MIDTERM LECTURES

GE-COM 101 - PURPOSIVE COMMUNICATION

BSRT 52A | DANILO BARADILLO | 2nd SEM

EVALUATING MESSAGES AND/OR IMAGES C. KINDS OF SIGNS

A. LINGUISTIC LANDSCAPES 1. Regulatory- if it indicates authority and is

official or legal prohibitions.
 Is the “visibility and salience of languages
on public and commercial signs in a given
territory or region”
 Is a thing one can see that do not
necessarily need.
 Words to express a though

2. Infrastructural- if it labels things or directs

for the maintenance of a building or any
infrastructure.

3. Commercial- advertises or promotes a

product, an event, or a service in
commerce.

Official signs are produced with a top down discourse.

Signs produced by an individual or a group but not
officially recognized has bottom up discourse.
4. Transgressive- if it violates (intentionally or
B. GEOMIOTICS accidentally) the conventional semiotics
or is in wrong place.
 Is the study of the social meaning of the
material placement of sins in the world. By
signs, we mean to include any semiotic
system including language and discourse.

WHAT IS GRAFFITI?

 Graffiti is an unsanctioned urban text. It conveys

power and control to the person or group behind
the product of graffiti.

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 It is a way for dis empowered people to make a
visible mark, to disrupt the landscape that is
increasingly occupied by the increasingly power.

D. ONLINE LANDSCAPES

 Netizen- these are the people who go online.

The term netizen is an abstraction of the words
internet and citizen.
 Netizen are metamorphically considered as the
citizens of the virtual world.

 YouTube- is an American Video sharing

platform headquartered in San Bruno,
California, USA.

 Twitter- is an American microblogging and

social networking service on which users
post and interact with messages known as
TWEETS.
-Provides opportunities and resources for
making choices in how we create a
personalized linguistic and semiotic
landscape (Gillen & Merchant, 2013; in
Mooney & Evans, 2015).

 Memes- is a term given to any posts,

language or photo that has an uptake to
a social moral or political idea that most of
the time seem funny.
- are contagious patters of cultural
information that get passed from mind to
mind and directly generate and shape the
mindsets and significant forms of behavior
and actions of a social group.
- Memes include such things as popular
tunes, catchphrases, clothing fashions,
architectural styles, and ways of doing
things, icons, jingles, and the like.

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 Several ways of delivering a speech
COMMUNICATION FOR VARIOUS PURPOSES 1. A read speech or reading from a manuscript
is the word-for-word iteration of a written
A. PURPOSES OF COMMUNICATION message.
2. The memorized speech is the recitation of a
 Informative written message that the speaker has
 The main purpose of informative or memorized.
expository communication or writing is to 3. An impromptu speech is not rehearsed. This
simply convey information factually.
type of speaking is a presentation of short
 Its goal is to input new learning, enhance
prior knowledge, confirm a concept,
without prior message preparation.
alleviate comprehension of an idea, or 4. An extemporaneous speech is the
explain a process or procedure. presentation of a planned and rehearsed.

Tips in doing an informative presentation. Guidelines on writing a speech (Lucas, 2015)

 Stick to the facts.  Focus on your topic.
 Avoid repetition.  Develop your topic.
 Make it clear  Organize your speech.
 Introduction
 Persuasive  Body
 In writing, it is pushing across an idea and  Conclusion
convincing people or readers to support the
idea you want to convey. Elements for a good delivery
 Examples: 1. Volume
 TV commercials 2. Pitch
 Periodical advertisement 3. Rate
 Billboards 4. Pauses
5. Vocal variety
Tips in doing a Persuasive presentation. 6. Pronunciation
 Be objective, but subjective. 7. Articulation
 Use your brain, not your heart. 8. Movement
 Cite, cite, cite. 9. Gestures
10. Eye contact
 Argumentative
 Tries to make listeners/readers believe that 6 ways to turn nervousness from a negative force
your idea is better based on the various into a positive force (Lucas, 2015)
reasons that you have at hand.  Acquire speaking experience.
 It is logical and reasoned way to demonstrate  Prepare, prepare, prepare.
one’s point of view, beliefs, conclusion, or  Think positively.
position.  Use the power of visualization.
 Examples  Know that most nervousness is not visible.
 Debate  Do not expect perfection.
 Meetin’ de avance
 Pieces of Advice (Lucas, 2015)
Tips in doing an Argumentative presentation.  Be at your best physically and mentally.
 It is a one way debate.  As you are waiting to speak, quietly tighten
 Move the reader to action. and relax your leg muscles, or squeeze your
 End with a punch. hands together and then release them.
B. PUBLIC SPEAKING  Take a couple of slow, deep breaths before
you start to speak.
 Public speaking is a way of making your ideas  Work especially hard on your introduction.
public. Once you get through it, you will be sailing
 Of sharing them with other people and of smoothly the rest of the way.
influencing other people.
 Concentrate on communicating with your
audience rather than on worrying about
Three major differences between conversation and
your stage fright.
public speaking (Lucas, 2015):
 Public speaking is more highly structured.
 Public speaking requires more formal
language.
 Public speaking requires a different method
of delivery.
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C. INTERVIEW
 An interview is a two-party interaction in
which at least one party has a specific,
serious purpose and that usually involves
the asking and answering questions.

Characteristics of an interview
 Interviews always involve two parties.
 Interviewing is always purposeful.
 There is focus on asking and answering
questions.

Conducting an Interview (Alder, et. al., 2012)

1. Open with a greeting and an orientation.
2. Perform several tasks during the question-
and-answer phase of the discussion.
3. Close with a satisfactory conclusion.

Guidelines for both the interviewer and

interviewee in the conduct of an interview:
 Formally inform that you will be conducting
or attending an interview.
 Being punctual is the key in making a good
impression.
 Dress to impress.
 Always starts with a strong handshake.
 Color your words with kindness.
 Avoid unnecessary stories.
 Do not lose eye contact during the
interview.
 The magic word is Thank you.

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 According to Bautista and Gonzalez (2006)
VARIETIES OF ENGLISH
 The structural characteristics of these new varieties
In the Asian context differ.
 This concept was introduced by Braj Kachru.  This is brought about by the mother tongue or home
languages of those who learn or acquire English.
The famous “Three Concentric Circles of Asian Englishes  And even in terms of social features, differences can
attributed to Kachru presents the three circles: also be highlighted in that there is a continuum of
1. Inner Circle with ENL (English as a native basilectal, mesolectal, and acrolectal varieties of
language member countries; English within the same speech community.
2. The Outer circle with ESL (English as a second  The acrolect then comes closest to the standard
language member countries; and while the basilect digresses thoroughly from it and
3. The Expanding Circle with EFL (English as a comes closest to the pidgin.
foreign language) member countries.  Mesolect or the middle variety is midway between
the acrolect and basilect.
Examples of countries belonging to the INNER CIRCLE
 USA Bautista and Gonzales
 UK  Use the term edulects for these varieties resulting
 Australia from certain types of education ascertained by social
 Canada class but are conveyed or transferred by the kind of
 New Zealand instruction of the school system especially for those
coming from higher-income families and/or better
educated classes.
Examples of countries belonging to the OUTER CIRCLE
 Singapore
As regards structural variation, Kachru and Nelson (2006)
 Malaysia
1. Claim that these varieties of English are influenced
 Philippines
by the local language(s) various areas of their
 Pakistan
grammars and exhibit specific phonological, lexical,
 Among others syntactic, and discoursal characteristics (p. 35).
 Bangladesh 2. For instance, in terms of stress and rhythm, Outer
 Kenya and Expanding Circle varieties observe syllable-
 Sri Lanka timed rhythm rather than stress-timed rhythm.
 Ghana 3. Nigerians say 'success for suc’cess and Indians and
 Tanzania Nigerians say recog’nize for ‘recognize.
 India 4. Moreover, speakers from the Outer and Expanding
 Nigeria Circles do not make any changes in their
 Zambia pronunciation to make a distinction between nouns
ansk verbs in pairs which Inner Circle countries
Examples of countries belonging to the EXPANDING CIRICLE observe as in the case of 'import andcmport and do
 China not utilize contrastive stress for focusing.
 Japan
 Taiwan (Bamgbose, 1992 & Gumperz, 1982a, 1982b, as cited
 Thailand in Kachru & Nelso 2006).
 Indonesia
 Korea According to Pope (1976 as cited Kachru & Nelson, 2006)
 South Africa
 CIS  in the case of syntactic features, question-answering
 Caribbean Countries systems differ between Inner and Outer-Expanding
 Israel Circles. While the former observes the positive-
 Nepal negative system where the answer follows the
polarity of the question.
 South America
o (i.e.., If the question is in the positive, the
 Zimbabwe
answer confirming the assumption of the
 Egypt
questioner is in the positive, and the
 Saudi Arabia
answer disconfirming the assumption is in
the negative.
 If, however, the question is in the negative, the
answer confirming the assumption of the questioner
is in the negative as well, while the answer
disconfirming the assumption of the questioner is in
the positive).
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  the latter observes the agreement-disagreement (Pakir, 1992, as cited in Kachru && Nelson, 2006)
system which poses difficulty/to/speakers who
follow the positive-negative system particularly in When Bautista's monograph on Defining
interpreting the yes or no of the response unless it is Standard Philippine English: Its Status and
followed by a clarification Grammatical Features came out in 2000, she
o (i.e., Yes, I think you're right. No, that's not answered the usual questions asked about
so) (p. 45). Philippine English: Is there a Standard Philippine
English?
With respect to lexicon, vocabulary words peculiar only to
some English varieties in Southeast AS1a can be noted as And when does an error become a feature of
seen in the following examples (pp. 189-190): Philippine English? She stressed that just like
any other new variety of English (Indian English,
1. Singapore Singaporean English and Nigerian English),
 Actsy ‘show off, Philippine English is legitimate, having its own
 Missy ‘nurse; chop’rubber stamp, grammatical, lexical, and syntactic features.
 Marina kids = 'youngsters who spend their Gonzalez (1985, as cited in Bautista, 2000)
leisure time at or around Marina Square, a identified the following lexical features in
shopping centre, Philippine English (p. 76):
 graduate mothers = 'graduate (well-
educated) married women, encouraged to Gonzalez (1985, as cited in Bautista, 2000)
have more children and accorded certain identified the following lexical features in
privileges in Singapore, as compared to Philippine English (p. 76):
non-graduate Back to mothers
(Pakir, 1992, as cited in Kachru && Nelson, 2006) 1. Preference for specific words and
collocations specifically shall, could,
2. Philippine English such, wherein, of (to signal possession);
 deep puristic or hard to understand' as an 2. Unusual words and collocations,
attribute of language, specific terms, and word with
 stick 'cigarette, combinations which may have been
 high blood tense or upset, originally confused with other
 blow out = 'treating someone with a snack collocations but which, because of
or meal, affairs, frequent use, have become fixed
combinations in their own right (e.g
 Motel = a hotel used for pre-marital or
results to instead of results in); and e.g.
extramarital affairs,
3. Unusual prepositional usage, including
 Manualized = to prepare manuals,
omission of prepositions in two-word
 Go ahead = leave before others with host’s
verbs, addition of preposition, to verb
permission,
phrases, local use of different
 Studentry = a student boy
prepositions in noun phrases following
 Amboy = a Filipino perceived to be too pro- certain verbs or adjectives.
American,
 Promdi = from the province The syntactic features identified include the
 Behest loan = ‘unguaranteed bank loan following (pp. 76-77):
given to presidential cronies, 1. Word-order features, consisting of the
 Pulot boy = boy who picks up tennis balls in placement of the time adverb before the
a game, and place adverb, placement of the adverb
 Balikbayan box = box where Filipinos between verb and object, placement of
returning from abroad put all their the adverb between noun and
shopping, among others prepositional phrase, placement of the
(Bautista, 1997, as cited in Kachru &t Nelson, indirect object introduced by to between
2006) verb and direct object, other unusual
adverb placements;
3. Malaysia English 2. Use of articles, including absence of the
 Antilog = a male hated by a girl, definite article, unusual use of the
 Popcorn = a loquacious person, definite articles, absence of the indefinite
 Kachang = peanuts, easy, article;
 Slambar = relax 3. Noun sub-categorization, consisting of the
 Red spot/ open shelf’ = girls who are non-pluralition of count nouns, the
popular and those who are not, reclassification of General American
 Day bugs = those who come to attend English (GAE), mass nouns as count
school but do not live in residence halls’ nouns, mass noun pluralization,
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 pluralization of adjectival nouns in
compounds;
4. Pronoun-antecedent incongruence
5. Subject-predicate incongruence;
6. Reclassification of GAE transitive verbs as
intransitive verbs; and
7. Tense-aspect usage consisting of unusual
use of verb form and tenses, use of the
perfect tense where the simple past
tense or even present perfect tense is
called for in GAE, lack of tense sequence.

 The foregoing discussion only shows how dynamic

English is.
 These are only some of the essential features of
some varieties of English which should be given full
attention by users coming from different cultures.
 From the variety of English used by the native
speakers such as British, Americans, Canadians,
Australians, and New Zealanders.
 English has evolved into post-colonial varieties and
should not be mistake as errors most especially if
they have become the standard in the speech
community and have been codified.
 As the poet aptly put it: “English is ours. Gemino
Abad (1997, p. 8)
 We have colonized it too “intercultural
 You have to be aware of and recognize intercultural
communication as you need to be sensitive to the
people around you.
 You who belong to different cultural heritages and
have their own linguistic identity.
 When you encounter them, you will be able to avoid
misunderstanding, avoid communication breakdown,
and with less difficulty since you are to exposed to
their own language features.
 This way, you will be able to enhance your personal
and social interaction.

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 organization’s vision, mission, and
LESSON: COMMUNICATION AIDS AND STRATEGIES goals.

A. Kinds of Communication Strategies Classification of objectives or goals:

Communication Strategy General – general purpose is a broad indication of what you

 It is a blueprint or plan. are trying to accomplish.
 It maps the hows to convey a message. Specific - specific objectives describe the outcome you are
 It is designed to help people to seeking
communicate effectively and accomplish
individual or organizational objectives. Examples:
 It is also defined as the choice of the most Vague - I want to collect some donations in this meeting. I
useful objectives of communication, and want to get my manager’s support for my idea.
recognition of a particular and its strategies
in terms of attitude Specific - I want to collect at least P500 from each person in
this meeting.
- I want my manager to give me one day per week
KINDS OF COMMUNICATION STRATEGIES
and the help of a secretary to develop my idea.
1. Verbal Communication Strategy
2. Audiences
 Can either be written and oral
 Identify your target audience whom
communication.
you need to communicate with to
 Written communication – comprises e-
achieve your personal or
mails, chat, fax messages, and text
organizational goal or objectives.
messages
 Oral Communication – may involve
Questions to ask:
phone calls, video chats, aside from
- Who are the key audience members?
face-to-face conversation.
- How much do they know?
2. Non-verbal communication strategy - What do they want to know?
 Is more on visual cues such as facial - What are their personal preferences?
reactions, body language, voice tone, - Which demographic characteristics are
and physical distance between significant?
communicators - What size is the group?
 Examples: - What are the audiences’ attitude?
 Shaking hands
 Patting the back 3. Messages
 Eye contact  Communication is all about storytelling;
 Etc. thus, always use an interesting
narrative, human interest stories, and
3. Visual Communication strategy imagery.
 Provides documentation in school and  Adler, et. at. (2012) suggest that you
in workplaces. develop the thesis statement. A thesis
 Examples: statement is the central or key idea; it
 Signages is a single sentence that summarizes
 Memoranda your message.
 Illustrations
 Webpages  Examples:
 Graphic designs  Investing now in a new system will
save us money in the long run.
B. Factors to consider in developing a communication  Advertising on our website will
strategy. boost your sales.
 You don’t have accept sexual
1. Objectives harassment.
 Communication strategy should be
aligned closely to your individual or 4. Context
organizational plan.  Influences what you say or how you
 If presenting on your own, you should say it.
clarify your personal objectives. If  Example:
speaking for and in behalf of an
organization, you should look at your
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  If others are speaking as part of 7. Evaluation
your program, you need to take them
into account Self-assessment questions (Adler, et. at., 2012)
 “I had originally planned to - Was each point or claim that I made
discuss the technical aspects of our supported by at least one piece of
new express delivery system, but I verbal and/or visual support?
think Carol has covered them pretty - Did each piece of supporting material
thoroughly.” make my claim more clear, interesting,
 If you’re presenting a new budget and persuasive?
proposal just after a company has - Did I use a variety of verbal support
suffered a major financial loss, you (definitions, examples, stories,
should be prepared to show how your statistics, and comparisons) to add
budget will cut costs (Adler, et. at., impact to my presentation?
2012). - Did my visuals (charts, graphs, photos,
videos, etc.) make my points more
5. Tools and Activities clear, interesting, and persuasive?
 Identify the most appropriate tools and - -Did I present visual in a way
activities to be used in communicating that contributed to my effectiveness?
the messages to the audience. - - Did I look at my audience, not at
 Example: the visuals, while speaking?
 Tables - - Did I display visuals only when
 Diagrams discussing them?
 Graphs - Did I practice using all technology (eg.,
 Visual aids (objects and models, computers, projectors) to make sure it
photographs, charts, pictograms, operated smoothly in the venue where
videos, posters, handouts) I spoke?
- Were the complexity and
Pitfalls of Computerized Design Programs sophistication of materials I cited
 Poorly conceived messages, appropriate for my audience and topic?
 Design over content, and - Did I present information honestly
 Overly complex presentations and accurately to support my claims?
- Did I cite the sources of my
Guidelines in Presentation Software (Adler, et. at., supporting material when appropriate?
2012)
- Be sure you have a reason for using a visual
aid.
- Keep your slide shows brief.
- Match the sophistication of your visual to
your audience.
- Make sure the visual is large enough to see.
- Keep the design of your visual simple.
- Use only a few words (in each slide).
- Use only horizontal printing.
- Label all items for clear identification.
- Display a visual only while you are
discussing it.
- Practice using your visuals.

6. Resources and time

 Ensure the availability of the resources
and set an expected timescale for your
communication strategy.
 Remember to check if the equipment
that you will use are ready and working.

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