Central Luzon State University

Science City of Muñoz 3120

Nueva Ecija, Philippines

Instructional Module for the Course

(COMM 1100 Purposive Communication)

Module 4: MULTIMODAL AND

MULTICULTURAL MESSAGES
Overview

Many texts are multimodal, where meaning is communicated through

combinations of two or more modes. Modes include written language,
spoken language, and patterns of meaning that are visual, audio, gestural,
tactile and spatial.
Every piece of text carries a message, and every message carries a
meaning that may be true or false as a regular consumer of text and
receiver of information, you need to be more aware and critical about what
you accept as a matter of truth or fact.
The importance of evaluating the effectiveness of our messages is by
developing and using strategic questions to identify strengths and
weaknesses.

Objectives

After completing this module, you are expected to:

1. Understand the purpose, composition, context, and intended
audience of messages.

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 COMM 1100 (Purposive Communication)

Lesson 2 Understanding the purpose, composition, context,

and intended audience of messages

A message is defined as information conveyed by words (in speech or

writing), and/or other signs and symbols. A message (verbal or nonverbal, or
both) is the content of the communication process. The originator of the
message in the communication process is the sender. The sender conveys the
message to a receiver.

The messages you develop must answer the questions: Why? Why care?
Why act? A message must explain what's valued, what's at risk and it must align
you with others who share your values and concerns. A message must be short,
simple and repeated to be heard. To be effective, a message must be included
in every communication - written and oral - and used in all free and paid media.

According to John O. Burtis and Paul D. Turman in their book "Leadership

Communication as Citizenship,” intentionally or not, both verbal and nonverbal
content is part of the information that is transferred in a message. If nonverbal
cues do not align with the verbal message, ambiguity is introduced even as
uncertainty is increased. Communication is effective only when the message is
understood and when it stimulates action or encourages the receiver to think in
new ways (Bovee, Thill, and Schatzman, 2003).

Purpose of Message

Most media messages serve at least one of three purposes—to educate,

to entertain, or to persuade—and some fulfill all three at once. A blog post, for
example, may entertain its readers but also share some news or promote a
cause or product. Always think about the purpose of a media message before
taking it at face value. Also analyze purpose before sending your own media
messages.

a. To inform
b. To entertain
c. To persuade
d. To educate
e. To provide a forum for ideas

Composition of Message

The message composition will be based on its purpose. The content

should be thought-off and have undergone a thorough research to ensure that
the message that will be sharing is accurate. The question to be asked is ‘what
do we tell our audience to get the desired result?’

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 COMM 1100 (Purposive Communication)

There are communications where the receiver is expected to have a

positive or neutral reaction, and there are communications about which receivers
may have a more negative reaction. The image of the continuum below is
focused on audience reaction to a message.

a. Positive Messages

This includes messages where the audience is expected to react in a neutral to

positive manner. Positive messages tend to consist of routine or good news.
These messages might be items such as congratulations, confirmations,
directions, simple credit requests, or credit approvals. Also included in this
category might be denials that are somewhat routine or expected. This could be
something like a parking lot closure that inconveniences employees, but in a
minor way. As strange as this sounds, sympathy messages are in this category
as well. Sympathy messages are routine since they will not be a surprise to the
receiver.

Consider the message to be a positive message structure when:

• The receiver likes or expects this news (product shipped on time)

• The receiver needs little education or background to understand the news
(travel arrangement for the conference)
• The receiver considers the message routine, even if not completely
positive (parking lot closed for three days for new striping)

b. Negative Messages

This includes messages where the audience is expected to react in a negative

manner. Negative messages consist of bad news. In these messages, the
sender’s goal is to convey the bad news in a manner that preserves the business
relationship. While the sender must deliver bad news, the sender wants to avoid
an employee quitting or a customer finding another vendor. These messages
might be items such as refusal to provide a refund, cancellation of an event,
inability to support an event and more.

Consider the message to be a negative communication when:

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 COMM 1100 (Purposive Communication)

• The receiver may be displeased (cost for repair is the receiver’s, not the
utility company’s)
• The receiver needs a little persuasion (new log-on procedure takes longer
but is more secure)
• The receiver may be somewhat uncomfortable (new badging system
underway because employees have been sharing badges)

c. Persuasive Messages

The third, overlapping category is persuasive messages. With this

category, the audience is expected to need encouragement in order to act
as the sender desires. In some cases, the receiver is more like a positive
audience; for example, when you’re asking for a recommendation letter or
when you’re inviting someone to attend an after-hours work function. In
other cases, the receiver is more like a negative audience; for example,
when you’re requesting additional payment as a result of a shared error or
when you’re providing an extension to an impending due date.

Consider the message a persuasive communication when:

• The receiver may be reluctant (please speak to the new employee group)
• The receiver is being asked a favor (please write recommendation letter)
• The receiver may be invited to something somewhat outside regular
duties (please supervise a new book club that will meet on campus after
work)

Context of Message

Context is one of the basic components of human communication. It refers to

the setting in which communication is taking place. However, there are several
different kinds of communication context to consider.

a. Physical context. This refers to the tangible environment in which the

communication is taking place. It is important to tailor one's
communication to the physical area; someone would scarcely speak the
same way in a sports bar as they would in a place of worship.

b. Cultural and psychological context. Communication will be interpreted in

different ways based on the general feeling of the audience as well as the
zeitgeist of the time. It goes without saying that there's a time and a
place for most points to be made. This context narrows the points that
can be made effectively to a certain group of people.

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 COMM 1100 (Purposive Communication)

c. Temporal context, or context within context. This is the context of when

a certain point can be made, or a message sent, within a conversation
itself. Those skilled in rhetoric know that you can't just blurt out the most
stirring part of your speech—you have to build to it. Similarly, when
delivering grave or tragic news, it is best to place the hard-hitting
information where the blow can best be softened.

Context is the circumstances surrounding a message. The circumstances

might include the setting, the value positions of the people, and appropriateness
of a message. This means considering your audience, the forum under which you
are speaking, the era, and accepted norms.

Intended Audience of the Message

Intended audience, also called the target audience, is a group of people

you hope to influence with your message.

If a message doesn’t connect with the intended target audience, they

won’t pay attention. An effective message uses language that the target
audience can easily understand. It leaves a positive impression, does not offend,
and appeals to the unique experiences, values and preferences of each audience.
It is also delivered in ways that are easily available and digestible, and that
readily provoke audience interest.

There are four main qualities for an effective message:

✓ Simplicity
✓ Specificity
✓ Structure
✓ Stickiness

Strategies for Evaluating a Message

In order to evaluate whether a message is effective, we can ask ourselves a
series of questions which reflect a message's simplicity, specificity, structure, and
stickiness. Let's take a look at some of these questions now.

Simplicity
In order to ensure that our messages have simplicity, we should ask ourselves
two questions:

Is my purpose evident?
Is my core message clear?

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 COMM 1100 (Purposive Communication)

The purpose of a message will be either to inform, to persuade, or to

entertain. Knowing the purpose will guide us in the choice of information to
include, and in its organization. Informative speaking will rely heavily on data,
while persuasion will employ emotional appeals, as well as data, and require a
different structure. A message with the intent to entertain will have a very
unique focus. Awareness of purpose is crucial, in order that our audience will
know the purpose of the message, and be able to respond appropriately.

A core message must have a clear and simple focus. One strategy to
ensure clarity and simplicity is to express the core message in a single sentence.
By doing so, we are forced to laser-focus the message, and eliminate
unnecessary or tangential ideas. If this task is difficult, it is a good indication that
the core message is too broad. Writing the core message in a single sentence
should be undertaken early in the preparation stages, but may be reviewed again
later, to ensure that the message has remained on track.

Specificity
Specificity refers to our choices of language and its usage. In order to
ensure language is specific, we may ask ourselves:

Is my language specific?
Is my language concrete, rather than abstract?
Am i suing words which have additional meanings and could perhaps be
misconstrued?

Structure
Refers to ideas should be organized and easy to follow.

Does my message have a STRUCTURE?

Is there a more effective way to arrange my ideas?

Stickiness
Anything about a ‘message’ that encourages a visitor or client to stay
longer. A message (multimodal text) is sticky if a visitor or client tends to stay for
a long time and to return.

Does my messages ring a bell?

How my message will retain in the minds of the visitors or clients?

Evaluating Images

It is important to critically evaluate images you use for research, study

and presentation images should be evaluated like any other source, such as
journal articles or books, to determine their quality, reliability and

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 COMM 1100 (Purposive Communication)

appropriateness. Visual analysis is an important step in evaluating an image and

understanding its meaning and also.

Three Steps in Evaluating an Image:

❑ Identifying Source
❑ Interpret contextual information
❑ Understand implications

Guide to Analyse and Evaluate Images:

❑ Content analysis
❑ Visual analysis
❑ Contextual information
❑ Image source
❑ Technical quality

Key Concepts in Evaluating Images and Messages:

❑ All media messages are “constructed”.

❑ Media have embedded values and point of view.
❑ Each person interprets messages differently.
❑ Media have commercial, ideological or political interest.
❑ Media messages are constructed using a creative language having its own
rules.

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 COMM 1100 (Purposive Communication)

I. Assessment

Portfolio

Create a portfolio containing your evaluation of three (3) multimodal texts you
have identified using/following the key concepts in evaluating images and
messages. Multimodal texts may include posters, memes, radio and TV ads, etc.
Make sure to provide links and screenshots of the material that you evaluated.
Format: Tahoma, 12, single spaced. Aside from the said format and the table to
be followed below, students are allowed to customize their own portfolio. Follow
the table below:

GUIDE QUESTIONS IN
KEY CONCEPTS MEDIA TEXT ANSWERS
ANALYSIS
1. All media messages are 1. What is the message of the
“constructed”. text?
2. How effectively does it
represent reality?
3. How is the message
constructed?
2. Media have embedded 1. What lifestyles, values and
values and point of view. points of view are represented
in the text?
2. Who or what is missing?
3. Each person interprets 1. What message do you
messages differently. perceive from the text?
2. How might others
understand it differently?
Why?
4. Media have commercial, 1. What is the purpose of the
ideological or political interest. text?
2. Who is the target audience
of the text?
3. Who might be
disadvantaged?
4. Who created the text and
why?
5. Media messages are 1. What techniques are used
constructed using a creative and why?
language having its own rules.
2. How effective are the
techniques in supporting the
messages or themes of the
text?
3. What are other ways of
presenting the message?

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 COMM 1100 (Purposive Communication)

Rubrics

Category Scoring Criteria Total Points Score

All necessary details of their
topic are included in the report 25
CONTENT The given questions are
completely and correctly 25
answered
The portfolio was presented
creatively and followed the 25
format provided.
PRESENTATION
The portfolio includes only
necessary details and uses 25
appropriate visuals
Score Total Points 100

References

Bovée, C.L., Thill, J.V, and Schatzman, B.E. (2003). Business Communication
Essentials, Paperback, Prentice.

Goemans, M. (2017). Target Audiences: A lesson on fitting the message to the

reader. Retrieved from https://carleton.ca/communityfirst/2017/lesson-
making-message-fit-audience-communicating-recommendations-effective-
cce-cfice-partners/

Harvey, S. (2018). Who, what, why, and where? Your target audience definition.
Retrieved from https://fabrikbrands.com/target-audience-definition/

Sanders, H. (2019). Types of Communication Context. Retrieved from

https://www.enotes.com/homework-help/define-context-its-importance-
communication-
200553#:~:text=Context%20is%20the%20circumstances%20surroundin
g,the%20era%2C%20and%20accepted%20norms.

Suarez, C.A., Perfecto, M.R.G, Canilao, M.L.E.N, and Paez, D.B.I. (2018).
Purposive Communication in English. Ateneo de Manila University Press.

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