AUTHORS:

SPENCER CREDO
RICHELLE LOU R. OSUMO
 NEGROS ORIENTAL STATE UNIVERSITY
COLLEGE OF ARTS AND SCIENCES

DEPARTMENT OF ENGLISH AND LITERATURE

LEARNER’S MODULE
1

GE5:
PURPOSIVE COMMUNICATION

WRITERS:

MR. SPENCER CREDO

MS. RICHELLE LOU R. OSUMO

LAYOUT ARTIST:
SCARLET M. GADINGAN, MAELED
 MODULE 2

COMMUNICATION FOR VARIOUS PURPOSES

INTRODUCTION

Communication happens every day, and it is inevitable. We always communicate with the
intent of affecting our environment by influencing those around us. Our intentions and purpose vary
according to the situation we are in and the people we are with. Thus, it is important to know how to
convey effective messages to different audiences and situations.

In this module, we will explore the various purposes of communication and how informative
and persuasive messages are constructed to convey meaning.

The discussions in this module come from Internet resources and books, among others. As
your facilitator of learning, I will enrich our discussion by presenting information with citations. If you
have questions, please do not hesitate to call, email, text, or chat with me.

COURSE LEARNING OUTCOMES

At the end of this module, the students shall:

1. Evaluate informative and persuasive texts by answering comprehension questions.

2. Compose clear and coherent essays by applying the features indicated in each lesson.

CONTENTS OF THE MODULE

This module contains the following lessons:

Lesson 1: Communicate to Inform

Lesson 2: Communicate to Persuade

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY

To benefit profoundly from this module, please be guided by all the key points presented
below.
1. This module contains two (2) lessons. Each lesson is explained substantively. Read the
explanations thoroughly so that you could understand the lesson fully.

2. Each lesson has the following sections:

a. Set the Route contains specific learning outcomes. These are statements
presenting the knowledge and skills explored in the module and are expected to
achieve at the end of it. Read them heartily.

b. Spur to Spark contains questions, ideas, or a game that will activate your
background knowledge, stimulate your interest, and prepare you to process the
content, new information, and activities in the module.

c. Mat and Chat contains the new information we will all learn together. Read them.
If questions come to mind and you need answers, you may google them or contact
me through chat or email. Let us do collaborative learning and work on these
questions together.

d. Ink, Link to Sink In contains learning activities designed to facilitate in-depth

discussion and sharing of or experiencing the topics we are to learn. In other words,
these activities are used to enrich your learning.

3. Work with Might is the final section of the module. It contains a test/task designed to
assess whether you achieved the learning outcomes of the module. For an objective-
type of test/task, answers are provided at the end of the module. You could check your
answers against the answers provided. You do this to track your learning – recognize
what is learned and re-learn what you failed to understand. For the non-objective type
of test/task, I will check your answers myself.

4. Feel free to chat, call, text, or email me if you have questions, reactions, or reflections
about the module's contents or activities.
LESSON 1—COMMUNICATE TO INFORM

Set the Route

At the end of the lesson, the students are expected to 1) evaluate informative texts through
answering comprehension questions and 2) compose an informative essay by applying the features
of informative text.

Spur to Spark

Instructions: Identify whether the written texts inside the box are informative or non-informative.
Write your answers in the table provided.

News Report Story books History books

Brochures Poem Comic book
Laboratory Report Nutritional Facts

Informative Texts Non-informative Texts

Based on your answers above, how can you say that a text is informative and non-informative? Why?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________
Mat and Chat

An informative text is meant to inform the reader about a specific topic or issue. An
instructional manual about making a table or a book that tells the story of what happened in World
War II are examples of informative texts. According to Mometrix Test Preparation (2021), it is typically
found in nonfiction sources like science and history books, newspapers and other periodicals,
autobiographies, and instructional manuals. It also contains a number of features and aids which
make this type of writing easier to identify – graphics, illustrations, written cues, and organizational
structures.

1. Graphics provide information in a simplistic way

by showcasing diagrams, tables, or charts with
explanatory texts.
2. Illustrations can focus on a specific part of a
graphic, like a map of a particular country, for
example, and give readers more information
needed.
3. Written cues like bold fonts and italic labels create
emphasis and help readers find important
information.
4. Organizational structures like bullets, headings, labels, and subheadings also supply
necessary information, aside from organizing content structure.

Presentations that are informative primarily focus on getting the target audience to
understand a topic, technique, or issue clearly. The idea of informative speeches is not to motivate
the audience to think of new ideas and change their ways, but instead to inform them of what they
have to know on a certain topic or issue. Informing the people, however, should not be taken as a
simplistic process, for lack of information can be viable and, therefore, can be a challenge in itself.
There are different functions in delivering an informative speech, and an individual may utilize one
or more of them to make their audience understand better (Saylor Academy, 2012). The most
common functions are the following:

1. To Share. The primary goal of basic communication is to share meaning, as well as process
understanding. A speech that aims to inform should have the aspect of sharing data and
content to the audience. Sharing information that you have about a topic can reduce
ignorance and increase understanding with other people.
2. To Increase Understanding. One should take into account how the audience can grasp the
information presented. One should carefully think of key terms and ideas to use when
delivering a speech, for they might already know something about the topic. One can also
use visual aids to illustrate ideas like charts, graphs, and video clips to effectively
communicate the content of the topic and maintain audience interest.
3. To Change Perceptions. All of us want to share our experiences with the world, for there
might be people facing the same challenges that we do. When presenting an informative
speech, one can change the perception of an audience about the topic shared. Common
perceptions from the audience can be influenced and changed by providing adequate and
necessary information.
4. To Gain Skills. A speech to inform can make one gain new skills by informing the audience
through a step-by-step process of making something. This function intends to increase the
understanding of the audience about the subject to create the perfect product.
Ink, Link to Sink In

A. Read the following excerpt from an informative text and do the task below it (Centers for Disease
Control and Prevention, 2019).

The 2019 Novel Coronavirus (2019-nCoV) is a virus (more specifically, a coronavirus)

identified as the cause of an outbreak of respiratory illness affecting 28,000 Chinese. The symptoms
include fever, cough, and shortness of breath. It was first detected in Wuhan, China where the
patients reportedly had some link to a large seafood and animal market, suggesting animal-to-
person spread. However, a growing number of patients reportedly have not had exposure to animal
markets, indicating person-to-person spread is occurring. At this time, it’s unclear how easily or
sustainably this virus is spreading between people.

a) Who is the writer of the message?

_____________________________________________________________________
_____________________________________________________________________.
b) Who is the target audience of the message?
_____________________________________________________________________
_____________________________________________________________________.
c) What is the message?
_____________________________________________________________________
____________________________________________________________________.

d) What is the purpose of the message?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________.
B. The image below is taken from https://ourworldindata.org/covid-deaths. Study it and do the task
below it.

a) Who are the writers of the message?

_____________________________________________________________________
_____________________________________________________________________.
b) Who is the target audience of the message?
_____________________________________________________________________
____________________________________________________________________.
c) What is the message?
_____________________________________________________________________
d) What is the purpose of the message?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
C. Develop an informative paragraph with 8-10 sentences that allows you to practice incorporating
the features that make up an informative text. You may think of your own topic or choose one
from the given below. Write your work inside the box.

A. My Family B. My School C. My Community

LESSON 2 —COMMUNICATE TO PERSUADE

Set the Route

At the end of the lesson, the students are expected to 1) evaluate persuasive texts to
enhance productive (writing/speaking) and receptive (listening/ reading) skills and 2) present ideas
clearly by applying the features of a persuasive text.

Spur the Spark

Do the activity below and answer the question that follows.

Based on the words that you have found, what is the recurring idea of the activity?

___________________________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________.
Mat and Chat

A persuasive text serves to present views and opinions and influence its recipient. It can be
an argumentation, discussion, review, or advertisement. Thus, it is typically found in the editorial or
opinion page of a newspaper, in magazines, radio, television, and social network advertisements;
and in the speeches of influential personalities such as politicians and church leaders.
Best (2015) discussed the common features of a persuasive text.
1. Presentation of a clear, concise, and defined issue, position statement, arguments, and
counterarguments.
2. Use of stronger, more powerful action and modal verbs, adjectives, and adverbs; and
3. Combination of certain types of claims: fact or definition, cause-and-effect, value, solution, or
policy.

When communicating, one must keep in mind not only the purpose of communication but the

also the context and structure. Screbendi (n.d.) elucidated the following format.

1.The introduction. The introduction in your persuasive

essay should grab the readers' attention. This is
commonly known as a hook. Next is the context; make
sure to provide background information about the essay.
This should tell the readers or listeners details why they
should care about your ideas. Third, the thesis statement.
It is the main point of your essay. It should express your
stand on the issue.
2.The body. The body should consist of at least three
paragraphs. Each paragraph should focus on one
particular point. This point must be supported with
evidence.
3. The conclusion. The conclusion should restate the main argument and supporting points.
After all, the point of a persuasive essay is to convert your readers to your point of view.
The example below is taken from www.freestudy.com/best-examples-of-persuasive-essays.
Examine the text and observe how it is written.

Ink, Link to Sink In

Activity 1. The text below is taken from www.unfccc.int/sites. Read the excerpt from a persuasive

text and answer the questions that follow.

Supporting climate action, and in particular adaptation, in Least Developed Countries and
Small Island Developing States is also a key pillar of Ireland’s climate action. This reflects our
commitment to reaching the furthest behind first, especially those who are disproportionately affected
by climate impacts, and least equipped to cope. I am pleased to announce therefore that Ireland is
doubling our funding to the Green Climate Fund for its first formal replenishment period from 2020
to 2023. In addition, Ireland has already surpassed our commitment made in 2015 to provide €175
million in public funding on climate action in developing countries over the period 2016 to 2020,
providing almost €200 million in such funding over the period 2016 to 2018 alone. We must work
together against climate change with ambition and realism. We must strive for agreement on the
remaining aspects of the Paris Agreement rulebook. This is an obligation which Ireland is committed
to and the time to act is now.

Questions:

a) Who is the writer of the message?

_____________________________________________________________________
b) Who is the target audience of the message?
_____________________________________________________________________
c) What is the message?
_____________________________________________________________________
d) What is the purpose of the message?
____________________________________________________________________

Activity 2. By this time, you have already written an informative essay, and you have familiarized
the features of a persuasive essay. What do you think are the similarities and differences of these
essays? Complete the table below.

Informative text Persuasive text

What is it?

What is the purpose of writing

the essay?

What are the features of this

essay?
 Work with Might

Covid-19 has disrupted the lives of many and caused tremendous trauma. After
almost a year, vaccines have been developed. Many people hope that they
would bring our normal life back, but many are also hesitant about taking the
vaccine and fear that they might bring death rather than save lives. Thus,
there is a need to educate the mass. Write a five-paragraph essay that exhibits
both information (facts about the COVID-19 vaccines) and persuasion (opinion
why people should get vaccinated). Use the template for a structured essay given
below. After that, film and submit a 3 to 5-minute video of your written output. Make
sure to emphasize important points you wish to express and vary your tone
appropriately. Be clear and convincing in your presentation!

(Note: Cite sources properly. Do not simply copy-paste information from the
Internet or newspapers. Understand what you are reading and state the ideas in
your own words.)

TITLE ______________________________________________________

INTRODUCTION _______________________________________________________________________

Present the current ______________________________________________________________________________

situation. Present
what this essay will ______________________________________________________________________________
do (Thesis ______________________________________________________________________________
Statement).

PARAGRAPH 1 _______________________________________________________________________

Topic Sentence ______________________________________________________________________________

(Argument 1)
Supporting ______________________________________________________________________________
Sentences and ______________________________________________________________________________
Examples

_______________________________________________________________________

PARAGRAPH 2 ______________________________________________________________________________

Topic Sentence ______________________________________________________________________________

(Argument 2)
Supporting ______________________________________________________________________________
Sentences and
Examples
_______________________________________________________________________

PARAGRAPH 3 ______________________________________________________________________________

Topic Sentence
(Argument 3) ______________________________________________________________________________
Supporting
Sentences and ______________________________________________________________________________
Examples

_______________________________________________________________________

CONCLUSION ______________________________________________________________________________

______________________________________________________________________________.
 Rubrics:
(Your respective teachers might modify the score per component and the total scores. Just take
note of the components you will be evaluated against.)
References

Best, J. (2015). Writing a persuasive text. 3PLearning. Retrieved from

https://www.3plearning.com/blog/persuasivewriting/#:~:text=A%20persuasive%20text%20is%
20any,review%20or%20even%20an%20advertisement.
Bruton, R. (2019). United Nations Climate Change Conference, High-High-Level Segment Statements
COP25. Retrieved from
https://unfccc.int/sites/default/files/resource/INDONESIA_cop25cmp15cma2_HLS_EN.pdf
Framing your argument by using different CLAIMS. (n.d.). MESSA COMMUNITY COLLEGE. Retrieved
from https://www.mesacc.edu/~paoih30491/ArgumentClaims.html.
How to write a persuasive essay. (n.d.). Screbendi.
https://www.scribendi.com/academy/articles/how_to_write_a_persuasive_essay.en.html
Mometrix Test Preparation (2021, January 14). Informative text. Retrieved from
https://www.mometrix.com/academy/informative-
text/#:~:text=Informative%20text%20educates%20the%20reader%20about%20a%20specific%
20topic.&text=A%20book%20that%20provides%20information,reference%20materials%2C%20
and%20research%20papers.
Roser, M, Ritchie, H., Ortiz-Ospina, E., & Hasell, J. (2020). Coronavirus (COVID-19) deaths. Retrieved from
https://ourworldindata.org/covid-deaths

Saylor Academy (2012). Presentations to inform. Retrieved from https://saylordotorg.github.io/text_business-

communication-for-success/s17-presentations-to-inform.html
 Elements of
Communication
Presented by: Mr. Spencer Credo
Learning Outcomes
At the end of the lesson, the students
are expected to:
• perform tasks showing the five
types of communication;
• analyze how the elements play a
significant role in effective "Words have power"
(Mira grant)
communication.
 Quote of the day
"The greatest problem with communication is we
don't listen to understand. We listen to reply."
- Roy T. Bennett (The Light in the Heart)
What is Communication
Communication is the exchange of information
from one person to another through any
means (Brantley and Miller, 2008).
 Elements of communication

Sender Message
The source of the information or The information or content of the
messsage. communication
 Elements of communication

channel receiver
The medium or means by which the The individual of whom the message
message is delivered. is sent.
 Elements of communication

feedback barriers
The receiver's response to the Interferences that hinder or destroy
sender's message. the smooth flow of communication.
 barriers
To effective communication are:

psychological physiological
language barriers barriers barriers
Primarily refers to the A mental turbulence which Obstacles that impact effective
challenges faced by people or distracts the interactant communication because of the
groups speaking different from paying attention to the condition of the human body and
languages or dialect. message. mind.

Physical barriers Cultural barriers

Environmental and natural Misunderstanding of
condition that act as a barrier meaning caused by cultural
in communication in sending differences between sender
message from sender to and receiver.
receiver.
 share your idea
Given below are communicative events that you might have often done every
day. On a scale of 1-10, where 10 is the highest, rate the usual time you spend
communicating in the following situations:

_______1. Communicating with yourself.

_______2. Communicating with a partner/another person.
_______3. Communicating with a group or team (ex. Class).
_______4. Communicating with an audience.
_______5. Communicating with the use of media (tv, radio, newspaper, etc.).

Reflection: Why did you rate #____ the lowest? Share your
thoughts/experience about it
 questions?

Stay safe and

God bless.
 Negros Oriental State University

Types of Communication

Presented by: Mr. Spencer Credo

Types of Communication
 Intrapersonal Communication

This refers to communication that centers on

one person where the speaker acts both as the
sender and the receiver of the message.

Examples:
Meditation
Thinking
Monologue
Dreaming
 Small Group

This type of communication consists of a

small collection of people who interact with
each other, usually face to face, over time in
order to achieve a desired goal.

Examples:
o Discussing with your groupmates
on a certain project
o You and your friends are planning
for a surprise birthday celebration
 Interpersonal Communication

This refers to communication that involves

two or more individuals for exchange of
information on a topic that they find engaging.

Examples:
o Comforting a friend
o Talking about a movie you and your
friend watched
o Providing feedback on your
classmate’s speech
 Public

This occurs when a single speaker

engages in a dialogue in a public
sphere in order to deliver a message
to a large audience.

Examples:
o You deliver a graduation speech
o Class research presentation
o Hosting a ceremony
 Mass

This is a process whereby media organizations

produce and transmit messages to large, widespread
audiences through diversified communication
technologies.

Examples:
o TV commercials
o News Article
o Sharing, posting content on social media
Assignment will
be posted on
Gclassroom
Thank you!
 Principles of
Communication
Presented by: Mr. Spencer Credo
 Lesson Objective
At the end of the lesson, the students are expected to:

• evaluate written and spoken language based on

the principles of effective communication;
• internalize the importance of ethics of
communication; and
• construct a persuasive speech applying the
principles of effective communication.
 Past Experience!

Recall an event in the past

wherein you experienced
communication breakdown.
Narrate the cause of the
miscommunication, its result,
and how you resolved the issue.
 Effective messages have six
(6) qualities to help the sender
and receiver achieve mutual
understanding.

These qualities
are known as the
6C's
 6C's for an Effective
Message
Clarity
A message that is clear avoids distortions or
lack of understanding of the topic.
6C's for an Effective
Message

Conciseness
A message that is concise cuts out
unnecessary and insufficient information.
Repetition and long explanations destroy the
importance of a message.
 6Cs for an Effective
Message

Courtesy
We have to consider the people we are
communicating with and respect their
interests, principles, and values.
6Cs for an Effective
Message

Concreteness
Effective senders build mental pictures for the
receiver by using specific words and giving
them illustrations and examples
 6 C's for an Effective
Message

Correctness

Accuracy of the message, grammar, spelling,

punctuation, etc., and use of references
improve the quality of the message.
6 C's for an Effective
Message

Completeness

An effective sender includes all information

necessary for the receiver to take action in
response to the message.
Knowledge Check!
Identify what quality/principle is violated in the situation and explain why.
1.A governor speaks about "The Effects of Drug Addiction" in a community, but
people secretly know him as someone who sells drugs.

2. A researcher educates grade-7 students about "Statistics and Probability"

in hopes of creating advanced learners, but students just yawned and mostly
slept during the discussion.

3. You consulted a doctor because you are having problems with your chest.
However, the doctor just explained the condition and did not show concrete
evidence (CT Scan) for you to understand.
Worksheet will
be posted on
Google
Classroom.
 REFLECTION

Reflect on the unethical action that you did in the past.

What communication ethics did you violate and how did
that event change you as a person?