LESSON

THE NATURE
OF LANGUAGE

A LEARNING''
'7.l(OUT COMES
At the end of this lesson, you should be able to:
1. demonstrate an understanding of the key
ideas in language and communication; and
2. relate your personal experience about
language and communication.
 Study the followin g words. Which spelling is
correct? Which spelling is incorrec t? Tick the
appropr iate box. Justify your answers.
Correct? Incorrect?
1. aeroplane
2. airplane
3. colonise
4. colonize
5. defence · '
I
6. defense·
7. enrolme nt . I
;

8. enrollme nt
' • r
'

9. honour
10. honor
. '·

"INP UT

WHAT IS LANGUAGE?
Together with the creation of human life is the creation of
a wonderful and dynamic human capacit y-langu age. Animals
are said to be able to communicate with each other. Whales sing,
wolves howl, dogs bark, and birds chirp. The sounds these creatures
produce often reflect the state of their emotions. While it may be
true that animals communicate, only human beings are truly capable
of producing language. ,:.i {! . I
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What exactly is language? Linguists agree that a language can -i

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only be called a language if it has a systemtVf rules (also known z

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as grammar), a sound system (phonology~, and a vocabulary

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(lexicon). These are the requirements foi:--tipentifying a means of 0

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communication as a language. A monkey may be able to signal to l>
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its partner that it is sharing food. The monkey will produce sounds =
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and gestures, but it will not be able to organize the sounds into a =
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3
 ucing is
meaningful system with rules. Wha t the mon key is prod
s
not a language in the strictest sense of the word . Hum an being
meanwhile, are able to ·co~ unic ~te their desire _to shar
e food
r human
through several ways that_ are . unders~andable to_o~he
beings. They may utter a word (Food!), raise a question (Wan
t sonie
food?), or give a statement (1'1 like to share this food ":ith you.).
r is
When language is used .by people, unde rstan ding each othe
ity. In this
possible because they come from the same speech commun
r because
speech community, they are able to unde rstan d each .othe
m. People
they have the same set of rules in the language syste
We call
acquire languages from their community as they grow up.
acquire
this process language acquisition. We call the la~guages w,e
as first
as we grow up as moth er tongues, which we also know
s are also
languages. Later on, people discover that othe r language
red to as
essential for various reasons. These languages may be refer
ally in
second languages. People learn these second languages form
language
school, or informally on their own. This process is called
learning.
that
What happens if people visit anot her speech community
English.
is different from their own? Americans and British speak
ounc e
Howevei; they spell English words differently. Th~y pron
the same
words differently. They have different ways of expressing
sh belong
concepts. It can be said that the Americans and the Briti
set of
to two speech communities that do not have exactly the same
s in their
rules for their languages. This is why there are difference
s this
languages. The opening activity on the previous page illustrate
reality.
er
What happens if you, for example~ who speak a moth
speak
z
C, tongue and Engli_sh, go to work in China where the residents
be able
Putonghua (Mandarin) and a little bit of English? Will .you
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c.:,
z ough
:::,
:Ii ~o c~mmunicate with ~he Chinese? The answer is yes. Alth
:Ii
to try to
C,
c.:, it will be a challenge -~or you and your Chinese friends
icate
understand each other ,tventually, you will be able to commun
Cl
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..., ening
CD
as y~u slowly learn each other's languages. Wha t is· happ

I here 1s .called lanom

be
110
o-e e contact.
The result of such cont act may
a new form of language. It is possible that in your attem
pt to
communicate with each other, you and your Chinese friend will
produce a new language form that is understandable to both of you.
Your own languages may also change as you constantly interact and
communicate with each other. Thus, language change is the result of
language contact.
Language is indeed a complex human capacity. It is, therefor e,
importa nt to be aware of its features and behavior to be able to use
it more effectively and productively in communicating with others.

A COMPREHENSION
~ QUESTIONS

Check your underst anding of the input by answerm g the

following questions:
1. Can animals communicate?

2. Can monkeys produce language?

3. What is the difference between language acquisition.1 and
language learning? l-- -

4. What is the difference between first language and second

language?
·-..._

5. What happens after a language comes into contact with

another ?

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5
TYPES OF
COMMUNICATION

A LEARNING
'7-l(ourcoMes
At the end of this lesson, you should
, .
be able. .to:
~. ~

1. demonstrate kno~iedge about the role:of

language in human communication;
2. identify the types of communication in
relation to communication mode, context,
and purpose an<;i style;
3. differentiate verbal, nonverbal, and visual
communication and their subforms in
relation to communication modes;
4. evaluate the differences among
intrapersonal, interpersonal, extended,
organizational, and intercultural
communication in relation to
communication context;
5. explain the differences between formal .
and informal communication in relation to
purpose and style; and
6. discuss the advantages and disadvantages
of the different communication types in
various communication settings.
 considering the
complex process
of communication,
discuss wit h you r
groupmates the
relationship between
1
language and culture . r
Then, share wit h the i
class the insights
tha t you r gro up has
imparted.

"I NP UT

WHAT IS COMMUNICATION?
Depending on wh at is being con sid ere d,
communication, as
a term, takes on different con tex ts. Thi s
results in people having
different views when it comes to the typ
es of com mu nication.
Various contexts come into pla y bec
ause communic;ation, in
general, is defined as the exchange of tho ugh
ts, ideas, concepts, and
views between or among two or mo re peo
ple. The circumstance
or environment in which com mu nic atio
n tak es place is called
context. This circumstance can be phy
sical or actual setting,
the value positions of a speaker/listener,
and the imp ort ance or
appropriateness of the conveyed message.
The focus is on certain
communication processes and even groupings
of people tha t form a
c::, communication situation.

\1 A
One's com
. · •
mumcat1on
particular circ can be influenced by different contexts.
umstance governs each type of commu . .
mcat10n.

1h
Thus, it is essential to pay attention to the interplay of factors surrounding
the context of communication, which may be physical, cultural, social,
and psychological in nature. Communication may, therefore, be classified
according to: (1) communication mode, (2) context, and (3) pwpose and
style.

TYPES
. OF COMMUNICATION.ACCORDING TO MODE ·
'

-. A message can be communicated through the following: verbal,

nonverbal, and visual. Although communication is ·often thought of
as verbal, the nonverbal mode is equally important, as it enhances
one's message.

VERBAL - NONVERBAL COMMUNICATION

The blending of both the verbal and nonverbal types is needed
for effective communication. One cannot be separated from the
other. Let's use door-to-door salespersons as an example. Their
demonstration of product knowledge can only be effective if they
ca~ -properly punctuate what they say using correct gestures and
facial expressions. Their communication with the customer begins
upon greeting him/her with a welcoming smile, then assessing
customer needs and answering customer queries enhanced by
gestures and a friendly, happy, and pleasant disposition. It is only
through this mode that salespeople with excellent communication
skills are able to provide the best information needed, thereby
convincing the client to patronize their products.
' · When you were in senior high school, you were trained to
blend verbal and nonverbal modes of communication. In fact,
when meeting people for the first time, as what you may have
·experienced many times, the initial meeting when you speak
during the first few minutes is significant as it leaves a lasting
impression on your listeners. You show interest in meeting these
people by acknowledging their presence through an amiable,

15
congenial disposition and a smiling face. Rather tha .
n JUst 8
nonverbal codes are better used through a handshak Pea\
. . . .. e,ana
facial expression, and a kind dispos1non or character. PPro,
~

VISUAL COMMUNICATION
Visual communica~i~n, meanwhile, is ;a ~ommunic .
• , . , at1on
that uses images to transfer messages and/or informatio tylle
examples are symbols, signs,. charts, d'1agrams, maps n. s°llle
imagery, photos, pictograms,. illustrations or drawings, :n:ap~,
various electronic COIDJ1:lunication forms ..Electronic conununicae~eo
symbols or images include the emoticons, emojis, and anunatitioo
among others, to impart the writer's emotions or explain the into11,
• . em
of the message sender. These are achieved through digital mode
or
text.
How these symbols are µiter~ret~d .is c~cial in visual
communication. There are .some ., in~fanc~s· when visual
communication is ,.classified under nonverbal. communication
' { . '
Whatever the classification is, note that $is type has now
become pervasive in commwtj~ation'. ,It is also important that the
1

receiver·of the mess,age is abl~ to decode th_e ~ ~aning correctly by

contextualizing the informatio~ received.
• I

VISual communication currently plays a vital role in any work

environment. For example, instructors, doctors, lawyers, legislators,
managers, and the like use visuals during their presentations to
convey data into comprehensible information. Very likely, they
will have greater success in catching the attention of the audience,
making the latter easily recall the information. What makes visual
communication even more beneficial i~ that it us~~ technology that
provides videos, ~ages, and apps (applications) that'depend less on
the printed word, making presentations more engaging. These things
leave a powerful effe~t on the audience a~d prospective clients.
Speakers/presenters sho.uld, however, be·mindful of the content of
their presentation because. wrong and irrelevant information may
lead to miscommunication or communication breakdown, thereby
defeating the very purpose for the use of visuals. Likewise, they
should pay attention to graphic elements, such as position, color,
size, shape, and orientation, as all these play an important role in
the preparation of slides. Audience size should be considered as well
when preparing slide presentations or other forms of visuals.

TYPES OF COMMUNICATION ACCORDING TO CONTEXT

In this sub-section, context in communication is referred to as
a composite of people interacting with each other. Communication
may also be classified according to context: (1) intrapersonal;
(2) interpersonal; (3) extended; (4) organizational communication;
and (5) intercultural communication.

INTRAPERSONAL COMMUNICATION
The Latin prefix intra- means within or inside. Intrapersonal
communication means talking to oneself. Some label it as inner
dialogue, inner monologue, or self- or inner talk. Psychologists use
other names for it, such as self-statement or self-verbalization .
.Do you find it normal to talk to yourself? Some say it is;
some say ifs not. The gauge, however, rests on the frequency of
the occurrence and how you handle such. For instance, if you find
yourself talking to yourself, there is really no need for you to answer
back. You talk to yourself because you think you need to boost your
confidence when you are uneasy, especially when you are about to
speak in front of an audience, to assure yourself that you've done
a good job, or to console yourself when you performed a task
poorly. Moreover, engaging in inner speech, such as daydreaming or
fantasizing, is not bad as long as you can distinguish it from what is
real.
Self-talk can work to your advantage, as it allows you to
practice what you need to say in times when you lack motivation
and confidence to speak. One magic statement that you can try
is, "I can do it!" Saying this will continuously give you positive
reinforcement that you can do things courageously and that it is not

17
 impossible to do so. Furthermore, as you face life's challenge
may also find yourself verbalizing your thoughts and feelin s, }'%
.
then important that as you reflect, you are a ble to improve gs_ lt ·
on ts
decisions in life and likewise enhance your self-worth. }'Out

INTERPERSONAL COMMUNICATION
As opposed to intra-, the Latin prefix inter- means beh..
' ~vveen
among, ,and together. An interactive exchange takes place a 1

interpersonal communication takes place. As it happens, howeve s

r, a
transaction does not n_ecessarily take place because it c.an only be a
simple interaction, such as ordinary conversations, getting to know a
person, or greetings that happen between or among the interactants.
This may occur in small groups or dyads, also known as group
communication. ·
A communication situation is interp~rson~l if it is meant to
establish or deepen one's relationship wit~ oth~rs. However, if the
objective is to ·achieve something at the. end of the conversation
' t • ,

it becomes transactional. Whil~ t~e former ~s characterized by less

. . '
seriousness and formality, the latter is more formal and profound.
Whereas interpersonal talks are meant for maintaining social
relationships, transactional talks aim to acc~mplish ·or resolve
something at the end of the conversation. Note the examples below.
I ~ ' •

Analyze the following two situations: .

1. Speaker A: Hi! I am Dasha Santos. And you are?
Speaker B: Oh, I am Tricia Gomez. I'm glad to meet you.
How do you know the bride?
Speaker A: We're cousins. Our moms are sisters ..How about
you?
Speaker~: We were classmates in high school. I never knew
anything personal ab~ut her so we ·were surprised
to receive an invitation from her. She has always
been very private.

18
 Speaker A: I see. She's been like that since we were kids. She
has always been a very quiet person.
2. Speaker A: Excuse me. Can you give me directions to the
nearest mall?
Speaker B: Yes, you may go there on foot or simply take a
jeepney ride. To get there, it will take you about
20 minutes if you walk. Take the exit gate near
the hospital, then turn left and walk straight
ahead. You won't miss it because there is a big
sign. Jeepneys take the same route, and it should
not take you more than 10 minutes even with
the traffic.
Speaker A: Thank you so much. I think I will just take the
jeepney ride as I am running late. You have been
so helpful. Thanks again.
Can you tell which of the two conversations is interpersonal
and transactional? Explain the objective, language, and nature of the
conversation.

EXTENDED COMMUNICATION
Extended communication involves the use of electronic media.
Unlike before when it only called for the use of television and
radio, nowadays, the description of extended communication may
be expanded to include tele, audio, or phone conferencing; video-
conferencing; Skype calls; and other technological means. For
example, people who are far away from each other or are far from
a venue can participate in a meeting or a conference when linked by
a telecommunication system. Inane-conference setting, participants
may not be present physically; but they can still track down the
lectures and participate actively because of the mass articulation
and dissemination of information that allows speakers to reach a
wider group of listeners. Because extended communication is public
in nature, speakers should be prepared when they speak so their
language is more formal.

19
 ◄

Messages are transmitted quickly through the use of electronic

media. For example, by using the internet, recorded videos can be
transmitte d in seconds/m inutes, as welJ as viewed by a greater
number of people. With extended communic ation, your own
attitude, behavior, and thinking may be influenced by other people;
and you may be persuaded to accept the views you hear. It is vital,
therefore, that you weigh what you hear and evaluate them against
the beliefs that you hold so that you do not get easily influenced by
the conviction s of others.

ORGANIZATIONAL COMMUNICATION
With this type, the focus is on the role that .communic ation
plays in organizatio nal contexts. Organizati ons comprise individuals
who work for the company. When you graduate, for example,
you become a profession al, either working for a company or
putting up your own. Regardless of which: you should know that
each organizati on has expectat_ions that you as a communic ation
profession al should meet or that you as the owner may establish.
There should be a system of communic ation so that an
organizati on can be successful. A set of rules or standards for
communic ation protocol should be spelled out so that interaction
patterns can be established . On the part of the individual,
you should be equipped with the needed oral and written
communic ation skills that the organizati on expects you to possess.
There are two types 9f organizati onal structure: ( 1) formal and
(2) informal. Formal structure allows communic ation to take place
via designated channels of message flow between positions in the
organizati on. This structure can use four approache s: (1) downward
communi cation; (2) upward communi cation; (3) horizon tal
communic ation; and (4) crosswise communic ation. As the t erm
indicates, downward communic ation flows from upper to lower
positions, that is, from the president to a manager or supervisor
or a manager to an ordinary staff. The ·communi cation flow is
top-down or from a superior to a subordina te and usually a sks
certain individual s to perform a specific task. Conversely, message

D
transmission in upward communica tion is bottom-up, where
subordinates communica te to their superiors/bosses bearing their
views/feedback on organizatio nal policies, issues related to their
jobs, and the like. Horizontal communication has a lateral approach
because it takes place among people from the same level but from
different departments or units to facilitate performance of tasks
through proper coordinatio n. Crosswise approach is diagonal in
nature because employees from different units or department s
that work at various levels communica te with each other. Each
of these communica tion approaches has its own advantages and
disadvantages. Note that these structures are usually presented in the
company's organizational chart and policy manuals.
· Informal communica tion, meanwhile, comes from unofficial
channels of message flow. Likewise known as "grapevine, "
messages from the different levels of the organization are conveyed.
This happens because of the dissatisfaction of some employees,
accompanied by doubt, such as superiors playing favorites and
unfavorable or unacceptabl e company rules and regulations. Some
employees even turn to baseless gossips and rumors, which they
spread like wildfire. Tracing the origin of a rumor is almost next to
impossible. In fact, when some people are confronted, they lay the
blame on others so that they can get out of the mess quickly.
Each organizatio n has its own culture. This is referred to as
"organizational culture." Based on its history and development,
an organization develops its own core values, vision and mission
statements, goals, and objectives. Organizational culture is of utmost
significance as it will dictate the kind of behavior that employees
should have, as well as the extent of commitment expected from
them by the organization. They all share the values, practices, vision,
and mission of the organization. Peter Drucker's famous quote,
"Company cultures are like country cultures. Never try to change
one. Try, instead, to work with what you've got," underscores the
view that, indeed, culture is within the control of the entrepreneu r
or company owner. If from the beginning, you think you cannot
conform to the organization's culture, you'd better look for another
job or workplace where you will be happy and in harmony with
your superiors and colleagues.
Lorma Colleges Library
Urbiztondo, San Juan, La Union
Acc.#: --- - - -- ·. 21
 INTERCULTURAL COMMUNICATION
Another type of communication is intercultu.ral communication.
As the term implies, it is communication between or among people
having different linguistic, religious, ethnic, social, and professional
backgrounds. Even gender difference affects communication. Individuals
with dissimilar orientations convey and interpret messages in a different
way. This particularly happens with nonverbal commu.nication.
For example, Australians consider eye contact as vital in evaluating
how sincere a person is. Meanwhile, for- Indians, it is considered
inappropriate to look straight into t~e· eyes of a person while
talking. This does not, however, mean that they' are dishonest or
insincere. Moreover, Indians see hand waving from side to side as
no or go away while it means ·hello among Westerners. For Filipinos,
twitching of lips means referring to something or someone. When
someone asks, "Where is my book?"instead of responding, "There
it is," the response may be through puckering o·r twitching the lips.
When people from other cultures see this, it may be taken to mean
as an action of "seduction." It ' is important, therefore, not to be
judgmental or to rush into interpretations, as cultures ·sometimes
vary enormously. .

Similarly, linguistic differences are of the ~s~ence. With the

advent of World Englishes, different ·cultures develop different
lexicon peculiar only to the speech community. In the Philippines,
a local variety of English, called Philippine English, has been
developed, which has introduced lexical innovation that has not
been found or used in other varieties, ·such as thrice, batchmates,
CR (comfort room), salons, barangay captain, 'and high blood. Even
in term~ of pronunciation, words are pronounced differently by
·Filipinos, which, to some, are conside; ed erroneous. For instance,
these supposedly pronounced with a hard /th/ represented with a
ttJ/ is pronounced inste~~ with a /di by the average Filipino because
hard /th/ is no~ part of the Filipin<? phonology.

22
TYPES OF COMMUNICATION
ACCORDING TO PURPOSE AND STYLE
Finally, communication may be classified according to purpose
and style. We have discussed formal and informal commun ication
earlier in relation to organization communication. In a similar way,
the communication types in relation to purpose and style are formal
and informal. However, instead of focusing on message transmission
and flow, the focus will be on the communication setting and the
delivery mode. Formal communication employs formal language
that is delivered either orally or in written form. Lectures, research
and project proposa ls, public talks/speeches, business letters, and
reports, among others are all considered formal situations and
writings. Remember that while speeches and lectures are delivered
orally, their texts have been thought out carefully and written well
before delivery. The main objectives of this type of commun ication
are to inform, entertain, and persuade.
Meanwhile, informal communication does not apply formal
language. It involves personal and usual conversations with family
members, friends, or acquaintances about anything of interest to
them. The mode may be oral as in face-to-face, ordinary or everyday
conversations and phone calls, or written like in the case of e-mails,
letters, personal notes, or text messages. The purpose of informal
communication is simply to socialize and deepen relationships.

A COMPREHENSION
~ QUESTIONS

Check your understanding of the input by answermg the

following questions:
1. How do you differentiate the types of communication in
relation to communication mode?
2. How can visual communication enhance the message
conveyed by a speaker? Cite a particular situation when it is
best to employ visual communication.

23
 3. What are the types of communication in relation to conteJCt?
How do they differ from one another?
4. How can you listen to speakers' opinions through electronic
media without being easily swayed into accepting their
opinions?
5. Of the four approaches employed in formal organization
structure, which do you think is the best? Cite situations
that will call for the use of each approach. Give o ne
advantage and disadvantage of each.
6. Would you know any strategy or method by which you can
reduce the complexity of understanding another culture?
Do you think it will work with your current ·set of foreign
classmates/friends?
7. How do you d ifferentiate formal communic.ation from
informal communication in relation to purpo~e and style?
Provide situation~ to illustrate the differences. .

, .

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 LESSON

COMMUNICATION
. .

PRO
.
CES.
S Es·
. .
, PR INC IP-LES,
AND ETHIC·S • I

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At the end of this lesson, yo·u should be·able to:

, ,, . ',

1. . explain the vari'o.i.Js· communication· models

and how they help in underst~nding·the
communicat_ion :pros:ess; , , . -. .. •:-. . ., ·1.
2. identify the variables irivolved in the
communication process'; . • (. ' I, •. ' •,.
3. discuss the value of communication in ·
enhancing one's personal and professional
relationships;
4. determine the principles for effective oral
and written communication;
5. evaluate the differences between oral and
written communication;
6. point out the ethical issues involved in
communication; and
7. recognize the importance of a code of
ethics in communication.
 Recall the first time you
engaged in a public oral
presentation. What were
the differen t factors
that you considered at
that time? Relate how
challenging it was for you,
especially when viewed by
differen t kinds of audience.
Share your experience with
your seatmate.

" INPUT

COMMUNICATION MODELS
You learned about the types of communication mode, context,
and purpose and style in the earlier discussion. In this lesson, you
will review the nature of the communication process and some
important commun ication models.
Why is it importa nt for you to know the communication
models? You will learn their importa nce as they will help you
understa nd how a commun ication process works. It is only by
knowing the flow of communication that you can make the
communication process effective.
A model is abstract most of the time. It represen ts a real-wor ld
phenomenon applied to different forms. The interplay of variables
in the model is represented in a graphic form. Later on, try to assess
what makes up the commun ication models and what variables are -0
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There are many conceptual models for human communication, en
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but in this lesson, you will be exposed to only four: (1) Aristotle's :z
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model; (2) Laswell's model; (3) Shannon-Weaver's model; and -i
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(4) David Berlo's model of communication. en

35
 1111111

ARISTOTLE'S COMMUNICATION MODEL

Classical rhetoric dates back to ancient Greece durin
the time of Plato, Aristotle, and the Greek Sophists who wereg
great rhetoricians. Effective public speaking was an important
consideration in the study of communicatio~. The ancient
Greeks were good at argumentation and debate, and speech Was
characterized by repartee. ·
Aristotle emphasized that there are three variables in the
communication process: speaker, speech, and audience, as illustrated
in the communication flow below:

J ►
Speaker
._____. -------
Speech J► ~~;
Audience )

Note the importance of the speaker variable here. W ithout this

variable, no speech will be produced. The speaker adjusts his/her
speech depending on the audience profile. Some considerations for
the audience demographics are age, gender, culture, race, religion,
background, social and economic status, and political orientation or
inclination. Even attitudes, views, and beliefs also play -an important
role when talking about audience consideration because, at times,
the audience brings these with them when they ~ecode a message in
any given situation.

LASWELL'S COMMUNICATION MODEL

In 1948, Harold Dwight Laswell described communication
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as being focused on the following Ws: Who says What in Which
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er channel to Whom and with What effect as seen in the model below:
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CommLncator ► Message ►
channel

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Receiver ►
effect

Effect
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16
 The whole communication process starts with the
communicator (who) sending out a message (what) using a medium
(in which channel) for a receiver (to whom) experiencing an effect
(with what effect) later on. This process can be analyzed through the
sent content, the medium used, as well as the effect it has on the
recipient of the message.

While this model is the same as that of Aristotle, in the sense

that both are linear and have similar components, Laswell's is
different because five variables are involved with the additional
two: medium and effect.
'

SHANNON-WEAVER'SCOMMUNICATION MODEL
Claude Elwood Shannon and Warren Weaver's model of
communication was introduced in 1949, a year after Laswell's,
for Bell Laboratories. Originally, it was conceptualized for the
functioning of the radio and television, serving as a model for
technical communication; later on, it was adopted in the field of
communication. In this model, other components, such as noise,
reception, destination, and feedback have been identified. Other
terms, such as information source for the sender, transmitter for
the encoder, decoder (reception), and receiver (destination), were
introduced.
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model? How different is it from the first two models discussed rn
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37
 5. Wor k on the give n feed back . Onc e you rece ive cornl
lle
from the liste ners /read ers, wor k on them . Take kindt fl.ts
. . . . . y to
criticisms. In the long run, cons truct ive cnt1c1sms Will
beneficial to you as you learn to a ddress t h em. Proye

PRINCIPLES OF EFFECTIVE ORAL COMMUNICATION

• I
1. Hav e a clea r purp ose. You shou~d know your obje
ctive in
com mun icati ng by hear t.
2. Deli ver a com plete mess age. Mak e sure_.th.at your
claims are
supp orted by facts and nece ssary info rmat ion.
3. Aim for concisene~s. You r state men ts do ,not hav~ to
be wordy.
Brev ity in spee ch i~ a must .
4. Deli ver your mess age in the mos t natu ral ._way as
possible.
Punc tuate impo rtan t word s with the suita ble mov eme nts
and
gest ures . Exud e a c~rta in level of conf i~en ce even if you
do not
feel conf iden t enou gh. · ,_
5. Hav e a specific and time ly feed back . Inpu ts ~ill be help
give n on time .
.
.. . . ful when
, I

' ,• ' i

PRINCIPLES OF EFFECTIVE WRITTEN COMMUNICATION:

THE 7Cs
1. Be clear. Be clea r abou t your mess age. Alw ays be guid
ed by your
purp ose in com mun icati ng.
2. Be conc ise. Alw ays stick to the poin t and do' O:ot beat
or run
arou nd the bush . Be brief by focu sing on your main poin t.
3. Be conc rete. Supp ort your claim s with enou gh facts . You
r read ers
will easil y know if you are bluf fing or dece iving them
beca use
ther e is noth ing to subs tanti ate your claim s.
4. Be corr ect. It is imp orta nt that you obse rve gram
mati cal
corr ectn ess in your writ ing. Alw ays have time to r evise and
edit
your work . Even simp le spel ling erro rs may easil y distract
your
read ers.

0
 S. Be coherent. Your writing becomes coherent only when you
convey a logical message. The ideas should be connected to each
other and related to the topic. Make sure that you observe a
sound structure that will present a smooth flow of your ideas.
Use transitional or cohesive devices so that the ideas conform
with one another.
6. Be complete. Include all necessary and relevant information so
that the audience will not be left wanting of any information.
Always place yourself in the shoes of the audience, who is
always interested to receive new information.
7. Be courteous. The tone of your writing should be friendly. Avoid
any overtone/undertone or insinuation to eliminate confusion
and misinterpretation.

ETHICS OF COMMUNICATION
Communication ethics emphasize that morals influence
the behavior of an individual, group, or organization, thereby
affecting their communication. For instance, given the unethical
communication practice of a certain company of concealing the
non-remittance of deducted premiums from employees' salaries to
the Social Security System (SSS) or Government Service Insurance
System (GSIS) in the case of government offices, the company's
accountability to its employees is undoubtedly affected. Compare
this situation with that of an organization that observes ethical
practice and remits the employees' monthly contributions to the SSS
or GSIS regularly. It is important to note that one's behavior should
be regulated by honesty, decency, truthfulness, sincerity, and moral
uprightness.
Be guided by the following to achieve ethical communication:
1. Establish an effective value system that will lead to the
development of your integrity as a person. One's behavior
l>
and decision-making style affect, in turn, the operations of z
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an organization. -<
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41
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 2 Provide complete and correct information. The data you ProVi
whether needed or not, should always be contextualized d~
accurate. . and

3. Disclose impo~t information adequ~tely and appropriate!

Never conceal information that are needed for transpare r.
I ncy
purposes.
Observing a code of ethics is essential as_i.t determines the kind
of behavior that is proper and desirable over one that is displeasin
~d offensive. A code of ethics sets the standar~s to ~e-~~served by!
a
person or a company that will create good reputation or a positive
image not only for an individual but also-for the organization.
It will, therefore, pave the way for the attainment of the desired
results, leading to the success of an individual ·or the entire company.
Success in decision-making will likewise impact the company's
reputation.

A COMPREHENSION
~QUESTIONS
; '
Check your understanding of the input by :a~swering the
following questions:
1. What are communication models? Why do you think were
they introduced?
2. How does one model differ from the·other/s?
I

3. Hyou were to choose a conceptual model for communication,

what would you prefer and why? How can you be guided
,by any of these models when you co~unicate?
4. How do the principles of effective oral communication differ
from those of _effective written communication? Do they
have similarities at all?
5. How can one observe ethics in communication?
6. .Why is it important to have a code of conduct or a code of
ethics?
FORMS OF
COMMUNICATION

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. a+fO.+ Sf ♦◄i"+:'.PN l#q~"" H.C•._ ¥,4...JJ,tf ► f'&W,, .,_ ,

LEARNING·\-~ ·.;·ti.~-:;,·,;'· '-:-:,v:. -· -,

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OUT COM ES · .; ,_.,;: _~:.·f{1.~~~ _,, .. , , ., .;{-:-
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• .· '. ·.;:. -• . ,' ,. ' ~ 1 : \ :~: _, ,·,.. _::\~i}\i~·:sf};J:)~:~/ ,. •.

· At the end of this lesson;:you .~t:,oul_ d be:ab le to:
• ~- ~~ _),. .~,.,., -.:,&~::; ~--;-'; . , ,:_
'>. '.., •
._.~;{:"' -~~:- '
>'r· ; :, •. • ..... y ' .., ~; ~> '-"'"•" . '
1. ident ify the 'v ariou s·com murif catio n··m odes
and howJ hey ~elp 'iri expre ssing ,

comm umca t1ve mten t; , ,- ,. • ,· · ~r - ·.

• ' • • • .. • ., ~ ,. \; ' ... # ••✓-; ...
:one's ,. ·
,.: • :- .

• • " , • .. 1 • ,. -. ~ ...... •.. ~~ J '

2. show the impo rtanc e of face•t<>-:-face; audio,

virtua l, text-b ased , .a11d other forms of
comm lini,ca tion, pafticu1a·r1y·h1 targe tin·g
differ ent types of a~die nce ifl loc:at '~ nd
globa l settin gs; · _ , .. .·
3. .distin·g uish the differ ence ~ ·betw e~n ·a-nd
amon g the comm unica tion .mode s;.and
4. use these comm unica tion· mode s
appro priate ly, depe nding 9n. the conte xt of
the comm unica tion situa tion.
 How do you think has
I-
communication mode·
changed or improved
over time? What
modes are now being
utilized and which
were not present
before? What are
the advantages and/
or disadvantages of
each mode?

"INPUT
I ,• I

In Unit 1, Lesson 3, you learned ~bout the communication types.

Note that ·this topic overlaps with the lesson on co~unication
mode, which is the (ocus of diis unit. Thus, it is iinp~rtant for you to
know how communication_types and mo~e,s ~~mpleme~t·each· other
to achieve good communication.

COMMUNICATION MODES
. Communication mode refers to the channel through which one
expresses his/her communicative intent. It is the medium through
which one conveys his/her thoughts. Views or feelings can be
communicated through face-to-face interaction, video, or audio. The
mode may also be text-based.
The most common of all these modes is the face-to-face
interaction. It is an informal or casual conversation between two
or more people. People engage in social conversations to establish
relationships or maintain them. It is one way of gaining new
acquaintances or friends. How to speak, what to speak, when to
speak, and to whom one is speaking are all important considerations
in building relationships.

57