PURPOSIVECOMMUNICATION

Learning Guide
1st Semester, AY 2020-2021
54 Hours
Venus Papilota-Diaz, PhD (Units 1-6 & 8)
Bonna S. Palma, PhD (Unit 7)

Adapted by Jethro L. Pido

NOTE TO THE STUDENTS

Dear Students of Purposive Communication,

PURPOSIVE COMMUNICATION aims to give you needed content, enhance your skills, and
emphasize values of communication for your academic tasks or future careers as you compose
and produce relevant oral, written, and web-based outputs for different audiences and for
various purposes.

In the time of pandemic, this learning guide will serve as your “bible” as you go about your
independent reading, doing tasks, and submitting outputs online. Each unit is composed of
learning outcomes, content outline, teaching-learning activities, and assessment. The content
is left to you and your subject teacher to explore and find reading sources. The activities and
assessment included here may be limited, too. Nevertheless, we hope it serves its purpose --
to guide you to PURPOSIVE COMMUNICATION’S scope and management of learning.

This learning guide is flexible; the content, activities and assessment may be revised or
changed, or you may be provided with added materials. We advise that you maintain your
contact with your subject teacher through the Google classroom and pay attention to
requirements and dates of submissions.

We are optimistic about you, finding meaningful information and enhancing your
communication skills, and taking to heart the ideals and values of West Visayas State
University.

Welcome to WVSU, where excellence is a tradition.

CONTENT

Unit 0 Orientation

Unit 1 Communication

Unit 2 Communication and Globalization

Unit 3 Local and Global Communication in Multicultural Settings

Unit 4 Evaluating Messages

Communication Aids and Strategies Using Tools of
Unit 5
Technology
Unit 6 Communication for Various Purposes

Unit 7 Communication for Work Purposes

Unit 8 Communication for Academic Purposes

Unit 0 ORIENTATION
Duration: 1.5 hours

 Learning Outcomes

At end of the unit, the students must have:

 identified, described, and explained the vision, mission, core values of the University and
the institutional, college/campus, degree and course outcomes

 Content Outline

1. WVSU Vision, Mission, and Core Values

2. Outcomes: Institutional, GE Curriculum, and Course
3. Course Content, Outputs, Grading System
4. Others

 Teaching-Learning Activities

If remotely done, the students can download a PowerPoint presentation of the orientation
through google classroom.

 Assessment

In a short-sized or A4 paper turned to PDF file, answer the following questions and send the file
online as an assignment.

1. What key words or information (at least 3) are highlighted in the WVSU Vision, Mission,
and Core Values?
2. As you go through the Outcomes, what skills do you think you need to enhance and
give more effort to master?
3. Do you have any questions regarding the course’s content, outputs, and grading
system? 4. What other suggestions and concerns do you want to share as regards managing
your learning experience this semester?

UNIT 1 COMMUNICATION

Duration: 3 Hours
Main Text: Papilota-Diaz and Palma (2020). Purposivecommunication. Iloilo
City:
WVSU Printing Press.

Learning Outcomes

At the end of the unit, the student must have:

• described the nature, elements, and functions of verbal and non – verbal
communication in various and multicultural contexts
• determined the principles for effective oral and written communication
• pointed out the ethical issues involved in communication
• recognized the importance of ethics in communication and various settings

Lesson 1 Defining Communication

Content Outline

1. On Communication
2. Elements of Communication
3. Types of Communication
Teaching-Learning Activities
(All tasks in Unit 1 are adopted from Part 1 of Papilota-Diaz & Palma’s Purposive
Communication, 2020)

Task 1
Choose one definition that you like best. Explain your choice in a paragraph. If none appeals to
you, try creating your own definition.

1. Communication is a process of acting on information.

2. Stevens (1950): “Communication is the discriminatory response of an organism to a
stimulus.”
3. Barnlund (1968): “Communication . . . is an ‘effort after meaning,’ a creative act initiated
by man in which he seeks to discriminate and organize cues so as to orient himself in his
environment and satisfy his changing needs.”
4. Masterson (1983): “Speech communication is a human process through which we make
sense out of the world and share that sense with others.”
5. Miller (1966): “In the main, communication has its central interest those behavioral
situations in which a source transmits a message to a receiver(s) with conscious intent to
affect the latter’s behaviors.”
6. Communication is a process whereby people assign meanings to stimuli in order to make
sense of the world.
7. Berelson (1964): Communication is “the transmission of information, ideas, emotions,
skills, etc., by the use of symbols—words, pictures, figures, graphs, etc.”
8. Spoken symbolic interaction is the process by which people use words and other symbols
to create meaning and to affect one another.
9. Nonverbal interaction is the unspoken, often unintentional behavior that accompanies
verbal communication and helps us fully interpret its meaning.

Task 2

Answer the following questions in relation to the definitions earlier mentioned. Support your
answer by explaining at least 2 supporting details and real-life examples.
1. Is communication intentional?
2. Is communication sender –or receiver-based?
3. Is all communication symbolic?
4. Is communication a single concept or a family of concepts?
Lesson 2 Communication Models

Content Outline

1. A Psychological Model of Communication

2. A Social Constructionist Model of Communication
3. A Pragmatic Model of Communication
4. A Cultural Studies Perspective
5. Contexts for Observing Communication: SPEAKING

Teaching-Learning Activities

Task 3
Answer ONE question by taking on a specific perspective as specified in the table.

Psychological Social Pragmatic Cultural Studies

Perspective Constructionist Perspective Perspective
Perspective
1.How is 1. How do individuals 1. How do the members 1. How is race
communication within a given of a dyad become symbolically created?
considered a two- culture use symbols interdependent over 2. How are racial groups
 way process? to make sense of time? relatively empowered
2.What internal and the world? 2. What effect do or disempowered by
external noises can 4. Do men and different patterns of exposure to the
affect the women follow dominance have on message comprising
messages or different rules to long-term the cultures in which
signals when two accomplish their relationships? we live?
individuals goals? 3. Do small group 3. How are people
communicate? 5. What are the major discussions go through recruited to
3.How do individuals forms of standard phases? participate in their
make sure that communication in a own oppression and
they have the given culture, and devaluation?
same meaning? how are they
valued?
Task 4

Discuss the invitation below. Determine the speech contexts (act, event, situation, community)
involved in this text and the specific elements of communication using the SPEAKING grid.

http://bit.ly/2MdGTCw
Lesson 3 Ethical Communication

Content Outline

1. Ethical Behaviors
2. Avoiding Unethical Behaviors
3. Principles of Ethical Communication

 Teaching-Learning Activities

Task 5

Read each statement and write in the next column the potential unintended message.

Statement Unintended Message

“What are the chances that anyone will find
out?”
“You’re naïve – everyone does it.”

“I shouldn’t be telling you this, but…”

“You didn’t hear it from me.”

“It is better to ask forgiveness than

permission.”

http://bit.ly/2YvVwrb

Task 6

Follow through the discussion of the statements in Task 5 1 by answering the questions here.
1. How would say things differently to avoid giving the wrong impression? (Choose one or
two statements)
2. What other statements have you heard that may imply that ethics is not important or
that unethical practices are tolerated?

Task 7 Scriptwriting an Unethical Language Behavior

Using the SPEAKING grid as your guide, write a script for a short roleplay that highlights a
certain unethical language behavior and suggests how to correct such behavior.

(Succeedingtasksforotherunitscanbeaccessedthroughthemaintext:Papilota-Diaz&Palma,
2020,whichisavailableforsaleattheWVSUBookstoreandWVSUCoopStoresintheexternal campuses)

 Assessment

Answer the following questions to check your knowledge and understanding of the concepts
presented in Unit 1.

1. Why is effective communication important? Cite and discuss a situation that requires
effective communication.
2. In what situation is verbal communication applicable and how can its use be maximized?
3. Cite at least three. How about nonverbal and multimodal communication?
4. Miscommunication happens unintentionally. In what ways verbal, nonverbal, and
multimodal communication may be an effective solution?
5. How can you show that you have awareness of audience and context in various
communication situations?
6. What can communication models contribute to discussions on language use and context?
7. How do you see yourself as an effective and ethical communicator?
UNIT 2 COMMUNICATION AND GLOBALIZATION

Duration: 3 Hours
Main Text: Papilota-Diaz and Palma (2020). Purposivecommunication. Iloilo City: WVSU
Printing Press.

Learning Outcomes

At the end of the unit, the student must have:

• defined globalization
• explained how cultural and global issues affect communication and vice versa
• created clear, coherent, and effective communication materials
• appreciated the impact of communication on society and the world

Lesson 1 History of Globalization

Content Outline

1. A Brief History of Globalization

2. Global Communication

 Teaching-Learning Activities

Task 1
Watch any ONE of the videos listed here. Write a 2-3-page reaction paper in relation to
globalization and communication.You can also find the videos in one of the file folders in your
learning packet.

Sherry Tukle’s FlightfromConversation

Gordon Brown’s WiringtheWorldfortheGlobalGood

 Assessment

Answer the following questions to check your knowledge and understanding of the concepts
presented in Unit 2.

1. Why is communication relevant to globalization?

2. How do the modern means of communication aid globalization?
3. What are examples of the ways that mobile communications and the internet virtually
toppled the borders between nations?
4. Do you lose your individual/national identity when you take up a global one? Why, and
how?
UNIT 3 LOCAL AND GLOBAL COMMUNICATION IN MULTICULTURAL
SETTINGS

Duration: 3 Hours
Main Text: Papilota-Diaz and Palma (2020). Purposivecommunication. Iloilo City: WVSU
Printing Press.

Learning Outcomes
At the end of the unit, the student must have:
• recognized how diversity in cultures affect communication
• determined culturally appropriate terms, expressions, and images (sensitivity to
gender, race, class, etc.)
• adopted cultural and intercultural awareness and sensitivity in communication of
ideas
• demonstrate awareness of the challenges of intercultural communication and the
ways to cope with them

Lesson 1 Communication across Cultures

Content Outline

1. How Culture Affects Communication, vice versa

Teaching-Learning Activities

Task 1
Watch the video, CulturalDiversityExamplesAvoidStereotypesWhileCommunicating,in
https://www.youtube.com/watch?v=mfwkbuEeTSw . Write a 1-2-page reaction paper about
issues on racism or lack of respect for multiculturalism, tackled in the video. You can also find
the video in one of the file folders in your learning packet.

Lesson 2 Variation in Language Use

Content Outline

1. Language Variation
2. Social Factors in Language Variation
a. Status Relationship
b. Formality
c. Function or Goal in Interaction

Teaching-Learning Activities

Task 1
Read the text below and answer the question raised at the end.
Although Oi Lin Tan uses Cantonese to her mother, she uses Singapore
English to her sisters. On the other hand, she uses Cantonese at the
market to her elderly Cantonese vegetable sellers.

What factors might account for these code choices?

Source: Holmes, 2008

Note:Othersimilaractivitiesareinthemaintext,PurposiveCommunication.
Task 2
The following are domains of language use with examples of addressee, setting, and topic.
Determine the variety or code/social factor used for each.
Domain Addresse Settin Topic Variety/Code/Factor
e g
Family Parent Home Planning a family party ________________
Friendship Friend Beach How to play volleyball ________________
Religion Priest Church Choosing the Sunday ________________
liturgy
Education Teacher School Solving a math problem ________________
Employmen Employer Office Applying for a promotion ________________
t
Source: Holmes, 2008

Note: More activities are in the main text, PurposiveCommunication.

Assessment

Answer the following questions to check your knowledge and understanding of the concepts
presented in Unit 3.

1. How does culture affect communication?

2. In what ways does communication reflect culture?
3. What are the ways to resolve conflicts related to culture and communication?
4. In your own culture, what features, concepts or practices differ from other cultures?
5. Among the factors affecting varieties in language use, which one is relevant to almost
everyday experiences? Why is it relevant?
UNIT 4 EVALUATING MESSAGES
Duration: 3 Hours
Main Text: Papilota-Diaz and Palma (2020). Purposivecommunication. Iloilo
City:
WVSU Printing Press.

Learning Outcomes

At end of the unit, the students must have:

• evaluated multimodal texts critically to enhance receptive (listening, reading,
viewing) skills
• conveyed ideas through oral, audio-visual, and/or web-based presentations for
different target audiences in local and global settings using appropriate registers
• adopted awareness of audience and context in presenting ideas

Lesson 1 Strands of Communication

Content Outline

1. Strands of Communication and the Macro Communication Skills

2. Interpretive Communication: Evaluating Messages
a. Guide Questions to Critique Visual and other Materials 1.
What is the message?
2. What is the purpose of the message?
3. How is the message conveyed?
4. Who is the target audience of the message?
5. What other ways of presenting the message are there?

Teaching-Learning Activities

Task 1

Print Ads
Digital versions of print materials that serve as advertisements are in compiled in a ppt
presentation in your learning packet. As ads, the materials are sponsored and wish to convey
marketing ideas to promote or sell a product, service or idea. Choose one ad and use the
guide questions to critique it and eventually draw insights from the process of evaluating the
messages.

Task 2

Public Service Announcement and Campaigns

Selected audio-visual materials downloaded from YouTube or recorded from the television are
in the file folder of your learning packet. The materials may be PSA (public service
announcement) or inspiring ad campaigns that aims to convey meaningful ideas or
advocacies. Choose one PSA or campaign and use the guide questions to critique it and
eventually draw insights from the process of evaluating the messages.
UNIT 5 AIDS AND STRATEGIES USING TOOLS OF TECHNOLOGY

Duration: 6 Hours
Main Text: Papilota-Diaz and Palma (2020). Purposivecommunication. Iloilo City: WVSU Printing
Press.
Learning Outcomes

At end of the unit, the students must have:

• applied knowledge of presentation media to create communication materials
• conveyed ideas through oral, audio-visual, and/or web-based presentations for different
target audiences in local and global settings using appropriate registers
• adopted awareness of audience and context in presenting ideas

Lesson 1 Presentation Media

Content Outline

1. Traditional Media v. Computer Technology

2. Quick Tips in Making Visual Presentation: Elements and Principles of Design

Teaching-Learning Activities

Task 1
Design a visual presentation (poster, slideshow, video or any in combination with sound
recordings) as invitation related to any activity in school that may be turned into an event for a
cause (e.g., alumni homecoming dinner for the victims of a typhoon). This invitation is addressed
to a general or specific audience to join your event while supporting your cause.

Lesson 2 Communication in Social Media

Content Outline

1. Impact of Social Media to Communication

2. Ethical Considerations in Using Technology for Communication

Teaching-Learning Activities

Task 2
1. Read the article Technology as a Threat to Privacy: Ethical Challenges to the Information
Profession by J. J. Britz, Department of Information Science, University of Pretoria, South
Africa.
2. Answer the following questions.
a. What is the message of the reading material?
b. Give 2-3 details that support such message?
c. Do you agree with the message? Why or why not?
d. (Generate your own question here, and answer it as well.)

Note: More activities are in the main text, PurposiveCommunication.

Assessment

Answer the following questions to check your knowledge and understanding of the concepts
presented in Unit 5.
1. What is the difference between traditional media and computer technology?
2. What is the importance of choosing the proper media for your presentation?
3. Why are elements and principles of design considered in presentations?
4. What are the impact of social media on communication?
5. Why are ethics and privacy important to a person?
UNIT 6 COMMUNICATION FOR VARIOUS PURPOSES
Duration: 6 Hours
Main Text: Papilota-Diaz and Palma (2020). Purposivecommunication. Iloilo City: WVSU Printing
Press.

Learning Outcomes
At the end of the unit, the student must have:

• summarized the principles of academic text structure - the writing process and
conventions of various essays
• created clear, coherent and effective communication materials
• presented ideas persuasively using appropriate language registers and tone
• adopted awareness of audience and context in presenting ideas
• appreciated the differences of the varieties of spoken and written language

Lesson 1 Writing Essays

Content Outline
1. Five Steps of the Writing Process
2. Four Major Types of Essays: Features and Guidelines

Teaching-Learning Activities

Task 1

Write one (1) from the four (4) major types of essays by observing key features and following the
guidelines. Note that you will deliver orally your essay as a form of speech (read/manuscript,
memorized, extemporaneous) in front of an audience such as your classmates. A generic writing
rubric will be used for any type of essay.

Lesson 2 Speech Delivery

Content Outline

1. Basic Types of Speech Delivery: Features and Guidelines

 Teaching-Learning Activities

Task 2

Consider your knowledge of speech delivery, and video record yourself delivering the
essay/speech you have written as though you are in front of an audience or your classmates.
Choose the most emphatic or best part of your essay and deliver it in 3-5 minutes. Then, upload
your recording to your class’s platform. You may get specific instructions from your teacher
(rubric, etc.).

 Assessment

Answer the following questions to check your knowledge and understanding of the concepts
presented in Unit 6.

1. What type of essay can be written for the following?

a. Maid of Honor’s Speech during a Beach Wedding
b. Election Rally Speech in the Chamber of Commerce Assembly
c. Review of A Book Published by a Local Author
2. How can you understand your audience better prior and during public speaking?
3. How can you understand yourself better and improve as a public speaker?
UNIT 7 COMMUNICATION FOR WORK PURPOSES
Duration: 9 Hours
Main Text: Papilota-Diaz and Palma (2020). Purposivecommunication. Iloilo City: WVSU Printing
Press.
Learning Outcomes
At the end of the unit, the student must have:

• developed basic work-related skills and knowledge

• created clear, coherent and effective communication materials
• presented ideas persuasively using appropriate language, registers, tone, facial
expressions and gestures
• adopted awareness of audience and context in presenting ideas
• adopted awareness on the trends affecting today’s workplace and how communication
plays a key role in harmonious working relationship
• recognized the importance of ethical communication in the workplace

Lesson 1 Resume and Business Letters

Content Outline

1. Resume
2. Other Business Letters

Teaching-Learning Activities

Task 1

Draft a resume for your future job. Imagine yourself either a fresh graduate or a professional
with a 10-year work experience. You may wish to include other details like a photo, certificates,
and other credentials.

Task 2

Draft any two of the following business letters.

a. Memorandum
b. Minutes of the meeting
c. Agenda
d. Others

Lesson 2 The Job Interview

Content Outline

1. Job Interview

Teaching-Learning Activities

Task 3

In preparation for your Mock-interview, write possible answers to the following possible questions:

1. Describe yourself.
2. What is your principle in life?
3. What is your weakness, your strength?
4. Why do you want this job?
5. How do you structure your work? How do you stay focused?
 6. Describe a time you worked as part of a team.
7. How do you plan to establish work-life balance?
8. How can you be an asset to the company?

Lesson 3 Ethical Communcation in the Workplace

Content Outline

1. Ethical Communication in the Workplace

Teaching-Learning Activities

Task 4 Think about this.

In order to answer the questions that follow the scenario presented here, think about ethical
communication in the work place.

Fifteen minutes before Suzi leaves work, she receives an email from a client asking for help
on a problem. Suzi knows if she responds to that email she will likely be held at work for at
least an hour more. She decides to ignore the email and leaves at her normal time.

On her way to the employee parking lot, she runs into her boss, who asks if she receives the
email from the client and if she was able to help the client out. Suzi responds, no. she hasn’t
seen the email. Her boss says, “Oh, well, I guess I’ll see what I can do to help the client out
before I leave today.”

1. What do you think of this situation? Was Suzi’s response, ignoring the email inappropriate?
Justify your answer.

2. What is the boss trying to convey to Suzi when in his response to her: “Oh, well, I guess
I’ll see what I can do to help the client out before I leave today.”

3. If you were Suzi, how would you have responded to the situation?

Assessment

Answer the following questions to check your knowledge and understanding of the concepts
presented in Unit 7.

1. What are the three most common forms of business correspondence and how are they
different from each other?
2. How can a terribly written business letter- with wrong grammar, misused words,
erroneously spelled name of recipient, incorrect details of places or time, among others–
affect the image and operations of a company or organization?
3. If there was failure to record the minutes of the meeting, what is the alternative?
4. Why make an effective memorandum? When is the best time to release one?
5. What are differences between handing out a resume in person and via email? Which way
would you prefer, and why?
6. What benefits can you get from observing ethical communication in the workplace?
UNIT 8 COMMUNICATION FOR ACADEMIC PURPOSES
Duration: 18 Hours
Main Text: Papilota-Diaz and Palma (2020). Purposivecommunication. Iloilo City: WVSU
Printing Press.

Learning Outcomes

At end of the unit, the students must have:

• written and presented academic papers using appropriate tone, style, conventions
and reference styles
• adopted awareness of audience and context in presenting ideas
• conveyed ideas through oral, audio-visual, and/or web-based presentations for
different target audiences in local and global settings using appropriate
registers

Lesson 1 The Research Plan

Content Outline

1. Why research?
2. Creating a Schedule
3. Understanding the Rhetorical Situation
4. Selecting a Research Topic
5. From Topic to Research Questions
6. Formulating a Tentative Thesis
7. Making a Rough Outline
8. Keeping a Working Bibliography

Teaching-Learning Activities

Task 1

Write a paragraph to detail why you engage or have to engage in research.

Task 2

Like any other writing task, doing research requires understanding of the rhetorical situation.
Answer the following questions, adapted from TheNortonFieldGuidetoWriting(2009) to guide
you throughout the course of your writing. On a table, rewrite the one below and substitute
the questions in the second column with answers.

PURPOSE Is this project part of an assignment—and if so, does it specify

any one purpose?
If not, what is your broad purpose?
To inform? Argue? Entertain? A combination?
AUDIENCE To whom are you writing? What does your audience likely know
about your topic, and is there any background information you’ll
need to provide?
What opinions or attitudes do your readers likely hold? What
kinds of evidence will they find persuasive? How do you want
them to respond to your writing?
GENRE Are you writing to report on something?
To compose a profile? To make a proposal? An argument? What
are the requirements of your genre in terms of the number and
kind of sources you must use?
STANCE What is your attitude toward your topic?
What accounts for your attitude?
How do you want to come across? Curious? Critical? Positive?
MEDIA What medium will you use? Print? Spoken? Electronic?
Will you need to compose any charts, photographs, video,
presentation software slides, or other visuals?
Write your answers here:

PURPOSE

AUDIENCE

GENRE

STANCE

MEDIA

Note: More activities are in the main text, PurposiveCommunication.

Lesson 2 Evaluating Sources

Content Outline

1. Kinds of Sources
2. Knowing Whether a Source Serves your Purpose
3. Field Research
4. Writing Questionnaires
Teaching-Learning Activities

Task 3

With a critical eye, read the article assigned to you, and on a sheet of paper answer the
following questions.
1. What arguments does the author make?
2. How persuasive do you find the argument?
3. What is the author’s stance?
4. Does the publisher bring a certain stance to the work?
5. Do you recognize ideas you have run across in other sources?
6. Does this source support or challenge your own position—or does it do both?
7. What can you tell about the intended audience and purpose?

Lesson 3 Incorporating Source Materials

Content Outline

1. Taking Notes
2. Synthesizing
3. In-Text Citation Techniques
4. Citing Effectively
5. Acknowledging Sources, Avoiding Plagiarism
6. Documentation and Documentation Styles

Teaching-Learning Activities

Task 4

Find the points of improvement in the following in-text citations using direct quotations.
Insert/Add the punctuations where they are necessary.

1. Advertising, by definition, seeks to persuade you that your life could be better if you
buy a certain product or service. In what ways does this text suggest that your life is
not as good as it could be? (Maybin, 2007, p. 70)

2. I believe above all that a man should be true to himself. I believe a man should be
prepared at all times to sacrifice everything for his convictions. Twice during my life I
have been called upon to make this kind of sacrifice. After Pearl Harbor, the
Philippines was invaded by Japan. I had never been a soldier. I was a journalist. But
something impelled me to enlist… As I look back, I see this pattern of action and
renunciation repeated over and over again in my life—in things great and small, in
war and in peace. Some may call this a credo of self-sacrifice. I prefer to describe it
as being true to one’s self, no matter what the cost. (Carlos P. Romulo, Manila,
Philippines) This extract from his speech BeingTruetoOneselfwas broadcasted in the
1950s.

Lesson 4 Research Oral Presentation

Content Outline

1. Planning the Presentation

2. Common Practices in Oral Presentation
3. Designing a Slideshow
4. Formats to Consider
5. Quick Guide to Effective Presentations
6. Pitfalls to Avoid
7. Being an Ethical Communicator
 Teaching-Learning Activities

Task 5

Answer the following questions relevant to your own oral research presentation in your
course, Purposive Communication or as required by the teacher.

What do you Why do you Who is your Where do How long do How do you
present? present? audience? you present? you present? present?

Task 6

Deliver and record a research-based oral presentation with the topic that you have worked on
in the past weeks (proposal or full paper). Your teacher may consider this activity a major
output or a fraction of a major output. Each presentation may be given 15 minutes for
uninterrupted presentation and 5 minutes for Q &A which allows your teacher or panel and
audience to ask questions and comment on the topic and manner of delivery.

Note: More activities are in the main text, PurposiveCommunication.

 Assessment

Answer the following questions to check your knowledge and understanding of the concepts
presented in Unit 8.

1. Why is planning given much importance in academic writing?

2. Why are in-text citation techniques very important in research?
3. How do you differentiate a summary from synthesis?
4. Why is it a requirement for researchers to present orally their studies in public?
5. How do you show that you are an ethical communicator in a research forum or
conference as a presenter and an audience?
6. If there is any, what rewards do you receive when you do research?

--end--