College for Research & Technology of

Cabanatuan
Burgos Avenue, Cabanatuan City 3100
Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

PRELIMINARY TERM NOTES

WEEK 2
TOPIC/COVERED o Communication Processes, Principles and Ethics
o Communication Models
o Communication and Globalization (Globalization, World Englishes,
Readings in World English)
o Culturally Sensitive and Bias-Free Language

DEFINITION OF COMMUNICATION
Communication is sending and receiving information between two or more people. The person
sending the message is referred to as the sender, while the person receiving the information is called
the receiver. The information conveyed can include facts, ideas, concepts, opinions, beliefs, attitudes,
instructions and even emotions. (study.com)
Communication is the act of conveying intended meanings from one entity or group to another
through the use of mutually understood signs and semiotic rules. (Wikipedia.com)
Communication is a process by which information is exchanged between individuals through a
common system of symbols, signs, or behavior. (Merriam-Webster dictionary)
Communication is simply the act of transferring information from one place to another.
(skillsyouneed.com)
Communication is a two-way process of sending a message from one person to another. This
implies that any communication should involve a transaction: a person wants to talk to someone about
something because the person needs something from that someone.
Communication is stirring up ideas in the mind of another. It is the sharing of ideas among a
group of people. It is imparting concepts to an audience. Monroe et al. (1982) described it as the sharing
of experiences publicly for the common good.
Almost everything that each student has done or encountered may be considered
communication. Note that even the ringing of the alarm and listening to the radio are considered
communication. This is because central to all communication is the sending of a message that stirs up
ideas in the mind of another. Such a message is communicated to a listener through verbal and
nonverbal communication behaviour. However, being able to talk does not guarantee that student is
already a good communicator. Pace et al. (1979) observed that communication has to be learned. More
importantly, communication has to be mastered. However, before these, the process of communication
must first be understood.

MODELS OF COMMUNICATION
The best way to understand communication is to see it graphically. Many authors and
researchers have come up with their own models based on what they want to emphasize as being an
important component of communication. The following four models of communication will introduce
the elements of communication, which will be discussed in the next lesson.

Aristotle’s Model of Communication (5BC)

This is considered as the first and earliest model of communication. Aristotle focused on the
Speaker and the Message for his model, wherein the most important part in his model is the Setting
where the Listener is situated. It is the Setting that dictates the Message. The three settings in Aristotle’s
time were legal, deliberative and ceremonial. The Legal Setting meant the courts where ordinary people
defended themselves. The Deliberative Setting meant the political assemblies, the highest of which was
the Roman Senate. The Ceremonial Setting meant the celebrations held when they won a war, when

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they lost a leader or had a new one, and when they welcomed a visiting leader from another kingdom or
country. Such occasions called for speeches of welcome, poems of tribute or eulogies, and poems of
lament.

Claude Shannon and Warren Weaver’s Model of Communication (1948)

This model gave us the concept of “noise”. This is often called the Telephone Model because it is
based on the experience of having the message interfered with by “noise” from the telephone
switchboard back in the 1940s.
In this model, Shannon and Weaver assert that the Message sent by the Source (Speaker) is not
necessarily the Message received by the Destination (Listener). This is due to the intervention of “noise”
or anything that hampers the communication. Even today, with our advanced cell phone technology,
there are still barriers to clear transmission and reception of calls. Dropped calls, calls that echo, faint
signals – all interfere with the communication of the message.

Wilbur Schramm’s Model of Communication

Wilbur Schramm is considered as the Father of Mass Communication. Schramm asserts that
communication can take place if and only if there is an overlap between the Field of Experience of the
speaker and the Field of Experience of the listener.
What is Field of Experience? It is everything that makes a person unique – everything s/he has
ever learned, watched, seen, heard, read and studied. In other words, it is everything a person has ever
experienced or not experienced, done or not done. In fact, this is practically everything that has
happened in his/her life. It is this Field of Experience that is used to interpret the Message and create a
Response. It is also this Field of Experience of the Listener that needs to overlap with the Speaker’s Field
of Experience, which can only happen when the two fields have commonalities.

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Eugene White’s Model of Communication (1960)

This model tells us that communication is circular and continuous, without a beginning or end.
This is why he made a cyclical model. He also points out that although we can assume that
communication begins with thinking, communication can actually be observed from any point in the
circle.
Eugene White contributed the concept of Feedback to the field of communication. Feedback is
the perception by the Speaker about the Response of the Listener. The Speaker can only receive
Feedback if the Speaker is monitoring the Listener. The Speaker will know what the Listener’s Response
is only if s/he is paying attention.

ELEMENTS OF COMMUNICATION
Speaker – chooses his purpose, crafts the message accordingly, and decides how to deliver it.

Message – is what needs to be delivered or imparted to somebody else. This is central to the
process because the point of communicating is to say “something”. The Message to be sent is based on
why the Speaker wants to say it, what the Speaker wants to say, and how the Speaker wants to say it.

Listener – receives the Message. It is the Listener who makes sense of what is said and reacts to
it – by clapping, nodding the head, replying, asking a return question, following the speaker, falling
asleep or walking out.

Channels – are the means by which the Message is sent. There are only five channels: ears,
eyes, skin, mouth and nose. In other words, a message is sent and received via the senses.

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Response – is the only way the Speaker knows that the Message has been received. Whether
the Listener responds or not is central to the communication process. The Response is, of course, based
on the Interpretation of the Message by the Listener.

Feedback – is the result of monitoring by the Speaker of the Listener’s Response. Making sure of
what the Feedback is will help the Speaker in continuing with the next Message.

Noise – is any barrier to communication. It could be a physical noise, physiological noise or

psychological noise.

Communicative Situation – has two components: the physical and the psychological setting. The
physical location is usually chosen for the purpose it will serve. The psychological setting depends on the
participants.

COMMUNICATION ETHICS
Ethical communication is fundamental to responsible thinking, decision-making and the
development of relationships and communities within and across contexts, cultures, channels and
media. Moreover, ethical communication enhances human worth and dignity by fostering truthfulness.
Fairness, responsibility, personal integrity and respect for self and others.
Hence, there are four ethical principles of communication that are especially relevant for
students today. Here are the following communication ethics:
1. They advocate truthfulness, accuracy, honesty and reason as essential to the integrity of
communication.
2. Communication endorses freedom of expression, diversity of perspective and tolerance of
dissent to achieve the informed and responsible decision-making fundamental to a civil society.
3. Communication that degrades individuals and humanity through distortion, intimidation,
coercion and violence and through the expression of intolerance and hatred should be
condemned.
4. Communication should accept responsibility for the short and long term consequences of our
own communication and expect the same of others.

COMMUNICATION AND GLOBALIZATION

GLOBALIZATION
Globalization has affected us in numerous ways. Because of the effects of globalization among
us, it is imperative to be aware of the differences between our culture and the rest of the world’s
culture.
Because of the advent of the Internet, the world seems to be shrinking continually. One can
communicate internationally in a matter of seconds, whether one is sending an email, chatting in social
media or access to films, academic papers and the like form countries around the world and vice versa.
Given this increasingly shrinking world, one should know the difference between the kind of English that
we write and speak and the kind of English that exist outside of the Philippines.

WORLD ENGLISH
The two most well-known varieties of English are those of colonial superpowers: British English
and American English. But there are many multilingual countries around the world in which varieties of
English have developed. This may be because English was initially “transported” to that country by
English-speaking settlers – as in the United States, Canada, Australia and New Zealand. It could also be
that English have been brought to that country as a language of conquest by English-speaking colonizers
– as in South Africa, Hong Kong, Malaysia, Singapore and in the Philippines. In the latter countries,
English has a particular role as official language, medium of instruction or even language of law and
government. English is also studied as a foreign language in some non-English countries, such as Holland

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and Yugoslavia, Korea and Japan. In these countries, there are exposures of English, and it is often
learned for career progression because it is the language of international business.
As mentioned earlier, all of these World Englishes are equal in functionality, but not all are equal
in prestige. The idea, however, in writing, is to adhere to the Standard English of one’s country because
each variety, including those of the United States and United Kingdom, has its own peculiar or individual
features. These features include differences in spelling, pronunciation, punctuation, favored words and
expressions, and sometimes grammatical constructions. The table that follow gives an example of some
of these differences for American English and British English.

Aspect American English (US) British English (UK)

Punctuation She said, “I’ll be at work by 8 She said, “I’ll be at work by 8
a.m.” a.m.”
Date March 2, 2017 2 March 2017
Spelling Center, color, organize, Centre, colour, organise,
program programme
Words Elevator, pants, diaper Lift, trousers, nappy
Expression/Local idiom Ruffled feathers (agitated) Knickers in a twist (agitated)
Grammar Do you have that book? Have you got that book?
Pronunciation (irrelevant in Vase /vãs/ - sounds like VEYZ Vase /va:z/] – sounds like VAHZ
writing)

Philippines English, as well, has its unique and idiosyncratic usages. For example, “comfort
room” is a Philippine term for “washroom,” “toilet” or “lavatory”. This implies that even in our country,
we have our “own” English to which may differ from those English of other countries. In summary, in
everyday speech and informal contexts, one is free to use his or her own variety of English. However, in
more formal writing contexts, one should be able to identify which features of this variety may not be
understood by other speakers of English and to use alternatives that will be understood by a wider
audience.

CULTURALLY SENSITIVE AND BIAS-FREE LANGUAGE

Just as important as awareness of the existence of World Englishes is that of practicing cultural
sensitivity. To write in a culturally sensitive way means to be aware that cultural differences and
similarities between people exists and that these should not be assigned a positive or negative value via
words and descriptions selected in writing. Academic and professional writings are characterized by
bias-free language.
Here are some general principles to follow when referring to different groups or categories:
1. Race and Ethnicity – racism is a form of discrimination against a person or persons of a different
race. In general, it is best to avoid identifying people by race or ethnic group. Race is an
emotionally charged topic, so it is best to tread carefully with the language used and to refer to
race. Next, one must be attuned to the current terminology by which racial and ethnic groups
refer to themselves. It is also important to be sensitive to religion when referring to various
ethnic groups. Assumptions should not be made that stereotype a race, nationality, or ethnic
group with a specific religion.
2. Gender and Sexual Orientation – sexism refers to the prejudice and discrimination based on sex
or gender. To be inclusive of all people in general references, one should favor gender-neutral
words and phrases over gender-biased words.
3. Social Class – class discrimination or classism is a form of prejudice against a person or people
because of their social class.
4. Age – ageism is a form of discrimination against other people because of their age, or assuming
that older people are less physically, intellectually, or emotionally able than other age groups.
5. Disabilities – discrimination in this are often arises because of lack of understanding and
awareness.

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Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

WEEK 3
TOPIC/COVERED o Local and Global Communication in Multicultural Settings
o Varieties and Registers of Spoken and Written Language

VERBAL COMMUNICATION SKILLS IN A MULTI-CULTURAL

ENVIRONMENT
Apparently, to its basic level communication is quite easy with a limited knowledge of a different
language; however, a successful communication in a working environment requires a high level of
expertise. For example, English, the most widely spoken language, can put a native user of this language
in difficulties while talking to a person from another English speaking nation as the accents, word usage,
and dialects varied to a great extent in the UK English, US English or in Australian English. So, the verbal
skill involves your ability to understand different accents, to use it in an internationally recognizable
pronunciation and to master the word-craft-ship in the better correlation with the signifier and
signified.
For an effective communication even the underlying or implied meaning of a statement has to
be known along with the linguistic one as in almost every culture idiomatic expressions are very
common to be used widely. Additionally, the cultural-bound terms may have the chance to bewilder you
even if you are a native user of a language as these sorts of terms are identical to a particular location in
a country. For instance, as the concept of a ‘knock, knock joke’ may not be understood by someone
carrying another cultural traits. Some other culture-bound words as picked up by Chad Lewis are ‘pie
chart’, ‘high five’, ‘get out of jail free card’, ‘touchdown’, ‘piggy bank etc. which are commonly used in
the United States but may be hard to understand to people from different states.

NON-VERBAL COMMUNICATION SKILLS IN A MULTI-CULTURAL

ENVIRONMENT
Chad Lewis, in his Successful Communication in Multi-cultural Environments, orchestrates how
the non-verbal expressions matter to the successful communication under a diverse cultural rainbow. To
him even the secondary channels like smell, movement (fidgeting), our body position (posture), facial
expressions, yawning to convey a message are important to have a control over, though it not always
possible to do so. For example, seeing a person riding a bi-cycle we can guess that the person is too poor
to own a car, he or she has a low social status or perhaps the person had their driving license revoked,
though the person might have used it just for being environmentally friendly.
Another challenge of the communication in a diverse setting lies in the fact that the secondary
channel to convey an expression may be interpreted just opposite to people with other cultural identity.
So learning the body language, personal space or distance in a conversation, and intonation being
practiced in a particular community can be very crucial to have learned to develop your communication
skill.
In communication, kinesics that refers to the usage of body language, gestures, eye-contacts
etc. can be another issue to pose challenges in a diverse culture. In some places eye-contact is treated as
a sign of paying attention or showing interest, but still there are communities that would rather readily
take it as a sign of aggression. Again, head wobbling being used in India as a body language to answer a
question can lead to misinterpretation to some other cultural context. One more example can be cited
in this regard is a physical movement like giving a quick pat on the back to show support or
encouragement to a colleague can put you in an awkward situation as there are places where touching
of any kind especially between the opposite sexes is strictly prohibited.
Intonation conveying a non-verbal message can be another communication challenge for a
diverse group as the meaning associated with it is not universal. For instance, in the sentence, ‘you are
going to party’, the accent on the word, ‘party’ would indicate a question for one group while some
other groups may take it as an expression of anger or irritation.

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Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

VARIETIES AND REGISTERS OF SPOKEN AND WRITTEN LANGUAGE

The language register determines the vocabulary, structure, and some grammar in your writing.
The three most common language registers in writing are:
1. Formal 2. Informal 3. Neutral

We use different language registers for different types of writing, just as we speak differently to
different people. You would not speak to the President of the United States the same way you would
talk to your brothers.
To your brother: What's up? It's awesome that you came to visit!
To the President: Good morning, Mr. President. We appreciate your visit.

The formal register is more appropriate for professional writing and letters to a boss or a stranger.
The informal register (also called casual or intimate) is conversational and appropriate when writing to
friends and people you know very well.
The neutral register is non-emotional and sticks to facts. It is most appropriate for technical writings. In
articles such as these, we tend to mix the formal and informal registers to present the information in an
easy to understand and personal tone.

FORMAL LANGUAGE REGISTER

Formal writing is probably the most difficult type of writing. It is impersonal, meaning it is not written for
a specific person and is written without emotion. Some kinds of writing are always written in formal
English.
Formal writing includes:
o Business Letters o Official speeches
o Letters of complaint o Announcements
o Some essays/ Reports o Professional emails

There are many rules for writing in formal writing. We will discuss some of the most common rules here.

Rules of the formal language register:

1. Do not use contractions. (Contractions – shortcuts)

Contractions are not usually used in formal writing, even though they are very common in spoken
English. In formal writing, you should spell out contractions.
Examples:
In formal writing, you should use:
 cannot instead of can’t  could not instead of couldn’t
 have not instead of haven’t  is not instead of isn’t

Contractions CAN be used if you are quoting someone’s exact words in your writing.
Example: “Two-thirds of my eighth grade students can’t read at grade level,” the professor stated.

Keep in mind that an apostrophe does not always make a contraction.

Apostrophes are also added to nouns to show ownership.
These are used in all language registers, including formal.
Examples:  children’s classroom  professor’s report

2. Spell out numbers less than one hundred.

Examples:
 nineteen  seventy-eight
 twenty-two  six

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3. Write in third person point of view.

In formal writing, we usually do not use first person or second person unless it is a quote.
Avoid using:
 I  We
 You  Us

Examples:
 You can purchase a car for under $10,000.
 One can purchase a car for under $10,000.
 A car can be purchased for under $10,000.

 You will probably see an elephant on an African safari.

 One may see elephants on an African safari.
 Elephants are a common sight on African safaris.

 We decided to invest in the company.

 The group decided to invest in the company.

4. Avoid using too much passive voice.

In formal writing it is better to use an active voice.

Passive sentences: Active sentences:

 The bone was eaten by the dog.  The dog ate the bone.
 The research was completed by the  The students completed the research in
students in 2009. 2009

 “Apostrophes are also added to nouns to show ownership.”

 “Additionally, add an apostrophe to a noun to show ownership.”
 “Use apostrophes with nouns to show ownership.”

5. Avoid using slang, idioms, exaggeration (hyperboles) and clichés.

Slang is common in informal writing and spoken English. Slang is particular to a certain region or area.
Examples of slang:
 awesome/cool  check it out
 okay/ok  in a nutshell

A cliché is a phrase that is overused (said too often).

Common clichés:
 too much of a good thing  Time is money.
 moment of truth  Beauty is only skin deep.

6. Avoid abbreviations and acronyms.

If you use an acronym or abbreviation, write it out the first time.
When using acronyms, write the entire name out the first time it appears, followed by the acronym.
From then on, you can use the acronym by itself.
Examples:
 National Aeronautics and Space Administration (NASA)
 Kansas Department of Transportation (KDOT)

For abbreviations, write the complete word the first time, then use the abbreviation.
Examples:
 influenza => flu  tablespoon => tbsp.
 United States of America => U.S.A/USA  Kansas => KS

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Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

Do not use slang abbreviations or symbols that you would use in friendly emails and texts.
Examples:
 LOL (laugh out loud)  b/c (because)
 ttyl (talk to you later)  w/o (without)
 & (and)  w/ (with)

7. Do not start sentences with words like and, so, but, also.
Here are some good transition words and phrases to use in formal writing:
 Nevertheless  In addition
 Additionally  As a result of
 However  Although

8. Always write in complete sentences.

9. Write longer, more complex sentences.

INFORMAL LANGUAGE REGISTER

Informal writing is written in the way we talk to our friends and family.
We use informal writing when we are writing to someone we know very well.

Some kinds of writing can be written in an informal style.

Informal writing includes:
 Personal e-mails  Short notes  Most blogs
 Phone texts  Friendly letters  Diaries and journals

There are no major rules to informal writing.

With informal writing, you can include things such as:
 Slang and clichés  First person, 2nd, 3rd…
 Figurative language  Paragraphs or no paragraphs
 Symbols and abbreviations  Jokes
 Acronyms  Personal opinions
 Incomplete sentences  Extra punctuation (Hi Bob!!!!!!!)
 Short sentences  Passive and active voice

NEUTRAL LANGUAGE REGISTER

We use the neutral language register with non-emotional topics and information. Neutral writing is not
necessarily formal or informal. It is not usually positive or negative. A neutral register is used to deliver
facts.
Some writings are written in a neutral register. This means they are not specifically formal or informal.
Writing in the natural language register includes:
 Reviews  Some essays
 Articles  Technical writing
 Some letters

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Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

WEEK 4
TOPIC/COVERED o Evaluating the Message of Different Types of Texts Reflecting
Different Culture: It’s Content, Purpose, Convention of the
Message by Text and/or Image

DIFFERENT TEXT TYPES

DESCRIPTIVE TEXT TYPE
Based on perception in space. Impressionistic of landscapes or persons are often to be found in
narratives such as novels or short stories.

Example: About fifteen miles below Monterey, on the wild coast, the Sido family had their farm, a few
sloping acres above the cliff that dropped to the brown reefs and to the hissing white waters of the
ocean.

Purpose
Description is used in all forms of writing to create a vivid impression of a person, place, object or
event e.g. to:
o Describe a special place and explain why it is special.
o Describe the most important person in your life.
Descriptive writing is usually used to help a writer develop an aspect of their work, e.g. to create
a particular mood, atmosphere or describe a place so that the reader can create vivid pictures of
characters, places, objects etc.

Features
Description is a style of writing which can be useful for a variety of purposes:
o to engage a reader's attention
o to create characters
o to set a mood

Language
o aims to show rather than tell the reader what something/someone is like.
o relies on precisely chosen vocabulary with carefully chosen adjectives and adverbs.
o is focused and concentrates only on the aspects that add something to the main purpose of the
description.
o sensory description - what is heard, seen, smell, felt, tasted. Precise use of adjectives, similes,
metaphors to create images/pictures in the mind e.g. their noses were met with the acrid smell
of rotting flesh.
o strong development of the experience that "puts the reader there" focuses on key details,
powerful verbs and precise nouns.

NARRATIVE TEXT TYPE

Based on perception in time. Narration is the telling of a story; the succession of events is given
in chronological order.

Purpose
The basic purpose of narrative is to entertain, to gain and hold readers' interest. However,
narratives can also be written to teach or inform, to change attitudes / social opinions e.g. soap operas
and television dramas that are used to raise topical issues. Narratives sequence people/characters in
time and place but differ from recounts in that through the sequencing, the stories set up one or more
problems, which must eventually find a way to be resolved. The common structure or basic plan of
narrative text is known as the "story grammar". Although there are numerous variations of the story
grammar, the typical elements are:

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o Setting — when and where the story occurs.

o Characters — the most important people or characters in the story.
o Initiating event — an action or occurrence that establishes a problem and/or goal.
o Conflict/goal — the focal point around which the whole story is organized.
o Events — one or more attempts by the main character(s) to achieve the goal or solve the
problem.
o Resolution — the outcome of the attempts to achieve the goal
The graphic representation of these story grammar elements is called a story map. The exact
form and complexity of a map depends, of course, upon the unique structure of each narrative and the
personal preference of the teacher constructing the map.

Types
There are many types of narrative. They can be imaginary, factual or a combination of both.
They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories,
fables, myths and legends, historical narratives, ballads, slice of life, personal experience.

Features:
o Characters with defined personalities/identities.
o Dialogue often included - tense may change to the present or the future.
o Descriptive language to create images in the reader's mind and enhance the story.

Structure
In a Traditional Narrative the focus of the text is on a series of actions:

Orientation
(Introduction) in which the characters, setting, and time of the story are established. Usually
answers who? When? Where? E.g. Mr. Wolf went out hunting in the forest one dark gloomy night.

Complication or problem
The complication usually involves the main character(s) (often mirroring the complications in real
life).

Resolution
There needs to be a resolution of the complication. The complication may be resolved for better or
worse/happily or unhappily. Sometimes there are a number of complications that have to be resolved.
These add and sustain interest and suspense for the reader.
Furthermore, when there is plan for writing narrative texts, the focus should be on the following
characteristics:
o Plot: What is going to happen?
o Setting: Where will the story take place? When will the story take place?
o Characterization: Who are the main characters? What do they look like?
o Structure: How will the story begin? What will be the problem? How is the problem going to be
resolved?
o Theme: What is the theme / message the writer is attempting to communicate?

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EXPOSITORY TEXT TYPE

It aims at explanation, i.e. the cognitive analysis and subsequent syntheses of complex facts.
Example: An essay on "Rhetoric: What is it and why do we study it?"
There is a chance that your work may fall flat if you have not chosen one of the really good
expository essay topics. Not all topics out there are interesting or meaty enough to be thoroughly
investigated within a paper. Make sure you put effort into choosing a topic that has a lot of material to
cover it and pique the interest of readers!
Trending Topics: Are there any hot issues that deserve some deep discussion? If so, consider
educating people on this seemingly new occurrence through the use of a well-written essay.
Example: Cultural and Historical Shifts.
A topic close to your heart: It is easy much easier to defend a thesis if you find yourself
passionately thinking about the topic. If you have an advocacy and want to inform others, choose this
path and you might be able to sway beliefs!
Comparing the past and the present is a good way of framing an argument, especially if a lot has
been written about it.

ARGUMENTATIVE TEXT TYPE

Based on the evaluation and the subsequent subjective judgment in answer to a problem. It
refers to the reasons advanced for or against a matter. The writer usually argues with another side to
convince the reader to join a certain side.

LITERATURE
A literary text is a piece of written in water, such as a book or poem that has the purpose of
telling a story or entertaining, as in a fictional novel. Its primary function as a text is usually aesthetic,
but it may also contain political messages or beliefs. American schoolchildren and their parents are
taught that literary texts contrast with informational texts that have the purpose of providing
information rather than entertainment. Informational texts, such as science briefs and history books, are
increasingly receiving emphasis in public school curricula as part of the Common Core State Standards.
As a result, many parents have challenged the idea that literary texts are of less pedagogical value than
informational ones.

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Cabanatuan
Burgos Avenue, Cabanatuan City 3100
Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

WEEK 5
TOPIC/COVERED o Communication Aids and Strategies Using Tools of Technology

COMMUNICATION AIDS
A communication aid is anything that helps an individual communicate more effectively with
those around them. This could range from a simple letter board to a more sophisticated piece of
electronic equipment.
Communication aids come in many shapes and sizes. Most need to be customized to match the
physical, intellectual and social needs of the individual (see NECAS for more information). This includes
personalizing the vocabulary and content and considering issues such as how the person will carry the
aid, point to items, and update and maintain the aid.
There are 4 different types of communication aids:
Comprehensive Expressive Aids: These aids aim to meet most of a person’s communication
needs throughout their day. They include alphabet boards and communication boards and books, with a
wide range of messages represented by letters, words, photos and/or symbols.
Targeted Expressive Aids: These aids are designed for specific situations when limited message
sets are needed, such as community request cards, or object symbols to allow a person to make basic
requests.
Visual Supports: Visual supports assist a person to make sense of their day, remember events,
or help with the completion of tasks. Many people with complex communication needs have difficulty
with memory and understanding abstract information. Examples of visual supports are picture or object
calendars, picture shopping lists, and picture social stories.
Supports for Communication Partners: These provide details about an individual with complex
communication needs, his/her means of communication, and other routine related information that
assist a communication partner to consistently support this person throughout the day. Examples are a
‘Book About Me’, Personal Communication Dictionary or Personal History.
Additional Aid: The Use of Technology

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MIDDLE TERM NOTES

WEEK 7
TOPIC/COVERED o Communication for Various Purposes

COMMUNICATION FOR VARIOUS PURPOSES

Informative Communication
When people share knowledge about the world in which they live, they are participating in the
process of informative communication. Informative messages attempt to present an objective—that is,
truthful and unbiased—view of the topics being considered.

Affective Communication
Affective communication is the process through which people express feelings about things,
themselves, and others. Expressions of positive and negative feelings about places, objects, events,
policies, and ideas are called opinions. Expressions of feelings about oneself are known as self-
disclosures. Expression of both positive and negative feelings about others is vital to maintaining close
relationships. Expressions of positive feelings let friends and loved ones know that they are valued.

Imaginative Communication
Imaginative communication may be defined as the process through which invented situations
are created and, in most cases, shared. Whenever people invent jokes or stories, speculate, daydream,
or make believe, they are engaged in imaginative communication. People also engage in imaginative
communication when they appreciate fictional messages found in books, magazines, newspapers, films,
television dramas, plays, and conversations.

Persuasive Communication
Persuasive communication may be defined as the process through which people attempt to
influence the beliefs or actions of others. In many cases persuasive communication involves people who
are important to each other—parents influence children, children influence parents, and friends
influence each other. Persuasive communication such as advertising frequently involves strangers.

Ritualistic Communication
Ritualistic communication is the process through which people meet social expectations. The
word ritual comes from the Latin ritualis, meaning “pertaining to rites.” At one time rites were seen as
acts of religious or public ceremony. People were expected to perform the rites in a certain way. People
still have strong expectations about how others should act in a wide range of social situations.

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Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

WEEK 8
TOPIC/COVERED Communication for Work Purposes

o Introduction
o Communication and the Twenty-First Century Workplace

COMMUNICATION FOR WORK PURPOSES

Workplace communication is the process of exchanging information and ideas, both verbal and
non-verbal, within an organization. An organization may consist of employees from different parts of the
society. These may have different cultures and backgrounds, and can be used to different norms. To
unite activities of all employees and restrain from any missed deadline or activity that could affect the
company negatively, communication is crucial. Effective workplace communication ensures that all the
organizational objectives are achieved. Workplace communication is tremendously important to
organizations because it increases productivity and efficiency. Ineffective workplace communication
leads to communication gaps between employees, which causes confusion, wastes time, and reduces
productivity. Misunderstandings that cause friction between people can be avoided by effective
workplace communication. Effective communication, also called open communication, prevents barriers
from forming among individuals within companies that might impede progress in striving to reach a
common goal. For businesses to function as desired, managers and lower-level employees must be able
to interact clearly and effectively with each other through verbal communication and non-verbal
communication to achieve specific business goals. Effective communication with clients plays a vital role
in development of an organization and success of any business. When communicating, nonverbal
communication must also be taken into consideration. How a person delivers a message has a lot of
influence on the meaning of this one.
Another important aspect to have effective workplace communication is taking into
consideration the different backgrounds of employees. "While diversity enriches the environment, it can
also cause communication barriers." Difficulties arise when a coworker’s cultural background leads him
or her to think differently than another. It is for this reason that knowing about intercultural
communication at work and learning how to treat others without offending them can bring several
benefits to the company.

Method of communication
Different people absorb information in different ways. To make sure that the information
conveyed is understood by all, the method used for communication must be simple, clear, and precise.
When presenting vital information, using pictures will make way for easy understanding. The presence
of trust inside a corporation will also simplify the use of communication. Relationships must be
established between coworkers to create a tension-free workplace. Messages should be sent and
received with no alterations. To achieve healthy relationships in the workplace, behaviors such as
bullying, taking credit for someone else's work and free riding should be avoided. These will create toxic
relationships that will, in the long run, impact negatively a company and the productivity. Preferring
two-way communication is considered best for communicating. Adequate importance can be given for
discussion, questions and clarifications.

Content
The content of the information plays a major role in workplace communication. The level of
detail must be according to the grasping capacity of the audience. Giving too much detail may get the
audience bored and too little detail won’t make them involved. Use of jargon while communicating is
not considered good for effective workplace communication.

Skills

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Getting the message across efficiently depends on the skills of the communicator such as
presentation skills, group facilitation skills, negotiation and written communication skills. Successful
communication also depends upon the capacity of the employees to understand the information. This
requires providing the employees some basic financial literacy like financial statements, sales,
profitability, etc.
When selecting a candidate, most employers seek for those who have strong speaking and
writing skills. Problem solving and self- motivation are also highly necessary skills among the workplace.
These allow rapidly changing environments to become less of a challenge.

Tools
With the fast evolution of technology, companies have to stay up to date with communication
tools that facilitate the workplace communication. Some of these include email, blogs, instant
messaging and even social media sites such as Twitter and Facebook. It is important to keep in mind that
sending an email, a fax or a letter does not necessarily mean that communication has taken place. Only
when a message has been sent, received and understood by the intended receiver, it can be said that
communication has occurred.
Even though they facilitate communication, studies have shown that communication tools may
distract employees from their duties. To reduce the interrupt effect, methods such as employee training
and changing of environment can be implemented. Employees making themselves unavailable during
specific times of the day or week can also help resolve this issue. This will increase concentration and as
a result, productivity.
The solution to have effective communication in a workplace can be achieved by having a
central portal where everybody can access all the relevant information, communications, documents,
and contracts in one place.

Barriers
Common barriers to effective communication at workplace:
o Physical barriers: Physical structure, location and construction of the workplace acts as a
barrier to effective communication. Employees seated remotely from each other
hinders effective interaction.
o Language barriers: Employees with different native languages will be working in an
organization. As everyone in organization are not comfortable with native language of
the other person, language acts as a barrier for effective workplace communication.
o Cultural barriers: Employees from different cultures, following different practices will be
working in an organization. This cultural diversity among the employees can act as
barrier for effective communication at workplace.
o Emotional barriers: Emotional barriers like fear, inferiority, shyness, lack of self-
confidence and skills will stop an employee in communicating effectively with his
colleagues.

o Perception barriers: Employees will have different experiences, values, preferences and
attitudes. These may lead to a variety of assumptions and can act as a communication
barrier.

EFFECTIVE INTERCULTURAL COMMUNICATION

By now, it should be clear how important it is to be culturally aware and sensitive when
navigating intercultural communication. The key is to be aware of the existence of cultural differences
and managing such differences. With this, the following should be considered:
 Directness – message should be delivered directly.
 Personal/Friendly Language – most favored by employers and employees.

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Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

WEEK 9
TOPIC/COVERED Professional Correspondence

MEMORANDUM (MEMOS)
The memo follows a specific format designed for internal communication. It tends to be brief
and its content is arranged into paragraphs, typically just one to three. The memo’s subject line is of
prime importance for it aids in filing and retrieving the document, tells the readers why they need to
read the document and provides a framework in which to set what they are about to say.

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Burgos Avenue, Cabanatuan City 3100
Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

How to make a memorandum?

Step 1: Create the heading.
Step 2: Write the body.
Step 3: Finalize it.

How to make Step 1?

1. Address the recipient properly. A memo is a formal business communication and you should
address the reader formally as well. Use a full name and title of the person to whom you are sending the
memo.
2. Add additional recipients in the CC line. The CC line indicates who will receive a “Courtesy Copy”
of the memo. This is for someone who may need to stay informed about policies or issues that you are
addressing in the memo.
3. Write your name form the FROM line. This is where we write the name of the person who wrote
the memo.
4. Include the date.
5. Choose a specific phrase for the SUBJECT line. This gives the reader an idea of what the memo is
about. Be specific and concise.
6. Format the heading properly. The heading should be at the top of the page, aligned to the left
hand side of the page. Capitalize the words TO, CC, FROM, DATE and SUBJECT.

How to make Step 2?

1. Consider who the audience should be.
2. Skip a formal salutation.
3. Introduce the problem or issue in the first paragraph.
4. Close the memo with a positive and warm summary.

How to make Step 3?

Proofread the memo. Make sure that there are no slips in grammar, spelling and technicalities.

MEMORANDUM

TO:
CC:
FROM:
DATE:
SUBJECT:

BUSINESS LETTER
The business letter should be clear, concise and organized. Typically, it contains a brief
introductory paragraph establishing the context and purpose of the letter, a middle section conveying
details of the message in a logical sequence, and a brief concluding paragraph politely requesting action,
thanking the reader or providing any additional pertinent information.
While the main message should be the focus of the letter, it is important to write effective
openings and closings. Openings should be clear and direct, that is, they should immediately tell the
reader the purpose of the letter.
The closing or concluding paragraphs wraps up the main points while building goodwill via what
is called a positive or forward-looking final message.

IMPORTANCE OF BUSINESS ENGLISH (including Memorandum)

1. Essential to the success of any business.
2. By studying Business English, you can improve your overall English language ability while
targeting areas that will help you achieve your goals at work.
3. Learning Business English can contribute to your professional progress, not to mention being
rewarding and enjoyable.

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Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

4. Business English can change the way people work and communicate with each other (including
business transactions).
5. Business English is what one is required of in order to join, communicate and compete in the
international market.
6. The dominance of English as the second language plays a part in the wide range of effects of
what is called globalization.
7. It carries the message across and reaches agreement.

Missions of the Business Letters

1. It carries a message of importance.
2. It must deliver the message promptly.
3. It should sell goods.
4. It should pave the way for future business.

Positive Features of Business Letters

1. Less expensive
2. Persistent
3. Inoffensive
4. Controllable

Planning a Letter – Business today is largely transacted on the basis of efficient and intelligent service.
Its every transaction demands a well-defined course of action – a plan. Since every business letter has a
message of more or less importance, it has the power to either lose or win business; and since business
men and people in general are wont to attach much more importance to written words than to spoken
ones, it becomes not only advisable, but imperative that every business letter be constructed on a sound
and logical plan. A business letter constructed in accordance with a definite plan of thought and action is
the one that is most likely to be accorded sympathetic reading. The plan of the letter enables the writer
to present his ideas to the reader in a simple, direct and persuasive way.

Language of the Letter

The language of the letter is a reliable indicator of the character of the firm from which the
letter comes. The backwardness, conservativeness or progressiveness of a firm are determined by the
kinds of words, phrases and sentences used and the manner in which they are used.
1. Language of the letter is progressive. – The language of the business letter is progressive when
(a) it does not use hackneyed or outworn expressions, (b) it does not use objectionable
construction, and (c) it does not use participial or passive constructions.

COMMON HACKNEYED OR OUTWORN EXPRESSIONS

1. According to our records – all information is obtained from records. It is better to say
we find.
2. Attached hereto – Hereto is not necessary. Say attached is or are.
3. Enclosed herewith – If something actually is enclosed, say enclosed is.
4. For your information – Superfluous. Letters are written for that purpose. 19 | P a g e
5. Please be advised that – Wholly unnecessary. A meaningless introduction to an
informative assessment. Begin directly.
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2. Language of the letter is suggestive. – The language of the letter is suggestive when it leaves
the reader to act in accordance with his free will and volition.
3. Language of the letter must be positive. – Suggestion that is positive, put in words that bring
pleasurable thought associations, is more powerful than negative suggestion, or the appeal to
emotions and sentiments that are more or less painful to the reader.
4. Language of the letter must be individual. – The language of the letter is individual when it suits
the intelligence, understanding and temperament of the reader.
5. Language of the letter must be clear. – The ideas set forth in the letter should not be obscure.
6. Language of the letter must be correct. – Errors in grammar, spelling, punctuation,
capitalization, idiom, sentence structure and the like are costly because they consume a large
part of the reader’s time and attention, which should be devoted to the contents of the letter.
7. Language of the letter must be concise. – A business letter is concise when it is brief and
comprehensive.

WORK EMAIL
Many companies today use emails as an alternative to memos. Email messages have several
advantages over print communication: they allow professionals to send, forward and receive messages
quickly and efficiently, and they are designed for simultaneous circulation. Messages may also be
organized easily in electronic folders for later reference and replies. Emails are eco-friendly, as large
documents may be sent economically and without using paper resources.
The use of emails comes with challenges, however. Because of the ease of sending, one click of
the “send” button for a message that contains factual, grammatical or typographical errors, may result
in the writer’s loss of credibility. Emails produce a permanent record, so writers should be aware of the
dangers of messages travelling to unintended recipients.

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Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

Like memos and business letters, email messages should be warm and friendly, but not too
conversational, emotional or intimate. The goal is a professional tone – neither too formal nor too
conversational. The term “netiquette” refers to the etiquette on the Internet or the acceptable ways of
communicating on Internet platforms. Still, workplace emails follow the standard format of writing.

WEEK 10
TOPIC/COVERED The Job Application Process

ESSENTIAL PART OF THE LETTER

1. Heading
There are two kinds of heading: (1) the modern heading and (2) the conventional heading.
The heading serves two purposes: (1) it gives the complete address of the writer, and (2) it gives the
date when the letter is written.

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Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

The modern heading contains the letterhead and the date. It is usually centered on the top
of the stationery, from one to two inches below the top edge. The conventional heading contains
only the complete address of the writer and the date. It is usually written to the right of the vertical
center of the stationery, from one to two inches below the top edge.

2. Inside Address
The inside address contains the name and complete address of the individual or firm to
whom the letter is written.
The importance of care and accuracy in supplying the details of the inside address cannot be
overemphasized, for correctness is essential if this structural unit is to serve its purpose with
maximum efficiency. A letter addressed to an individual should include that person’s given name or
initials and the appropriate title. The address should be sufficiently detailed to assure the prompt
and correct delivery of the letter. Unless the intended recipient is a very well-known person or
company, located in a small community, a street address or its equivalent is essential.
The following titles are used in business letters:
Mr. The title Mr. is used in addressing a man who has no other title.
Miss. It is used in addressing four classes of women: (1) unmarried women; (2)
women celebrities (3) women whose status cannot be determined and (4) women
divorcees. It is never followed by a period and it precedes the name of the person.
Mrs. It is used in addressing a married woman, a widow or a divorcee. It is
always abbreviated and it precedes the name of the person.
Dr. The title Dr. is the only academic title that is used as a title of respect. It is
correctly used in addressing a man or woman who holds a doctor’s degree in any branch
of studies.
Professor. It is used in addressing a member of a college or university faculty,
either man or woman who holds a rank of professor, associate professor and assistant
professor. It is preferably written in full.
Honorable. It is used in addressing high government officials. The title is
preferably spelled in full but it may be abbreviated into Hon. in order to reduce a long
line to a satisfactory length.

Examples:
Mr. Mariano Santos
Miss Mary Pugo
Mrs. Jane P. Jugo
Dr. Reynato C. Arimbuyutan
Reynato C. Arimbuyutan, Ph. D.
Professor Aida Mirasol
Hon. Quintin Paredes
Emman P. Arimbuyutan, CPA
Carlo M. Villareal, LPT

3. Salutation
The salutation is the greeting of the letter. It is what the expression “Good Morning” or
“How do you do?” is to a conversation. It marks the formality or informality of the complimentary
close. There are three types of salutation namely: the most formal and impersonal salutation (Sir:,
Ma’am:,), personal salutation (My dear Mr. Cruz, Dear Mrs. Cruz) and plural forms (Ladies and
Gentlemen).

4. Body of the Letter

The body consists of the actual message, which is presented between the salutation and the
complimentary close. The majority of business letters are not more than a page in length; but the

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writer’s desire to get his message on a single page should not cause him to curtail or crowd his
message. When more space is needed, it should be used.

5. Complimentary Close
This is a conventional farewell to the reader. It is to a business letter what the expression
“Good day” or “Good bye” is to a conversation. The complimentary close follows the formality or
informality of the salutation. A comma should follow the complimentary close. Only the first word
should be capitalized.

6. Signature
The purpose of the signature is to authenticate the statements that precede it by fixing the
responsibility for them upon an organization or an individual.

Mailing and Carbon Copy Notations

When a letter is dispatched by any method other than regular mail, a notation of the exact
method should be placed flush with the left-hand margin.
When the writer wishes to inform the addressee that a carbon copy of the letter us being mailed
to another person, a notation to this effect should be placed flush with the left-hand margin. Either
Copy to or C.C. may precede the name of the individual to whom the copy is being mailed. It should be
accompanied by the appropriate title.

Folding the Letter

The method of folding a letter depends upon the size of the stationery and the style of envelope
use. However, the letter should be folded in such a manner that it will be attractive in appearance, can
be readily prepared for mailing, and may be conveniently unfolded by the recipient.

Addressing the Envelope

The envelope should always carry the sender’s return address. This information is ordinarily
placed in the upper left corner, though when social stationery is used, as in the case of sales letters to
women, it may be placed on the envelope flap.

APPLICATION LETTER
Letters of application are written to induce someone to invest a certain amount of money –
salary – in the time and services of one who seeks a profitable market for them. The applicant is the
seller, the prospective employer the investor or buyer, and the letter of application is the promoter,
whose important task is to bring those two persons together for mutual benefit.
From the employer’s point of view, the application letter is an efficiency device. It enables him
to choose from among a large number of possible applicants the one or more he wants. If his
advertisement of a position to be filled brings one hundred application letters, a quick examination of
the letters will tell him which ten, or twenty, of the applicants are worth interviewing for; from 80 to 90
per cent of the letters will be thrown into the waste paper basket.
From the applicant’s point of view, the application letter is a means of presenting his or her
qualifications effectively to employers who would not otherwise learn of them. It enables the young
applicant to get a first position, and it opens new opportunities to the person already employed. For
either initial or improved employment, the application letter may be doorway to opportunity.

Classes of Letters of Application

(1) Solicited Letters – those that are written in response to advertisement.
(2) Unsolicited Letters:
a. Those written at the suggestion of someone who knows of the existence of a vacancy;
b. Those written on the chance that there is or will be an opening which the applicant is
qualified to fill.

The solicited letter of application is competitive. Consequently, the letter that is most carefully
and thoughtfully written usually makes the most favorable impression. Unsolicited letters are written by

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applicants who believe there may be an opening in a company, or who have heard thru someone that an
employer is looking for a person to fill a particular position. The writer should take pains to write a
tactful, pleasing letter that will induce the employer to interview him.

Right Attitude of Letters of Application

First, and most important of all, a letter of application must show clearly and unmistakably the
stand the applicant must show clearly and unmistakably the stand the applicant takes in general toward
the prospective employer and his business. An applicant may want employment and need employment,
but as a rule he will not be hired for reasons of want or need. Rather, he must fit into the machine of the
employer’s organization. The employee wants pay, progress and satisfaction; the employer wants
performance, dependability and loyalty. The tactful applicant will emphasize the employer’s wants
rather than his own.
The applicant must strongly impress upon the prospective employer the fact that the applicant’s
time and services are not so much his own prized possessions – however true this maybe – but that they
will become most valuable business assets to the employer the moment he employs him. Then he
should say why he is convinced this is true. In his letter, the applicant should manifest a healthy, definite
and sincere interest in the employer’s business and problems. He should back up his interest and prove
it by concrete statements as to what he is and what he has accomplished. This will lend his written effort
individuality and character. All in all, he should give his prospective employer an assurance that his
business will, for definite reasons, be better off if he engages the applicant for the position which he has
open.

Preliminary Steps
The actual writing of an application should always be preceded by a painstaking analysis of the
specific demands likely to be made by the prospective employer of the applicant, and of the general and
particular requirements of the position to be secured. This survey of the contemplated working field can
well be made in the case of all applications except perhaps those that constitute replies to “blind”
advertisements.
In all cases where the applicant has definite, personal knowledge of a vacancy, he should obtain
as detailed data as possible relative to the character of the man to whom he is to apply, the
requirements of the position, and the nature of the business. If possible, he should try to find out the
name of the person who has the final “yes” in his case.

Construction Plan of the Application Letter

Only when these matters are determined is the applicant ready to decide upon the content and
plan of his letter. In taking this step, he should consider the following:
(1) You want a certain position
(2) Your education
(3) Your experience
(4) You want the position for a definite reason
(5) You tell your reader something about yourself
(6) Secure action

Beginning the Letter

The opening sentences of the application letter should arouse the immediate attention of the
reader. If it fails in this respect, it usually fails in its purpose – to get an interview for the applicant.
Good beginnings are direct and simply phrased. They are pleasingly individual because of their
naturalness – their avoidance of both the hackneyed formality of the commonplace letter and the
strained “differentness” of the merely clever. It is customary on the opening paragraph of solicited
letters of application to state specifically the position for which the applicant is applying.

Body of the Letter

In the opening paragraph of the letter of application, the prospective employer has been invited
to judge the applicant’s qualifications for a certain position. Qualifications are of three general types:
education, experience and personal qualities. The amount of emphasis to be given to one or the other

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Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

of these features will depend upon the duties involved in the position and upon the nature of the
applicant’s training.
Education – In the section of the letter dealing with education, the subjects closely related to
the new position will be discussed first and in most detail.
Experience – In dealing with experience, the applicant should use specific details. He should give
the name of the firm, the kind of position he held, and the duties connected with it. If he accomplished
anything outstanding in the job, he should tell about it.
Personal Qualities – College students should remember that in the case of an inexperienced
applicant, personal qualities – particularly such basic qualities as accuracy, intelligence, judgment,
efficiency, initiative and reliability – are sometimes more important to the prospective employer than
the applicant’s experience and school training in a field.

Securing Action
As few employers are willing to hire an applicant until they have talked with him and had an
opportunity to appraise his personal qualities, the writer should, as a rule, end his letter with a request
for an interview, rather than for the job itself.

Tone of the Letter

To be most effective, the tone of the letter of application should be positive, conservative, self-
reliant, courteous, sincere and natural. No one tone is appropriate in all cases, but the ingenious
applicant will, if possible, try to adapt the tone of his letter to the character, personality and
temperament of the employer.

GUIDELINES FOR WRITING A JOB APPLICATION LETTER

Length: A letter of application should be no more than one page long.

Format: A letter of application should be single-spaced with a space between each paragraph. Use
about 1” margins and align your text to the left, which is the standard alignment for most documents.
Font: Use a traditional font such as Times New Roman, Arial or Calibri. The font size should be between
10 and 12 points.

Sample Application Letter

Solicited Application Letter:

WANTED: COLLEGE INSTRUCTOR

453 San Juan (ACCFA),

Cabanatuan City,
Nueva Ecija 3100
June 23, 2017

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 College for Research & Technology of
Cabanatuan
Burgos Avenue, Cabanatuan City 3100
Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

College for Research and Technology

Beedle St., Burgos Avenue, Cabanatuan City

To: Ms. Guila Celine Mananquil

Human Resource Manager
College for Research and Technology

Your advertisement in the June 15, 2017 issue of the Manila Bulletin indicates that you require the
service of a college instructor in your good institution. Please consider this letter an application for the
position.

I am a graduate of Nueva Ecija University of Science and Technology last April 2013. During my college
days, I am a consistent Dean’s Lister in my respective department. I am good in classroom management
and I can keep my records organize.

For the past 4 years, I had my previous teaching at ___________________ where I experienced to be a
homeroom adviser and a consultant of different school and student organization.

I feel confident of my ability to meet your requirements, especially since I have had the kind of
experience that should enable me to render you satisfactory service. Please contact me at +63-935-174-
8201. I shall be glad to come for a personal interview at your convenience.

Sincerely yours,

MR. RAINIER DALE V. SULIT

Applicant

WRITING A RESUME
A resume provides a summary of your background including your education, work history and
other qualifications for a job, admission to college or university, or a scholarship grant. It is a document
that contains a brief account of a person’s education, skills, work experience and other qualifications.
The purpose of a resume is mainly to interest an employer or a university official enough to call you for
an interview. Instead of simply telling about yourself in a letter, which may appear to wordy and
tedious, using a special resume format to highlight your skills, experience and education, especially as
they relate to the position for which you are applying for is highly encouraged.
Crafting your own resume will help you become well-organized and prepare for opportunities in
employment and education that may come your way. This process will help you determine areas that
you need to work on and give you direction on improving them. Consistently, updating your resume will

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 College for Research & Technology of
Cabanatuan
Burgos Avenue, Cabanatuan City 3100
Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

help you remember and record experiences that may be useful for future opportunities, such as filling
out applications, being interviewed for scholarships or jobs, or asking for recommendations. Remember
that applying for jobs can be competitive.

TYPE OVERVIEW ADVANTAGES DISADVANTAGES

It lists each job you held in Highlights stable Employment gaps may be
order, starting with the employment record. too obvious. Skills can be
most recent. This type Employers like to see job hard to see unless they
Chronological Resume works well for the person titles, level of are listed in the most
with several years of responsibility and dates of recent job.
relevant experience. your work history. It is
easy to prepare.
Best when you have too Lets you to highlight Work has no detailed
little or too much particular strengths and history. It may seem to
experience. Focuses on transferable skills which lack depth. Unpopular for
skills and strengths may not be noticeable most employers. It makes
significant to employers. when outlined in them think you may be
Functional Resume chronological order. trying to conceal your age,
employment gaps, lack of
appropriate experience.
Balances the flexibility and Indicates strong Usually utilizes two sheets
strength of the employment record with or pages where the work
chronological and increasing mobility. Show history is often on the
functional resumes. how the skills you have employer may not read
Combination Resume used in the past apply to that far.
the job you are seeking.
Highlights transferable
skills.
Highly focused resume Concise, direct and easy to May focus too firmly on
intended for specific job: a read. one specific job or work.
Targeted Resume “capsule” of work Content may appear
experience. limited.

Categories that Normally Appear in a Resume

• Heading. This includes your identifying information, such as full name, address, home phone
number, cell phone number and e-mail.
• Objective. This informs the reader of the specific purpose of your resume, such as application
for a job or a degree program.
• Education. This lists the high schools you have attended. You may include your class rank,
average or honors received, advanced courses you may have taken, if these are noteworthy.
• Honors and Awards. This lists any academic and extracurricular recognition you may have
received. It gives the reader a short description of the award and tells the reader when you won it.
• School Activities. This enumerates your experience in school, including clubs, class projects,
sports, etc. You ought to be descriptive in this section to give the reader a good grasp of your
experience. You may do this by including the time period you were involved, your duties, and specific
contributions. You should also highlight leadership roles and special recognition.
• Work Experience. This reveals any relevant work experience you may have had (paid or
voluntary). Include your job title, the name of the organization. The dates of your employment, and your
specific duties and accomplishments.
• Enrichment Activities. This details any other projects, skills, programs, relevant hobbies, or
experiences that strengthen your application. Make sure to provide a short description of each and the
month and year that it occurred. These show that you are a well-rounded person.

Polishing Your Resume

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 College for Research & Technology of
Cabanatuan
Burgos Avenue, Cabanatuan City 3100
Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

• Revising. This step involves validating all the information you place in your resume, especially
the data concerning your education and employment. Identify areas where you may have made a
mistake or misrepresented these details. Remember that you should always be truthful in your resume;
the concerned authorities can verify the information you provide.
• Updating. Be sure to continuously update your resume as you change jobs, take further studies,
participate in activities and upgrade your skill set.
• Proofreading. Reread your resume several times to make sure that you do not have any errors
in content, mechanics, grammar and spelling, organization and formatting as well as with the
appearance. Remember that your resume should give the best impression of you – and a document that
ahs errors could make the reader’s impression of you unfavorable.

SAMPLE RESUME

DELA CRUZ, JUAN BENIDO

000 Sanggumay St., Cabanatuan City, Nueva Ecija
[email protected]
+63-915-123-4567

RESUME PROFILE
Exceptional graduate of Bachelor of Science in Information and Technology with relevant work
experience in print and web journalism seeks for a full-time position in your company.

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 College for Research & Technology of
Cabanatuan
Burgos Avenue, Cabanatuan City 3100
Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

WORK EXPERIENCE
• Data encoder, RDVS Group of Company, May 2017-December 2017
o Encodes the records of the employee
o Encodes the records of the clientele and customers.

EDUCATION
• Elementary Level: St. John the Baptist Catholic School (2004-2010). A consistent honor
student from pilot section.
• Secondary Level: St. John the Baptist Catholic School (2010-2014). Graduated as the Class
Salutatorian.
• Tertiary Level: St. John the Baptist Catholic School (2014-2018). Graduated as a Cum Laude.

SEMINAR/S ATTENDED
• Developing Our Innate IT Skills
Speaker: Mr. Henry Ciao
TESDA Office
Manila

EXTRACURRICULAR ACTIVITIES
• Graduating class vice-president Batch 2018
• Member, SJBCSAA

SPECIAL SKILLS
• Fluent in oral and written English and Filipino
• Knowledgeable in IT skills
• Flexible: team player; goal-oriented; persistent

REFERENCES
Mrs. Pia Alba
Manager, PA Incorporated
[email protected]
+63-927-123-3241

WEEK 11
TOPIC/COVERED The Job Interview

INTERVIEW
One of the most important kinds of interpersonal communication is the interview. It is a two-
way dynamic and interactive process consisting of an interchange of ideas and opinions through
questions and answers to achieve a purpose. Essentially, the interview is a conversation with the
following special features:
1. It has a specific preconceived purpose.
2. It follows a fairly structured pattern.

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 College for Research & Technology of
Cabanatuan
Burgos Avenue, Cabanatuan City 3100
Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

3. One group or participant controls the proceedings and contributes mainly questions while the
other contributes mainly answers.
By its very nature, the interview sets up an artificial and often daunting relationship between
people. The participants, the interviewer(s) and the interviewee, adopt roles and are not equal partners,
the former taking the lead role. The setting is unnatural rendering the interviewee not to be completely
at ease. That is why many are afraid of being interviewed. But with practice and with the use of
techniques and strategies, you can cope and still make a good impression.

Forms of Interview
1. Panel interview
2. Two interviewers
3. One-to-one interviews

Types of Interview
1. Informational interview – same as the press interview.
2. Exploratory interview – fact-finding interview.
3. Employment interview – important for new graduates.
4. Performance appraisal interview – evaluates job performances.
5. Counselling interview – aims to change behavior or improve relationship and performance.
6. Grievance interview – remedies problem situations.
7. Correction interview – identifies and substitutes undesirable behavior.
8. Sales interview – makes a sale or accepts a solution.
9. Exit interview – creates goodwill.

Parts of an Interview
1. Welcoming the interviewee
2. Questioning the interviewee
3. Concluding the interview

INTERVIEW QUESTIONS ABOUT YOU

• Tell me about yourself.
• What is your greatest strength?
• What is your greatest weakness?
• Tell me about something that’s not on your resume.
• How do you handle failure?
• How do you handle success?
• How would you describe yourself?
• Describe your work style/
• Do you work well with other people?
• How does this job fit in with your career plan?
• Why should I take a risk on you?

QUESTIONS ABOUT LEAVING YOUR PREVIOUS JOB

• Why did you leave your job?
• Why do you want to change job?
• Why did you resign?
• What have you been doing since your last job?

INTERVIEW QUESTIONS ABOUT SALARY

• What were your starting and final levels of compensation?
• What are your salary expectations?
• What are your salary requirements?
• Why would you take a job for less money?

QUESTIONS ABOUT QUALIFICATIONS

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 College for Research & Technology of
Cabanatuan
Burgos Avenue, Cabanatuan City 3100
Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

• What applicable experience do you have?

• Which parts of this job are the most challenging for you?
• What strength will help you the most to succeed?

QUESTIONS ABOUT JOB PERFORMANCE

• What do people most often criticize about you?
• What is the biggest criticism you received from your boss?
• What makes you angry?
• What strategies would you use to motivate your team?

INTERVIEW TIPS
1. Research the employer
2. Show up
3. Be on time
4. Pamper yourself
5. Get a good night’s rest
6. Schedule strategically
7. Exercise before the interview
8. Skip the coffee (if you can)
9. Power pose
10. Study the job description
11. Be prepared
12. Clean up
13. Make a good first impression
14. Arrive solo
15. The 3P’s: practice, practice, practice
16. Dress the part
17. Prepare for back up
18. Take advantage of HR
19. Tell me about yourself
20. Strengthen your weakness
21. Don’t read a script
22. Take a look in the mirror
23. Clean up your social media presence
24. Carry your kindness everywhere
25. Body language matters
26. Know your history
27. Choose your space filler phrase
28. Stay positive
29. Spark a conversation
30. Ask thoughtful questions
31. Numbers are your friend
32. Talk through analytical questions
33. Ask double-sided questions
34. Establish a connection
35. Monkey see, monkey do
36. Follow up before you leave
37. Network
38. Collect names + follow up
39. You’re almost done
40. Closing statement

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 College for Research & Technology of
Cabanatuan
Burgos Avenue, Cabanatuan City 3100
Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

FINAL TERM NOTES

WEEK 13-14
TOPIC/COVERED Communication for Academic Purposes

 Introduction
 Academic Research and the Document Essay in the Twenty – First
Century
 Academic Writing
 Specific and Clear Language
 Informal / Non- standard versus Formal / Standard Usages

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 College for Research & Technology of
Cabanatuan
Burgos Avenue, Cabanatuan City 3100
Tel. 463-2735 463-2697 600-2200 e-mail: [email protected]

 A Balanced and Credible Voice

ACADEMIC WRITING
It refers to a student’s informed, scholarly and insightful contribution to ongoing discussions of
relevant topics or issues. Thus, it is important to clear such misconceptions about academic writing.
Academic writing should not sound pompous. Pompous language obscures meaning. Academic
writing should not be difficult to read because academic knowledge is meant to be shared with others.
Specifically, one should write in the register or style of academic writing. This means following
the rule of Standard English or avoiding usages that are considered ungrammatical or non-standard. This
also means avoiding language used in colloquial or conversation and informal contexts. Other terms one
should avoid or use with care are technical or specialized terms that are specific to a professional
discourse community.

INFORMAL/NON-STANDARD VERSUS FORMAL/STANDARD USAGES

INFORMAL/NON-STANDARD USAGES MORE-FORMAL/PRECISE EQUIVALENTS

alright, alot, result to, discuss about, cope up all right, a lot, result in, discuss, cope with
with
good – as in “good” book (imprecise) entertaining, insightful, interesting, instructive
(precise)
can’t, won’t, I’ll, she’s, didn’t cannot, will not, I will, she is, did not
gonna, gotta going to, have to
anyways, boring as hell, bored to death, major anyway, boring or uninteresting, extremely bore,
downer depressing
I got here late; she got out of the office; he got a I arrived here late; she left the office; he received
call; they got gas a call; they loaded gas or they refueled
ASAP, BTW, SOP as soon as possible, by the way, standard
operating procedure
UP, ADMU, DLSU University of the Philippines, Ateneo De Manila
University, De La Salle University
hit the sack, loo,, comfort room sleep, toilet or bathroom
lol, afk, nrn, #feels laugh out loud, away from keyboard, no reply
necessary, a wave of emotions

A BALANCED AND CREDIBLE VOICE

Academic writing should not be stiffed and somber in tone. The writer’s voice need not
disappear entirely, but this voice should sound credible and, therefore, balanced, objective and not
overly emotional. In academic writing, this means doing away with emotive punctuation marks like
exclamation points whether single or multiple and dramatic ellipsis (…) as a way of trailing off. Emotions
or emojis, which is in the Internet speak and text messaging are meant to convey facial expressions, do
not have a place in academic writing.
Many students believe that writing “I” in an essay is somehow wrong, but this is not true for all
types of academic papers. In some disciplines, one has the choice of writing more formally either using
the third person point of view or somewhat less personal. Moreover, the writer’s voice in an academic
paper seems more subdued because of the focus on supporting examples or on other people’s voices.

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