NATURE OF THE SPEECH

COMMUNICATION PROCESS
SPEEECH COMMUNICATION
is the process of sharing meaning
through audible and visual codes
such as voice, facial expression,
gestures, movement, posture and the
like.
STEPS IN THE COMMUNICATION PROCESS

1. The communication process begins with the presence

of the stimulus like an idea, a news or a positive or
negative remark or comment that activates the sensory
STEPS IN THE COMMUNICATION PROCESS

2. The stimulus is forwarded to the brain’s nerve fibers

which recognize the event and whose perception is affected
by the sender’s experience, environment and culture. The
brain identifies the stimulus and evaluates its merit- if it is
constructive or destructive.
STEPS IN THE COMMUNICATION PROCESS

3. The sender’s thoughts are being encoded into words or

language symbols. These words should be the same language
the listener knows and understands. But if the sender
perceives that the receiver will not understand his language,
he must rephrase or rearrange his words.
STEPS IN THE COMMUNICATION PROCESS

4. The speaker is now ready to say aloud what he thinks. He

can now “externalize” his thoughts through channels (voice,
touch, physical presence, bodily movement, facial expression,
gestures, and other available movement.
STEPS IN THE COMMUNICATION PROCESS

5. The speaker speaks in proper sequence to transmit his

message. Pressure waves are created and his muscles either
tighten or relax which causes the hands to move.
STEPS IN THE COMMUNICATION PROCESS

6. The message is heard and the speaker’s gestures are

seen by the receiver who acts and senses. The visual
auditory nerves are triggered by the speaker’s voice
STEPS IN THE COMMUNICATION PROCESS

7. The receiver decodes the message he received from

sound to language and encodes his own message
thoughts to words.
STEPS IN THE COMMUNICATION PROCESS

8. The receiver’s response is carried by wave lengths to

the first speaker
STEPS IN THE COMMUNICATION PROCESS

9. The first sender receives the receiver’s response,

evaluates and reacts to the message using the same
channel and the same manner of interchange. This is
feedback and this goes on until both parties feel that
the purpose of communication is fullfiled.
ELEMENTS OF SPEECH
COMMUNICATION
PARTICIPANTS
CONTEXT
PHYSICAL MILIEU
Where communication takes place, the time of day,
the environmental conditions, distance among
participants and seating arrangements.
SOCIAL MILIEU
THE NATURE OF RELATIONSHIPS EXISTING
BETWEEN OR AMONG COMMUNICATORS
PSYCHOLOGICAL MILIEU
-COMMUNICATOR’S MOODS AND FELINGS
CULTURAL MILIEU
BELIEFS, VALUES AND NORMS SHARED BY A
LARGE GROIP OF PEOPLE
HISTORICAL MILIEU
THE BACKGROUND PROVIDED BY
PREVIOUS COMMUNICATION INCIDENTS
BETWEEN OR AMONG THE
COMMUNICATORS
MESSAGES
CHANNELS
COMMUNICATION ETHICS AND
PRINCIPLES
Principles governing communication, the right and
the wrong aspects of it, the moral-immoral
dimensions relevant to interpersonal
communication .
 COMMUNICATION ETHICS

• Maintains the correct balance between the speaking and

listening.

• Maintains the legitimacy of fear and emotional appeal

• Maintains the degree of criticism and praise

 A death or an overdose of either of the factors
could result in unfavourable consequences.
The principle of honesty on both sides should be
completely applied because any amount of
insincerity from either the listener or the speaker
would not be prudent.
 Fundementals of Ethical Communication
• Responsible thinking
• Decision making
• Development of relationships and communities
 UNETHICAL COMMUNICATION

Threatens the quality of all communication and

consequently the well-being of individuals and the
society.
 Principles of Ethical Communication

1. Advocate truthfulness, accuracy, honesty, and

reason as essential to the integrity of
communication.
2. Endorse freedom of expression, diversity of
perspective, and tolerance of dissent to achieve
the informed and responsible decision making
fundamental to a civil society.
3. Strive to understand and respect other
communicators before evaluating and responding
to their messages.
4. Promote access to communication resources and
opportunities as necessary to fulfill human
potential and contribute to the well-being of
families, communities, and society.
5. Promote communication climates of caring and
mutual understanding that respect the unique
needs and characteristics of individual
communicators.
6. Condemn communication that degrades
individuals and humanity through distortion,
intimidation, coercion, and violence, and
through the expression of intolerance and
hatred.
7. Being committed to the courageous expression
of personal convictions in pursuit of fairness
and justice.
8. Advocate sharing information, opinions, and
feelings when facing significant choices while
also respecting privacy and confidentiality.
9. Accept responsibility for the short-and-long
term consequences for our own communication
and expect the same of others.
 Principles of Interpersonal Communication

• Communication is Inescapable
• Communication is Irreversible
• Communication is Complicated
• Communication id Contextual
Communication is Inescapable

We can’t NOT communicate. The very attempt not

to communicate communicates something.
Through not only words, but through tone of voice
and through gesture, posture, facial expression, etc.
we constantly communicate to those around us.
Communication is Irreversible

We can’t take back something once it has been

said. As the Russian proverb says, “ Once a word
goes out of your mouth, you can never swallow it
again.”
Communication is Complicated
Theorists note that there are at least six ‘people’
involve in a simple communication.
1. Who you think you are
2. Who you think the other person is
3. Who you think the other person thinks you are
4. Who the other person thinks he/she is
5. Who the other person thinks you are
6. Who the other person thinks you think he/she is.
Communication is Contextual

Communication does not happen in isolation.

There is:
• Psychological context
• Relational context
• Situational context
• Enviromental context
• Cultural Context
 Local and Global Communication:
Varieties and Registers of Spoken and
Written Language
Varieties and Registers of Spoken and Written Language

The language register determines the vocabulary,

structure and some grammar in writing and speaking.

The three (3) most common language

registers:
• Formal
• Informal
• Neutral
TO YOUR BROTHER:
What’s up? It’s awesome that you came to visit!

TO THE PRESIDENT:
Good morning, Mr. President. We appreciate your
visit.
Formal Register is more appropriate for
professional writing and speaking.

It is impersonal, meaning it is not written for a

speaking person and is written without emotion.

Formal writing includes:

• Business letters
• Letters of complaint
• Reports
• Speeches
• Announcements
• Professional emails
Rules of the Formal Language Register:
1. Do not use contractions
ex: cannot instead of can’t
have not instead of haven’t
will not instead of won’t

In formal writing, you should spell out contractions.

Contractions can only be used if you are quoting
someone’s exact words in your writing.

Example:
“Two-thirds of my eighth grade students can’t read at
grade level,” the professor stated.

2. Spell out numbers less than one hundred

ex: nineteen, twenty-two, seventy-eight
3. Write in third person point of view
AVOID using: I, you, we, us
• You can purchase a car for under $10,000.
One can purchase a car for under $10,000.
A car can be purchased for under $10,000.

• You will probably see an elephant on an African safari.

One may see elephant on an African safari.
Elephants are common sight on African safari.

• We decided to invest in the company.

The group decided to invest in the company.
4. Avoid using too much passive voice
Passive sentences:
The bone was eaten by the dog.
The research was completed by the students in 2009.
Active sentences:
The dog ate the bone.
The students completed the research in 2009.
In 2009, the students completed the research.

In formal writing, active voice is preferred over passive

voice.
5. Avoid using slang, idioms, exaggeration
and clichés.

Slang is common in informal writing and spoken

English. Slang is particular to a certain region or area.
Examples:
Awesome, cool, ok, check it out, in a nutshell
A cliché is a phrase that is overused (said too often)
Examples:
• Too much of a good thing
• Moment of truth
• Time is money.
• Don’t push your luck
• Beauty is only skin deep.
6. Avoid abbreviations and acronyms.
examples:
Influenza- flu
United States of America- USA
Tablespoon- tbsp.

7. Do not use slang abbreviations or symbols.

examples:
LOL, TTYL, b/c, w/o, w/, TBH, etc.
ETCETERA
DO IN SMS. DO NOT IN FORMAL WRITING
8. Do not start sentences with words like, and, so, but,
also

Use transition words and phrases such as:

• Nevertheless
• Additionally
• However
• Although
• As a result, etc
9. Always write in CORRECT GRAMMAR.
Avoid fragments, faulty parallelism,
misplaced modifier, dangling modifier, run-
ons, comma splices, etc.
 FRAGMENTS WITHOUT A SUBJECT
Complete sentence

Marge lost her keys on Tuesday. And found them on Wednesday.

fragment

What is the missing subject?

Marge
 A fragment that lacks a subject can be revised in two ways:

1. Add a subject, often a pronoun referring to the subject of the

previous sentence.

 Marge lost her keys on Tuesday. She found them on

Wednesday.

2. Connect the fragment to the previous sentence

 Marge lost her keys on Tuesday and found them on Wednesday.
 Let’s practice!
Each of the following items consists of a complete sentence followed by a
sentence fragment that lacks subject. Make each fragment into a complete
sentence by adding a subject. You may need to take out or capitalize words as
you revise.

1. The instructor cancelled class. But did not postpone the quiz.
2. Relieved that it had stopped raining, Teresa rushed into the mall. Then
remembered her car window was open.
3. The president waved as he left the building. Then got in the car and drove
away.
4. Many guests arrived early for the wedding. Unfortunately, were not seated
until ten o’clock.
5. The big black dog sat obediently. But growled nonetheless.
FRAGMENTS WITHOUT COMPLETE VERBS

Morris was patient. Waiting in line at the bank.

fragment
A fragment that lacks complete verbs can be revised in four ways:

1. Add a subject and change the verb form to a sentence verb.

X Morris was patient. Waiting in line at the bank.
 Morris was patient. He waited in line at the bank.

2. Add a subject and form be ( such as am, are, will, be, has, been,
is was, were) as a helping verb.
X Morris was patient. Waiting in line at the bank.
 Morris was patient. He was waiting in line at the bank.
A fragment that lacks complete verbs can be revised in four ways:

3. Connect the fragment to the sentence that comes before of after

it.

X Morris was patient. Waiting in line at the bank.

Then he phone called his bestfriend.

 Morris was patient. Waiting in line at the bank he

phone called his bestfriend.
A fragment that lacks complete verbs can be revised in four ways:

4. If the –ing word is being, change its form to another form of be

(am, are, is, was, were)

X Sally failed the math quiz. Her mistakes being

careless errors.

 Sally failed the math quiz. Her mistakes were

careless errors.
 Let’s practice!
Make each fragment into a complete sentence by joining it to an independent
clause that you write. Add punctuation if needed.

Example: The usher who was available (.) led us to our seats.

1. Appeared on television ten times during the game.

2. An action-packed commercial with rap music.
3. Because advertising is expensive.
4. Since viewers can “zap” out commercials on video
recorders.
5. Sarah, whom I knew in high school.
 RUN-ON SENTENCES
HOW TO SPOT RUN-ON
SENTENCES?

1. Read each sentence aloud.

• The library has a copy machine it is very conveniently
located.
• The Career Planning Center on campus is helpful one of the
counselors suggested I take a career-planning course.
• My major is nursing I do enjoy working with people.
 HOW TO SPOT RUN-ON
SENTENCES?

2. Look for a sentence that contains two complete

thoughts (independent clauses) without punctuation to
separate them.
• Houseplants are pleasant additions to a home or office they
add color and variety.
• My sister decided to wear black I chose red.
• Having a garage sale is a good way to make money it
unclutters the house, too.
 HOW TO CORRECT RUN-
ON SENTENCES?
1. Create two separate sentences. Split two complete thoughts
into two separate sentences. End the first thought with a period (or
a question mark, or an exclamation point if one is needed)

X Many students do not have a specific career goal they do

have some general career directions in mind.
 Many students do not have a specific career goal. They do
have some general career directions in mind.
 Let’s practice!
Correct each sentence by splitting two complete thoughts into two separate sentences. End
the first thought with a period (or a question mark, or an exclamation point if one is needed)

___1. Parking spaces on campus are limited often one must park far away and
walk.
___2. Before exercising, you should always stretch and warm up to prevent
injury.
___3. It continued to rain until the river overflowed many people had to be
evacuated from their homes.
___4. We rented Rocky to watch on the videorecorder later we practices
boxing moves.
___5. We bought a portable phone then we had to connect the base unit into
our phone line.
 HOW TO CORRECT RUN-
ON SENTENCES?

2. Use a semicolon (;) to connect two complete thoughts that

will remain parts of the same sentence.

X Many students do not have a specific career goal they do

have some general career directions in mind.
 Many students do not have a specific career goal; they do
have some general career directions in mind.
 Let’s practice!
Correct each sentence by using a semicolon (;) to connect two
complete thoughts that will remain parts of the same sentence.
1. Parking spaces on campus are limited often one must park far away and
walk.
2. Before exercising, you should always stretch and warm up to prevent
injury.
3. It continued to rain until the river overflowed many people had to be
evacuated from their homes.
4. We rented Rocky to watch on the videorecorder later we practices boxing
moves.
5. We bought a portable phone then we had to connect the base unit into our
phone line.
 HOW TO CORRECT RUN-
ON SENTENCES?

3. Use a comma (,) and a coordinating conjunction (for, and,

nor, but, or, yet, so).

Be sure to use the right conjunction:

• And – indicates the ideas are equally important
• But, yet – indicate that one idea is contrary to or in opposition to
the other.
• For, so – emphasize cause-effect connections
• Or, nor – indicate choice
X Many students do not have a specific career goal they do
have some general career directions in mind.
 Many students do not have a specific career goal, but they do
have some general career directions in mind.

X Interests change and develop throughout life you may have a

different set of interests twenty years from now.

 Interests change and develop throughout life, so you may have a

different set of interests twenty years from now.
X Take courses in a variety of disciplines you may have
discover new interests.

 Take courses in a variety of disciplines, for you may have

discover new interests.

X The weather forecast threatened severe thunderstorms just as

the day ended, the sky began to cloud over.

 The weather forecast threatened severe thunderstorms, and

just as the day ended, the sky began to cloud over.
 Let’s practice!
Correct each of the following run-on sentences by joining ideas in
two clauses together with a comma (,) and an appropriate
coordinating conjunction (for, and, nor, but, or, yet, so).

1. Jameel got up half an hour late he missed the bus.

2. Miranda had planned to write her term paper about pre-world War
I Germany she switched her topic to the Roaring Twenties.
3. My creative writing teacher wrote a book our library did not have
a copy.
4. Smoking cigarettes is not healthy it can cause lung cancer.
5. I may order Chinese food for dinner I may make bake a chicken.
 HOW TO CORRECT RUN-
ON SENTENCES?

4. Make on thought dependent and join ideas in two clauses

together with a subordinating conjunction (when, because,
after, although, before, if, since, and unless)

Note: Dependent clause can appear before or after the independent

clause. I the dependent clause appears first, it must be followed by
a comma. No comma needed when the complete thought comes
first.
X Aptitudes are built-in strengths they are important in career
planning.

 Because aptitudes are built-in strengths, they are important in

career planning.

X Emotional involvement can interfere with job performance

be sure to keep work and friends and family separate.

 Since motional involvement can interfere with job

performance, be sure to keep work and friends and family
separate.
 Let’s practice!
Correct each of the following run-on sentences by join ideas in two clauses
together with a subordinating conjunction (when, because, after, although,
before, if, since,whenever, even though and unless). Don’t forget to add
comma after the dependent clause if it comes before the independent
clause.

1. David wants a leather jacket it is very expensive.

2. The television program ended Gail read a book to her son.
3. Industry is curbing pollution our water supply still is not safe.
4. The storm approached I stocked up on batteries.
5. The moon is full our dog is restless.
 Faulty Parallelism

Faulty parallelism is a construction in which two or

more parts of a sentence are equivalent in meaning but
not grammatically similar in form. By contrast, proper
parallelism “is the placement of equal ideas in words,
phrases, or clauses of similar types.” Prentice Hall
 EXAMINE THIS EXAMPLE

The company offers special college training to help hourly

employees move into professional careers like engineering
management, software management, service technicians, and
sales trainees.

Which component(s) of the sentence is/are not grammatically similar in form?

Revise the example above and make all components grammatically parallel.
The company offers special college training to
help hourly employees move into professional
careers like engineering management, software
management, technical services, and sales.

Note that all items in the series- engineering management, software

management, technical services, and sales– are now all the same: They all are
examples of occuption.
 Faulty Parallelism in lists

EXAMINE THIS EXAMPLE

1. We defined our purpose.

2. Who is our audience?
3. What should we do?
4. Discuss finding?
5. Our conclusions.
6. Finally, recommendation.
 Faulty Parallelism in lists

1. Define purpose.
2. Analyze audience.
3. Determine methodology.
4. Discuss findings.
5. Draw conclusions.
6. Make recommendations.
 Informal Language Register

Written in the way we talk to our friends and family.

We use informal register when we are writing or
speaking to someone we know very well.

Informal writing includes:

Personal emails, phone texts, short notes, blogs,
diaries, etc.
 THERE ARE
NO MAJOR RULES
IN
INFORMAL WRITING
 Neutral Language Register
We use neutral language register with non-emotional
topics and information.

Neutral Language Register includes:

• News article
• Reviews
• Technical writing