marketing strategists (AcadShare, 2019)

The following are examples of subjects that need persuasive treatment:

a. Final examinations in our colleges should be abolished.

b. The Indian Government should condemn the actions of Saddam Hussain.

c. Students should be given time off to campaign on behalf of political

candidates.

A persuasive speech focuses on sharing a perspective and asking the public to

think it over. An argumentative speech targets to alter the viewpoint already detained

by the audiences. This type of speech is challenging. So, the speaker should pick up

the topic that he is confident at and come up with a strong argument (Jaiswal, 2020).

• Argumentative Speech

An argumentative speech is a persuasive speech. Here, the speaker efforts to

encourage audiences to alter their views on a controversial issue. Though they are

alike in some manner, persuasive and argumentative speech contains different goals

(Jaiswal, 2020).

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• Entertaining Speeches

The third major type of speech has the purpose of entertaining the audience.

Here the word “entertainment” is used in its broadest sense to include anything that

stimulates a pleasurable response, whether it is humorous or dramatic (Surbi,

2020).

Through such speeches the speaker wants the people present to have an

enjoyable time. The speaker is not concerned with ensuring that they learn a great

deal or that they change their mind in one direction or another. Entertainment is the

purpose of many after-dinner speeches and a favorite type of speech of the

comedian (Surbi, 2020).

Some subjects that lend themselves to humorous treatment are:

a. My first day as a college student

b. The gourmet food served in the college cafeteria.

c. How to write a political speech.

These, then, are the major speech purposes. If you know exactly what the purpose

of your speech is, you will have a guide for your preparation – a reminder that each bit of

material contained in your presentation should contribute something to the accomplishment

of your purpose (Surbi, 2020).

96

Lesson 3. Specific Speech Purposes (Surbi, 2020)

Specific Speech Purposes

The general reaction you want to secure from your audience may be stated in terms

of informing, persuading, or entertaining. But the particular and immediate reaction that you

seek must be precisely formulated into a specific purpose. The specific purpose describes

the exact nature of the response you want from your audience. It states specifically what

you want your audience to know, feel, believe, or do (Surbi, 2020).

There are three requirements a good specific purpose should meet: it should contain

only one central idea; it should be clear and concise; and. most important, it should be

worded in terms of the audience response desired (Surbi, 2020).

When your general purpose is to inform, your specific purpose might be:

a. To have the audience understand the important aspects of student government.

b. To have the audience understand the basic fundamentals of boating safety.

c. To have the audience understand the history of the modern Animal Rights

movement

If you’re general purpose is to persuade, your specific purpose might be:

a. To get the audience to give money to a college fund to beautify the campus.

b. To get the audience to agree that India should withdraw all its soldiers from

Kashmir.

c. To get the audience to agree that we should have a Department of Women’s

Studies at our University

If you’re general purpose is to entertain, your specific purpose might be:

a. To make the audience laugh at the “clear” statements of some political leaders.

b. To have the audience enjoy hearing about the best ways to escape the clutches

of the hostel warden.

c. To have the audience enjoy, vicariously, my appearance on MTV-Bakra.

97

Lesson 4. Fundamentals of Public Speaking: Four Types of

Speeches (Lumencandela, 2020)

Speeches can be categorized into four broad areas depending on the amount of

preparation that is undertaken and depending upon the nature of the occasion. The four

types of speeches are manuscript, memorized, extemporaneous, and impromptu

(Lumencandela, 2020).

Our aim is to acquaint you with these four different modes of delivery, to provide

suggestions for when you are asked to make impromptu remarks, and then to focus most

your time on the preparation, practice, and presentation of extemporaneous speeches.

1. Manuscript Speech (Lumencandela, 2020)

When you listen to the President deliver a State of the Union message, you

listen to a well-crafted speech being read from a teleprompter. The speech has been

polished by a staff of speechwriters and has been practiced many times.

The President will know how to anticipate the reaction of the audience and

will know when to pause for applause and when to expect laughter. This form of

speaking is used when the exact words matter and when much time and energy is

expended on getting everything just right.

There are times when people who are not leaders of countries deliver

manuscript speeches as well. They are used when people testify before Congress,

when people read important statements in a public setting, or when people deliver

reports at professional meetings. All call for exact words in the correct order.

While the President has access to a staff of speech writers and a

teleprompter, most of us do not. If you were given this type of assignment, you would

have to read your manuscript speech from printed notes.

In that case, you would want to ensure that you had prepared your

manuscript carefully, using large fonts so you could read it easily without burying

98

your nose in the pages. Reading the speech does not allow you to skimp on the

preparation. Practice the speech many times. This allows you to make changes, if

needed, and to select the best words to communicate your exact meaning. \

Remember to speak clearly and naturally -strive for a conversational tone. It

shouldn’t sound read -even if you are reading. Also, remember to speak slowly; there

is a natural tendency to speed up when we speak in public. Delivering a speech is

not a race; you do not receive bonus points for finishing early.

Unless you are specifically told by your instructor to prepare and deliver a

manuscript speech, you should never write out the entire speech. Spend your time

developing your outline, organizing your ideas, and determining where you can best

insert your supports. Then practice using the outline while speaking.

2. Memorized Speech (Lumencandela, 2020)

When you were in elementary school, did you ever have to memorize a poem

or a part of a speech? If you are like most students, the answer is “Yes.” There is

nothing wrong with memorization.

But if you try to memorize a speech, you risk forgetting what you planned to

say and coming across as completely unprepared. Memorizing your speech is even

worse than reading it. All the objections that apply to the read speech also apply to

the memorized speech. Spontaneity is gone.

The speech can sound stilted. Often, delivery is too rapid. Concentration is

on the words, not the ideas. Sometimes the speech sounds too formal, like a written

essay. There is minimal feedback or other contact with the audience. And what

happens if your mind goes completely blank or if an audience member interrupts?

The entire presentation will likely fall apart. Memorizing a speech puts entirely too

much pressure on the speaker.

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3. Impromptu Speech (Lumencandela, 2020)

There will come a time for all of us when we are asked to “say a few words”

without much preparation. You haven’t prepared any notes, you haven’t practiced

what you’ll say, and you’re being asked to “wing it.”

While this may seem incredibly scary, impromptu presentations are the most

common type of public speaking. You’re in class and suddenly the professor wants

to hear how group projects are going. You, as the leader of your group, are asked to

stand and briefly discuss what the group is doing and how much you’ve completed

so far. That’s an impromptu speech.

You didn’t know when you headed to class that day that you’d be speaking in

public, but you did it. No sweat! Or maybe you’re in a meeting at work and the boss

announces that he wants you to brief everyone in the meeting on the new equipment

being installed that afternoon. Again, no prior planning, no notes, you just do it.

That’s impromptu speaking.

4. Extemporaneous Speech (Lumencandela, 2020)

The focus of most college courses in public speaking is the extemporaneous

speech. This is because this is the type of speech used most in business, education,

preaching, and political affairs. Few of us will ever have a professional staff of

speechwriters or ever deliver a speech with the aid of a teleprompter. But when you

do have a speech or presentation to deliver, you’ll want to sound prepared,

authoritative, and clear.

Simply stated, an extemporaneous speech is one where you will have time

for preparation and practice but will not be expected to read from a manuscript or to

have the speech memorized.

The question most students ask is, “How much time should be spent in

preparation and practice?” Perhaps Mark Twain said it best. When speaking about

100

preparing for an impromptu speech, he noted, “It usually takes more than three

weeks to prepare a good impromptu speech” (King).

While celebrated as a humorist, there is much truth in his words. To appear

to be speaking off the cuff, and to do it well, you must prepare thoroughly and

practice to perfection.

When you speak extemporaneously, it means you’ve had ample time to

prepare and research and that you have rehearsed your speech (many times) using

an outline or notes to remind you of the progression of ideas you wish to present.

You will follow all the normal steps outlined in the earlier chapters.

Choose a topic, narrow appropriately, analyze your audience, choose your

supports, and create an outline. You will know your speech so well and will amaze

your audience!

101

Lesson 5. Delivering an Impromptu Speech (Fleming, 2020)

An impromptu speech is a speech that you have to make without much or any time

to prepare. In life, this can happen when you attend special events, like weddings or

celebrations. In school, teachers use impromptu speeches as homework assignments to

help you develop communication skills and to help you prepare for those future life surprises

(Fleming, 2020).

You might find it helpful to write down your specific purpose on a sheet of paper. This

will give you a constant target at which to aim. It allows you, at a glance, to see if the

material you have gathered, and the organization of that material, directly relates to your

specific purpose (Fleming, 2020).

If you have a few moments before your speech is expected to begin, grab a writing

utensil and something to write on, whether it's a napkin, envelope, or the back of a receipt

you have on hand, and jot down a few thoughts (Fleming, 2020).

Highlight a few interesting or significant points. Try to memorize key points. If you

have time before your speech, create an outline of the major themes or points and commit it

to memory with a memorization trick, like an acronym.

Most politicians think of questions ahead of time (or topics to discuss), prepare some

talking points, and talk about those, despite the topic or question they're given. This is a

handy trick when you're facing a hard question or asked to discuss a topic with which you're

unfamiliar (Fleming, 2020).

Your goal is to deliver a one-sided conversation, off the cuff, so you are in complete

control. If you are speaking in front of friends or family, it may ease your nervousness to

express your lack of preparation.

Begin with your introductory sentence, elaborate, then start working your way to your

ending sentence. As you deliver your speech, concentrate on diction and tone (Fleming,

2020).

102

Lesson 6. Sample Speech: The Filipino Is Worth Dying For

This simple yet powerful statement by Benigno “Ninoy” S. Aquino, Jr., is one of the

most popular quotes in Philippine society (Francisco, 2020). It is quoted by great

statesmen in their speeches, it is reprinted on thousands of t-shirts, but in truth, Ninoy never

said this, at least not verbatim. Ninoy delivered before the Asia Society on August 4, 1980in

New York City, goes deeper than the oft-quoted shortened version implies, full text of this

statement, as follows (Tammy, 2008):

“I have spent almost eight long and lonely years in military confinement. The problem

of Martial Rule and its injustices have nagged me all these years.

During those eight years, I learned the true meaning of humiliation, of courage, of

hunger, and endless anxiety. Rather than be bitter, I have learned to accept my suffering as

cleaning process and a rare opportunity to really grapple with the problems of the Filipino.

I have asked myself many times: Is the Filipino worth suffering, or even dying, for?

Is he not a coward who would really yield to any colonizer, be he foreign or home-grown? Is

a Filipino more comfortable under an authoritarian leader because he does not want to be

burdened with the freedom of choice? Is he unprepared or, worse, ill-suited for presidential

or parliamentary democracy?

I have carefully weighed the virtues and the faults of the Filipino and I have come to

the conclusion that he is worth dying for because he is the nation’s greatest untapped

resource.

It would seem that he is more comfortable in being told to do than to think for

himself. But this is only a superficial impression because deep down in his being, he loves

freedom but puts the highest premium on human life and human dignity. Hence. He would

try to adapt till his patience runs out.

Is the Filipino prepared for democracy? Definitely. Even before the arrival of the

Spanish Conquistador, he had already practiced participatory democracy in his barangay.

103

He values his freedom but because he values human life more, he will not easily take up

arms and would rather wait till his patience runs out.

Yes, I have gained valuable insights in prison, and like an average Filipino, I would

like to tell Mr. Marcos this:

I can forgive you for what you have done to me over the past eight years because

this I can do, but I can never forgive you for depriving our people of their freedom because it

is not mine to forgive.

I have waited patiently for you to restore the democracy you took away from us on

that night of September 23, 1972. Like the average Filipino, please do not mistake my

patience for docility, my conciliatory demeanor for cowardice and lack of will.

I have chosen to suffer long years of solitary confinement rather than urge my

followers to put our country to the torch because, like the average Filipino, I put the highest

value on human life. And I dread the weeping of mothers whose sons will surely be

sacrificed at the altar of revolution. But please do not misinterpret this conduct for timidity

and subservience.

I have faced death a couple of times in prison. In 1975, I went on a hunger strike for

forty days and forty nights and I was near death when your jailers rushed me to the

Veterans Hospital.

I faced death in your detention camp when your army doctors diagnosed my heart

ailment as mere muscle spam, only to be told by doctors in the United States that I could

have died from the heart attacks while I was languishing in your jail.

Mr. Marcos: Please believe me when I tell you that, like the average Filipino, I will

again willingly face death in a freedom struggle if you will not heed the voice of conscience

and moderation. You were a soldier once, and you have repeatedly said many times, it is an

honor to die for one’s country and for one’s freedom. I hope you will now believe in what you

preach and pray that you shall at last desist from further trying the patience and resolve of

your countrymen. Mr. Marcos: Give us back our freedom or suffer the consequences of

your arrogance (Tammy, 2008).

104

Assessment Task 5-1

Read and internalize the essay of Benigno Aquino and answer the question

intelligently. (15 pts).

1. Who is Ninoy Aquino? What is his importance in the Philippine History? (3 pts)

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________

2. Why was Ninoy Aquino imprisoned, tortured and eventually killed? (3 pts)

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________

3. What was his position before he was imprisoned? (3 pts)

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________

4. What was his relationship with the President Ferdinand Marcos? (3 pts)

_________________________________________________________________________________

_________________________________________________________________________________

105

_________________________________________________________________________________

_________________________________________________

5. Are there similarities between Martial Law, as it was them, and today times? What

are they? (3 pts)

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

106

Assessment Task 7-2

Incorporating the knowledge you gained from Module 4: Best Practices of Public

Speaking, you might find it helpful to write down the specific purpose of your own or chosen

speech on a sheet of paper. Consider the following speeches (on links):

A-1 the 9 Most Epic Battle Speeches Ever Given By Filipinos

(https://filipiknow.net/battle-speeches-in-philippine-

history/#:~:text=The%209%20Most%20Epic%20Battle%20Speeches%20Ever%20Given,Th

e%20People%E2%80%9D%20Speech%20%281897%29.%20...%20More%20items...)

* Choose a speech, analyze the purpose and give your reflection. (15 pts)

A-2. 16 Famous Speeches That Shaped the History of the World

(https://www.scoopwhoop.com/inothernews/historical-

speeches/#:~:text=16%20Famous%20Speeches%20That%20Shaped%20The%20History%

20Of,Kennedy%20Inauguration%20Speech%20-

%20John%20F.%20Kennedy%2C%201961)

* Choose a speech, analyze the purpose and give your reflection. (15 pts)

107

Assessment Task 7-3

Deliver a 3 to 5 minute-speech (of your choice and/or original writing), and upload

on YouTube/FB. Share the link to your professor/class for grading and viewing by the

audience (50 points). Your teacher or course professor will set the rubrics. Encourage

comments from your audience.

108

Summary

The fear of public speaking is something that a lot of people have. It is usually

one of the most common fears that one has. But the best way to conquer it is – to

just do it well until it gets you easier. Think of a topic that you can engage and

deliver to your audience.

References

Fleming, G. (2019, 12 August). ThoughtCo. Retrieved from How to Give an Impromptu

Speech: https://www.thoughtco.com/impromptu-speech-

1857493#:~:text=An%20impromptu%20speech%20is%20a%20speech%20that%20y

ou,help%20you%20prepare%20for%20those%20future%20life%20surprises.

Jaiswal, R. (n.d.). Public Speaking Resources. Retrieved from

https://publicspeakingresources.com/argumentative-speech-

topics/#:~:text=%20Essential%20components%20of%20an%20Argumentative%20s

peech%3A%20,argument%20needs%20to%20have%20reasonable%20and...%20M

ore%20

Lumencandela. (2020). Lumen. Retrieved from Lumen:

https://courses.lumenlearning.com/atd-fscj-publicspeaking/chapter/four-types-of-

speeches/

Surbi, R. (2020). Businessmanagementideas.com. Retrieved from

businessmanagementideas.com:

109

https://www.businessmanagementideas.com/presentations/speech-purposes-

general-and-specific-presentation/3114\

Tammy. (2008, August 20). Winding Staircase. Retrieved from Climbing the Winding

Staircase: https://windingstaircase.blogspot.com/2008/08/filipino-is-worth-dying-for-

ninoy.html

Vicky. (2020). Communication: Meaning, Purpose, Importance and Principles. Retrieved

from yourarticlelibrary.com:

https://www.yourarticlelibrary.com/management/communication/communication-

meaning-purpose-importance-and-principles/60291

Tiglao, R. D. (2020, August 24). Retrieved from

https://www.manilatimes.net/2020/08/24/opinion/columnists/topanalysis/ninoy-the-

filipino-is-worth-dying-for-or-is-it-the-presidency/758843/

FINALS PERIOD TOPICS

• Communication in the Workplace

• Communication for Academic Purposes

- MCMA