Unit 1

Communication Process, Principles, and Ethics

Unit Introduction
In every aspect of your life, be it personal, social, academic, or career-wise, effective
communication is important. As you go your way, you meet people of different beliefs, values,
attitudes, and backgrounds. When this happens, communication processes, principles, and ethics
become necessary.
The communication processes, principles, and ethics will be discussed in this unit. These
concepts can help you become a successful communicator (both in speaking and writing) in every
situation.

Learning Outcomes

At the end of this unit, you are expected to:

 discuss the process, principles, and ethics of communication;
 demonstrate knowledge of the communication process in different contexts by
applying its principles and ethics; and
 Participate actively in the communicative tasks given in class

Lesson 1: Communication: Elements and Processes

Lesson Introduction
As humans, we need to interact and express ourselves to other people. This need
necessitates our knowledge of what communication is, its elements, as well as the models
describing the process. In lesson I, you will learn the concepts associated with the communication
process and the models to explain the communication process. Understanding these concepts can
make you communicate effectively.

Learning Objectives
At the end the lesson, you are expected to:
 describe what communication is;
 identify the elements of communication;
 explain the process of communication
Schema Activation

Before you learn the communication process, consider this task.

Words Related To Me: What comes into your mind when you hear the word communication?
Write all words that you could associate with the word communication using the concept map
below.

Communication

In Other Words: In less than 30 words, give your own definition of Communication.
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Probe Pursuit

Read carefully the texts. Engage yourself and comprehend what the texts convey.

Nature of Communication

Communication is generally defined as the exchange of thoughts, ideas, concepts, and

views between or among two or more people in various contexts. It was derived from the Latin
words con which means “with,” munus which means “a business,” communis which means
“common,” and communico which means “to confer” or “to relate with one another” (Igoy et al.,
2014).

Purposive communication is intentional communication that happens within the bounds

of specific contexts (Magan et al, 2018). Context refers to the situation, environment, social
relationship, and culture. It is important to consider the context of communication because it
affects how one sends and receives a message.

The situation below illustrates purposive communication. Read and study it.

Lorna is a graduating student. She found out that she is deficient in one subject which is
just offered in summer. She was told to appeal to the Dean to open the subject this second semester
so that she could graduate in July. She then wrote a letter to the Dean and e-mailed it. After a
day, the Dean replied through an email that she would refer Edna’s request to the Campus
Academic Coordinator.

In this illustration, Lorna is communicating to the Dean to ask a favor to open her lacking
subject so that she could graduate in the year-end commencement program.

The details of this purposive communication situation will also be used in studying the
elements of communication. Make sure to remember them.

Elements of Communication
Communication is a continuous process that goes through stages. Using the case of Edna
presented above, the following elements are involved in the communication process:
 Sender: The sender is the source of the message and initiates the communication process.
As an initiator, the sender is expected to have the ability to use a language that the receiver
understands. The sender’s communicative skills are critical to the success of the
communication process. In the situation presented above, Lorna is the sender.

 Message: This is the information being transmitted in the communication process. It may
be an idea, opinion, feeling, or attitude of the sender. It is important that the sender makes
his message clear and concise so that the receiver can understand it. Lorna is requesting
that the lacking subject be offered in the second semester.

 Channel: The channel refers to the medium the sender uses to deliver the message. The
message may be delivered verbally or non-verbally. The skilled communicator carefully
considers and selects the appropriate channel to deliver the message. When done orally or
in writing, the sender must have the ability to use the correct tone, mood, and choice of
words depending on the context of the communication process. Lorna’s letter was
forwarded to the Dean through email.
 Receiver: The receiver is the listener/reader in the communication process. As a
listener/reader, he is tasked to interpret the message properly. This requires good listening
and comprehension skills. The receiver needs to focus and overcome interruptions in the
communication process. The receiver of the communication is the College Dean.

 Feedback: The feedback is the reaction or the response of the receiver. The feedback
determines whether the communication is a success or not. It also paves the way for
continuous communication between the sender and the receiver. Once feedback is given,
both people can continue the process until their ultimate goal of communication is
achieved. The Dean responded that Lorna’s letter would be referred to the Campus
Academic Coordinator.

 Noise: Noise is a barrier to communication. It may be physical or non-physical. Physical

noise refers to the disruptions found in the environment like people shouting, jeepneys
passing by or music playing loudly. Non-physical noise refers to language, culture, and
biases. A communication process bias may occur when the sender and the listener are in
conflict. If this happens, the focus of the communication is the feeling they have for each
other, blocking effective communication. It is necessary that both the sender and the
receiver overcome conflict noise to bring out a successful communication process. In
Lorna’s case, the noise (nuisance) could be her choice of words (e.g., demanding) that
may irritate the Dean.

 Adjustment: This is the action that the sender or the receiver does when the message is
not understood due to a barrier. When the environment is disturbed by a physical noise, the
sender or the receiver may find a place where the surrounding is quieter to make the
communication better. They must choose a language they both understand to avoid any
language barrier. They should also be acquainted with each other’s culture to minimize
misconceptions of ideas. Moreover, they should focus on the information they give to each
other and not on the biases they may have for one another so that a successful
communication process is achieved. In Lorna’s case, her letter should be convincing
using words that evoke sympathy (e.g., giving the information that her parents could not
afford to spend another semester if she could not graduate this semester) to the Dean to
act in her favor.

 Context: According to Magan (2018) context includes settings or environment (family,

school, workplace, religious communities); social relations (friends, husband, and wife,
parent, and child, colleagues/boss/subordinates in the office); scenes which include place,
time and occasion (business meeting, job interview, social gathering, parties, weddings);
and culture (history, tradition, beliefs, norms, values). It is very important to consider the
context in the communication process because it affects the giving and receiving of
messages. As Lorna is a student, she should choose the right words or expressions that
are respectful to the Dean (a person of authority) and to achieve the purpose (use of
persuasive words).
Models of Communication

Elements of communication vary depending on the transaction that is taking place. These
varying elements are illustrated in the models of communication below:
The Shannon-Weaver Model of Communication
Social scientists Claude Shannon and Warren Weaver (1949) developed this model. It
is considered as “the mother of all models.” It was designed to illustrate the functioning
of radio and telephone technologies of that time. This model consisted of three primary
parts: sender, channel, and receiver. The sender was the person talking into a telephone
speaker, the channel was the telephone itself, and the receiver was part of the phone where
one could hear the other person. Shannon and Weaver also identified a static that interferes
in a telephone conversation, which they deemed noise. The noise includes the absence of
signal, something we still experience as a problem today. This model views
communication as a means of sending and receiving information. Below is the illustration
of the model.

The David Berlo Model

David Berlo expanded on Shannon and Weaver’s linear model of communication

in 1960 and created the Sender-Message-Channel-Receiver (SMCR) Model of
Communication. This Model of communication separated the model into clear parts and
has been expanded upon by other scholars. Take a few minutes to look at the elements of
this model in the illustration below.
 An inspection of the sequence within the SMCR model, you can identify the basic
structures of the modern perception of communication. The source of the communication
is the person where the information comes from, the initiator of the message. The source
possesses knowledge and attitude influenced by social and cultural norms. The message is
the converted piece of information provided by the source. It tells the content in the
language chosen by the source that suggests the motive. The channel is the mode or
medium of transmission (oral, aural, printed, multi-sensory) from the source to the
receiver, the intended recipient of the information. Like the source, the receiver possesses
personal knowledge and attitude influenced also by social and cultural norms.

As communication takes place, there are several disturbances that offset this
sequence of components and challenge the communication process. Loss and distortion
represent two common examples of disturbances or disruptions. For example, disturbances
can result from a person having fewer communication abilities, like the use of vague words
while explaining, resulting in many interpretations. In such instances, the source cannot
adequately express the feeling or message. On the other hand, the receiver of the
information may have another interpretation of what is spoken. These instances may create
miscommunication.

The Osgood-Schramm Model

Initially proposed by Charles Osgood who proposed that communication is not

linear but a circular model, this communication model was enhanced by Wilbur Schramm
in 1954, hence the label as Osgood-Schramm model. The elements of the Schramm
model of communication include Encoder or Sender, Decoder or Receiver, Interpreter,
and message.

In this model, communication is argued as a two-way path with the sender and
receiver continually passing the message. The message passes from the sender to the
receiver, and the receiver sends a message back to the sender. When this happens, the role
reversal takes place. The sender becomes the receiver and vice versa.
 In the illustration, two elements are required to send a message - the sender and the
receiver. Both of them have to encode and decode the message. As such, decoding and
encoding are critical parameters for the effectiveness and correct interpretation of the
message. These events occur because when the information reaches the recipient, he/she
aims to comprehend what the sender is trying to convey. If the receiver cannot comprehend
or decode the message sent by the sender, then the entire process of communication fails.

Unlike the first two models which end with the information sent to the receiver, this
model assumes that communication is not perfected until the sender gets a response or
feedback from the receiver. Communication can only successfully happen when there is an
interchange of roles between the sender and the receiver.

Explicit Interpretation
Now that you learned about the elements and processes of communication, try to
demonstrate your understanding by performing the tasks that follow:

Brief but Meaningful: In your own words using 30 words, explain the meaning of purposive
communication.
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In Other Words: Guided by the matrix below, give a related word or word phrase in the right
column to refer to the term on the left column. The first one is done for you.

Term Related/Associated Word

Sender Messenger or Message Bringer or Communicator
Message
Receiver
Channel
Feedback
Noise
Adjustment
Context

Unique in Me: Using the graphic organizer below, give at least two unique features in each of
the communication models.
 • Feature1
Shannon-
Weaver
• Feature2

• Feature1
Berlo • Feature2

• Feature1
Osgood-
Schramm
• Feature2

Amplified Interpretation

Let’s find out how you could apply your learning in this lesson to the situations
presented below.

Together with a classmate, go over the advertisement below and analyze its details as you
answer the questions that follow. Write your own separate answer on a separate sheet of
paper.
a. What is the intent of this advertisement to the reader?
b. What are the elements of communication present in this material?
c. What possible disturbances or barriers of understanding the advertisement?
d. Which model of communication does this advertisement belong? Illustrate the
communication process in this advertisement using the model.

Source: [Link]
 1. Form five groups for you to conduct the Communication Relay Game. Act as a leader and
formulate an information to be relayed to the members of the group. Be sure that the
message you create contains the following details: Who, What, When, Where, Why, and
How. Observe the proceedings and after the game, ask the groups these questions:

a. What made your group succeed/fail in communicating the message?

b. Which information details are most correctly relayed to the members?
c. After how many recipients of the message has the message altered/changed?

From the information collected from the groups, write a five-sentence paragraph about
your learning from the experience.

Knowledge Confirmation

After completing the task in this lesson, you are ready to prove that you have learned
much by performing the tasks.

Read the communication situation below, and then do the task that follow.

The Temptation of Man

Genesis 3: 1 - 5

This time, the serpent was clever than any of the animals the God had made. He
talked to the woman, “Did God really told you, ‘you never eat from the fruit of tree in
the garden’?”
The woman answered, “We could pick fruit from the trees in the garden, but God
told us not to eat from the fruits from the tree found at the middle of the garden. If we
do touch and it, we will surely die.”
Truly, you will not surely die,” the serpent replied to the woman. For God knows
that your eyes will be opened if you eat its fruit. You will be like God who knows what
is good or evil.”

1. Using any of the three models of communication, illustrate and explain the elements of
communication as presented in the communication situation above.

2. What attitude can you identify with the Sender and the Receiver that shaped the encoding
and decoding of the message? Explain.
 Rubric Scoring Guide to Assess Performance
Criteria
Dimensions 4 3 2 1 Points
Complete
Good
response
response with Vague Key points
Explanation supplied with
clear explanation missing
detailed
explanation
explanations
Complete lack
Complete Substantial Some
of
Knowledge understanding understanding understanding
understanding
Demonstrated of the task and of the task of the task and
of the task and
concepts and concepts concepts
concepts
Details given
Details given Details given Details given
Requirements hardly meet
are beyond the meet the do not meet the
Met the
requirements. requirements. requirements.
requirements.
Note: Use the same rubric in assessing written activities in the Unit lessons.

Reflections
Congratulations! You have completed the first lesson in this Unit. Reflect on the experiences
and answer the following questions. Limit your answers for each question to 5-7 sentences only.
1. What three significant insight/s have you learned?
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2. What three skills or competencies have you learned or developed?

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3. How do these skills or competencies help you as a person and in your chosen field?

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 Lesson 2: Principles and Ethics of Communication

Lesson Introduction
`One’s freedom of speech is not absolute because speaking or writing about things requires
the observance of ethical standards. A communicator who carelessly uses terms and expressions
offensive to the listener or reader is not creating purposive communication. He/she creates a wall
that serves as a barrier to effective communication. This occurs when people are not aware of the
principles and ethical standards while engaged in communication. In this lesson, you will learn
the principles that guide you in creating a successful communication act. In addition, you will
learn the do’s and don’ts to observe while engaging in a communication situation. Taking into
consideration these principles and ethical standards will make you create rapport and help you gain
support from the other party in the communication context.

Learning Objectives
At the end the lesson, you are expected to:
 explain the principles of communication;
 identify the ethical standards to be observed in a communication;
 apply the principles and ethics of communication in a given situation.

Schema Activation

Do you recall of the joke about the student who wrote his parents to send him money
because he had to buy nouns, verbs, adjectives, etc.? Have you ever told a similar or
different lie? Recall that instance where you lied and answer the following questions:

1. Briefly narrate what that lie was about.

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2. What was your motive in telling the lie? Did you achieve the purpose? Explain briefly
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 3. After the lie, have you ever felt guilty of having done it? Why or why not?
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Probe Pursuit

Read the materials to understand how you should communicate effectively in a

communication context, considering the suggested principles of communication and
observing ethics in the process.

Principles of Communication
When we communicate, we convey the message with the intent that he/she responds to it
as desired. However, at times, the message we communicate is misunderstood, thus,
communication failure occurs.

Miscommunication is the failure to communicate properly and adequately. We can avoid

this failure if we follow the following principles in communication, also known as the 7 Cs of
communication.

Clarity of
Thought

Correctness Coherence

Principles of
Communication
Completeness Conciseness

Courtesy Completeness

1. Clarity: The speaker should send a clear message in order for it to be understood. He has
the responsibility to transmit a clear message by using simple words, avoiding ambiguity,
and choosing a language that the receiver uses. For instance, use the more
 understandable word judge instead of the word adjudicator. Instead of saying break a
leg, just say “Good Luck!”

2. Completeness: The message should contain all necessary information so that the speaker
will get the desired feedback. He/she should not assume that the receiver had prior
knowledge or leave out some important details. For instance, the bulletin board Lost and
Found announcement just states two pieces of information: that Mario de la Cruz is looking
for his pair of shoes and that he could be contacted through a mobile number. The
announcement should include the color, the condition (new or old), etc. to help others in
locating the pair of shoes.

3. Correctness: In order for the message to be understood clearly, the information presented
should be correct. Correctness refers to the use of proper grammar, spelling, punctuation,
and other mechanics in communication. Errors can change the meaning of the message.
Correctness may also refer to the use of proper tone and level of language. Most of all, the
sender should make sure that details and information are accurate. There was a joke about
a marital verbal argument because the husband, who was in a seminar elsewhere, texted
the wife “I wish you were her” but the word should really be here. The husband wants
to convey that the scenery is beautiful and wished that she should also be there, but because
of an error in spelling, miscommunication occurred.

4. Conciseness: Short and simple, but complete messages are preferred in communication.
The receiver of the message may have other things to do and may not have the time to
attend to lengthy messages. Go directly to the point you want to convey and avoid
wordiness. In reporting research data, do not say “As gleaned from Table 1, just say
“Table 1 shows . . . .”

5. Concreteness: In order for the message to become more understandable, information to be

transmitted may need to include facts and figures. This makes the message concrete and
credible. The sender and the receiver may also give examples or illustrations of the message
they want to convey so that they can understand each other better. Instead of saying “Some
student leaders,” use “Two student leaders.” When your teacher asks you, “Could you
elaborate on your answer,” the intention is for you to concretize your answer to the
question raised.

6. Coherence: An organized message is easier to understand. It is important that participants

in the communication process deal with one topic after another. It is also most effective if
the message is presented from general to specific or vice versa. In an argument, if your
ideas do not stick together because you say this and that, people ask you, “What really is
your position? Are you in favor or not?”

7. Courtesy: Courtesy is being polite in communicating with another person. This must be
observed whatever the context of communication. Communicators must maintain respect
 for one another to achieve a peaceful transaction. You must know whom you are talking
to, his position, his age, and his background so that you can use appropriate language when
you talking to them. You talk casually to our friend, while you formally talk to the Mayor.
You do not use vulgar words to a priest, but you do to a close acquaintance.
Ethics is a must in communication. When we communicate, we do not simply choose
words; we choose words for the effect they will have on our audiences, on ourselves, and
ultimately, on society. Also, we choose the manner of communication because sometimes “what
matters is not what you say, but how you say things.” Thus, when we communicate, we ask
ourselves how harmful or helpful our words and our ways are.
Considerations in Ethical Communication

Ethics is considered the foundation of the effective exchange of ideas and thoughts. Being
truthful is an initial requirement that builds the core of relationship-building between individuals.
Ethical communication must pay attention to the varied contexts, cultures, and media. Johansen
(2016) listed the ethical reminders to communicators to communicate effectively.

1. Be respectful of your audience.

. The communicator must be sensitive to the audience’s ideas and feelings during the
interaction. For instance, if your audience includes our Muslim brothers, do not use
examples and illustrations that may be offensive to their culture and religious beliefs.

2. Consider the consequences of their communication.

Every person must remember that communication promotes the common good. It should
be used to eliminate misunderstandings. Before you talk, consider the result of what you
say. If it would cause trouble, or if it would hurt others, then think about saying it first.

3. Respect the truth.

Ethical communication upholds the truth. Indeed, as one author puts it, upholding the truth
is the very concept of communication itself: "an inherent end of speech is the
communication of belief" (Kupfer, 2018). If we find that our belief is contrary to the truth,
then we must be ready to accept the truth. We must be willing to change our beliefs if we
see that others’ beliefs and ideas are based on truth.

4. Use information properly.

Communicators have the responsibility to give and acquire adequate and accurate
information. As an ethical communicator, respect for truth means being informed on a topic
before posing as any kind of authority on the subject. We also need to consider the accuracy
of the information and the accuracy with which we use it. When we communicate, we
 expect people to react in some way to what we say and do. When we use inaccurate
information to influence others, we cause difficulty for them and for ourselves. For
instance, the deceptive information given by Satan to Eve resulted in the original sin. Half-
truths are never resorted to when communicating. Eve did not really die but her and
Adam’s eternal life was lost.

5. Do not falsify information.

Worse than the distortion of information is falsifying information. Failing to find the
information useful to our goals, we make it up. This is a form of cheating; therefore, it
should by all means be avoided. Truthfulness as mentioned earlier is the hallmark of
effective communication. Providing false information to attain your purpose is unethical.
For instance, fake news by trolls usually uses half-truths in order to deceive uninformed
individuals.

6. Respect the rights of others to information.

Respect for truth and ethical consideration of others also means respecting the rights of
others in regard to information and access to information. Collecting information is an
integral part of the research process, but stealing information is theft, taking something that
does not belong to us. Beyond the personal act of theft, stealing information is unethical
because it prevents other people from securing information and unnecessarily makes their
lives more difficult. For instance, a witness who deliberately hides information to pin down
a suspect to crime that did not commit is depriving the suspect the information essential
for him/her to be exonerated from the supposed to be crime.

Practicing all these standards makes you an ethical and effective communicator.
When these are observed, you avoid being rude and you become polite and tactful. In
addition, you will always remember that it is not only what you say is important but also
how you say it.

Explicit Interpretation

Try to organize your learning by performing the following tasks.

1. In your own words and in five sentences, explain why is it important to observe the 7 Cs
of communication always.
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 2. In what way is the Golden Rule (Do unto others what you would like others to do unto
you) applies also to participants in a communication situation? Explain briefly but
substantially.
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Amplified Integration

Use your learning in this lesson to perform the following tasks:

2. How can you apply the principles of effective communication and the ethical
communication standards in one of the following communication channels? Explain in
not more than 10 sentences.
a. Social media posts
b. Academic research
c. Classroom lectures and reports
d. Student club/organization meetings
e. ews reports
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3. None of us is a perfect communicator, and we sometimes make mistakes. Think about a

time when you may have violated the ethics of communication, even inadvertently. Briefly
describe the experience and tell how you are going to try to avoid the same mistake in the
future.
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Knowledge Confirmation

Prove that you learned much in this lesson by answering the following tasks:

What’s The Problem: Using the 7 Cs of Communication, identify which specific C is

problematic in each of the statements. Write your answer below the statement the C in
communication that has to be addressed and after it rewrite a new and better sentence. Note that
the first one has been done for you as a sample.

1. There will be a meeting with the student council.

COMPLETENESS. The student council will meet Friday at 4pm in the library.

2. Pay your phone bill as soon as possible, or else we will be forced to disconnect your
telephone line.
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3. Call me if I qualify for the position I am applying for.

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4. Men are better than women.

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5. Your service is no longer needed in this company.

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 6. If you have nothing sensible to say, better shut up.
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7. Many Filipinos are in the state of poverty.

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8. The company is experiencing a crisis; hence, management is considering retrenching a

number of employees.
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9. You can expect a raise in six months.

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10. We hereby wish to let you know that our company is pleased with the confidence
you have reposed in us.
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Argue With Me: Select three from the 10 statements in Task A that you think manifest a
violation of ethical standards in communication. Explain the violation of each in less than 30
words.
1. Statement:_________________________________________________________
Explanation:_____________________________________________________________
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2. Statement:_________________________________________________________
Explanation:_____________________________________________________________
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 3. Statement:_________________________________________________________
Explanation:_____________________________________________________________
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Reflections

Congratulations! You have completed the second lesson in this Unit. Reflect on the experiences
and answer the following questions. Limit your answers for each question to 5-7 sentences only.
1. List three important things you have learned?
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2. Which activity/ies and feature/s in this lesson have helped you acquire knowledge and
skills as mentioned in the lesson objectives?
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3. How would this lesson help in in becoming an effective communicator in your future
job related to the degree program you are pursuing?
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Unit Summary
In this Unit, you are introduced to the concepts, processes, principles, and ethics of
communication. The lessons revolve around the important concepts and principles related to
effective communication, namely:

 Communication is the exchange of ideas between two people or among people.

 Communication is purposive; a goal to achieve is the motive of exchanging ideas.

 The key elements in a communication situation are sender, message, channel,

receiver, feedback, noise, and adjustment.

 The process of communication is explained by several communication models,

the most prominent of which are the Shannon-Weaver model, the Berlo model,
and the Osgood-Schramm model. Each underscored or highlighted a specific
element of communication.

 Following the seven 7 Cs of communication statements (clarity, completeness,

correctness, conciseness, concreteness, coherence, or courtesy) are essential to be
an effective communicator.

 Integrating ethical standards in communication assures the occurrence of effective

communication.

References
Montano-Harmon M.R. (2014). Developing English for academic purposes. Fullerton, CA:
California State University.
Manzano, B.A., Arador, M.V.P., & Ladia M. (2018). Purposive communication for college
freshmen. Plaridel, Bulacan: St. Andrews Publishing House,
[Link]
[Link]
[Link]
[Link]
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Unit Test

Directions: Answer what is asked for in the following items. Encircle the letter of the correct
answer before each item number.
1. It is an internal exchange of ideas that happens within the bounds of a specific context.
a. Communication
b. Purposive communication
c. Elements of communication
d. Models of communication
For items 2-3, read the situation presented below and answer the questions that follow:
Rosie is a college freshman. She was assigned a leader in a class project, but the teacher
did not allow them to work on it during the weekdays. She and her groupmates decided to
meet on a Saturday to discuss their roles in the project. Since it’s weekend, Rosie needs
to ask permission from her parents to go to her groupmate’s house. She talked to them
while having their dinner. Her father asked who are her companions. Rosie said she will
be with Lorna and Felisa, her groupmates. Her mother asked what time will they meet
and what time will they be finished with their task. Rosie answered they will meet at 8:00
AM, and she will go home at 4:00PM. After answering all her parents’ questions, Rosie
got her parents’ permission.

2. In the given situation above, what channel did Rosie use to express her message?
a. Written language
b. Oral language
c. Sign language
d. Both written and oral language

3. What possible barrier may prevent Rosie from getting her parents’ permission?
a. The time she asked for permission
b. Her honesty about her motive in asking permission
c. Her parents’ negative attitude towards school work on weekends
d. Her being assigned as the group leader

4. It is an element of communication that refers to the situation and setting from which the
communication process took place.
a. Channel
b. Adjustment
c. Receiver
d. Context
5. It is considered to be the circular model of communication
a. Shannon-Weaver model
b. Osgood-Schramm Model
c. SMCR model
d. David Berlo Model

6. It is a principle in communication that requires the sender to include all the necessary
information in his/her message.
a. Concreteness
b. Completeness
c. Clarity
d. Conciseness

7. It is a principle of communication which encourages the speaker to observe organization

in presenting her message.
a. Clarity
b. Courtesy
c. Coherence
d. Concreteness

8. “We have a meeting today”, says the principal to her subordinate at the faculty room.
What principle of communication is violated in this statement?
a. Concreteness
b. Courtesy
c. Clarity
d. Completeness

9. Mrs. Reyes was invited to serve as a speaker in a conference. In delivering her speech,
Mrs. Reyes constantly asks her audience, “do you agree?” What ethics in communication
does Mrs. Reyes show?
a. Upholding the truth
b. Recognizing Rights to Information
c. Respecting the audience
d. Using the information properly

10. If you avoid believing and spreading fake news, what ethics in communication do you
possess?
a. Upholding the truth
b. Recognizing Rights to Information
c. Respecting the audience
d. Respecting the rights of others to information
 11. In the elements of communication, the receiver can be associated with:
a. Listener
b. Audience
c. Reader
d. All of the above

12. You are asked to explain a concept in class. You are confident that you know the concept,
but you find it difficult to explain it in detail and concentrated only on general ideas about
the topic. What principle of communication have you violated in this situation?
a. Correctness
b. Courtesy
c. Coherence
d. Concreteness
Refer to the advertisement below for the next items:

13. What message can you infer from the given ad?
a. Babies can do work
b. Children’s future can be determined
c. Jobs depend on color and race
d. Discrimination exists with babies
e.
14. What ethics in communication is possibly being violated in this ad?
a. respect to audience
b. Respect to truth
c. Respect to the rights of others to information
d. Respect to the proper use of information

15. What communication ethics should be considered before spreading this kind of
information?
a. Do not falsify information
b. Consider the consequences of communication.
c. Use information properly.
d. Respect the truth.