The documents I upload is all about purposive Communication for 1st year college student. It appears to be a comprehensive and practical resources for 1st year student. And of course to develop their Communication skills, improving written and enhancing critical thinking .
This module was developed by Dr. Kristoffer Conrad M. Tejada, Dr.
Maria Luisa A. Valdez, and Dr. Ronel M. Sapungan, all of Batangas State
University, Batangas City, Philippines, as part of the university’s transition to
flexible, alternative mode of teaching and learning.
No part of this module may be reproduced, reprinted, distributed, or
transmitted in any form or by any means without prior written permission of
the module developers or of Batangas State University, except in the case of
brief quotations embodied in critical reviews and certain other non-commercial
uses permitted by copyright law.
,BatStateU Purposive Communication
TABLE OF CONTENTS
Title Page 1
Table of Contents 3
Foreword 4
Brief Description of the Module 5
Course Description and Intended Learning Outcomes 7
Model Utilized 8
Lesson 1: Communication Principles and Ethics 9
Communication and Globalization 12
Ethics in Communication 15
Lesson 2: Local and Global Communication in Multicultural Settings 20
Communication Styles 20
Varieties and Registers of Spoken and Written Language 22
Lesson 3: Evaluating Messages and Images of Different Text Types 26
The Power of Words and Images 27
Multimodality 28
Lesson 4: The Rise of New Media and Technology Aids in 31
Communication
Social Media Use 31
Language and the New Media 36
Communication Planning 39
Communication Strategies in Tech-based Communication 40
Lesson 5: Communication for Work Purposes 41
Part 1 - Oral Communication in the Workplace 41
Part 2 - Preparing the Cover Letter and Curriculum Vitae 46
Online interviews, physical/virtual meetings and etiquette 53
Preparing Correspondence via print or email 60
Preparing Letters and Email Messages with netiquette 64
Lesson 6: Communication for Academic Purposes 69
The Stylistic Elements of Good Academic Writing 69
Socio-political Analysis Paper 77
Position Paper 81
Research-based Documented Essay 86
, BatStateU Purposive Communication
Foreword
The global pandemic caused by CoViD-19 in the first quarter of 2020 has
significantly disrupted the ways in which the general society operates. In the Philippines,
the whole country was placed under a State of Public Health Emergency as early as March
08, 2020, which was followed by the declaration of an Enhanced Community Quarantine
(ECQ) over the entire Luzon effective March 17, 2020. This entailed restrictions in the
movement of the general population and the temporary closure of non-essential
establishments and businesses, with very few exceptions. Despite the measures established
by the government, reinforced by magnanimous efforts of private groups and individuals,
the number of individuals with confirmed COVID-19 cases continued to rise.
This phenomenon has not only affected the economic conditions and socio-political
landscapes of countries all over the world, but has also altered the way educational
institutions deliver instruction and provide academic and administrative services. There is
a wide consensus among experts and government authorities that schools should remain
closed for students even after community quarantine protocols have relaxed, and so flexible
and alternative modes of teaching and learning have been adopted.
For these reasons, this module on Purposive Communication (PC) was developed,
guided by Memorandum Order No. 325, s.2020 by the Office of the University President of
Batangas State University. The general direction given was the continuous delivery of
instruction (1) without compromising quality and the attainment of Intended Learning
Outcomes, but (2) considering the various contexts of the faculty and students.
After a survey was conducted among faculty and students, and after consultations
with various stakeholders, the developers revised the existing PC syllabus, structured
content, and designed activities intended to engage students and facilitate meaningful
learning in a flexible learning environment. The inputs, learning activities, and assessment
tasks cover realistic scenarios that would not simply provide the professor a basis for
assigning a grade, but more importantly, give students additional opportunities to learn
through experience.
Guided by the educational theories of asynchronous learning and differentiated
instruction, this module offers guidance and direction for students to learn at their own
pace with contextualized options for receiving inputs and submitting outputs. It is hoped
that this instructional material provides sufficient support to the students in acquiring the
competencies to complete the course despite the prevailing social and economic conditions.
This is staying true to the constitutional mandate, as specified in Article XIV, Sec. 1 of the
1987 Constitution, to “protect and promote the right of all citizens to quality education at
all levels… and take appropriate steps to make education accessible to all.”
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