UNIT I

NATURE AND ELEMENTS OF COMMUNICATION

CONTEXT
Learning Competencies
At the end of the lesson, the learners can:
a. define communication;
b. explain the nature and process of communication;
c. differentiate the various models of communication;
d. explain why there is a breakdown of communication;
e. use various strategies in order to avoid communication breakdown;
f. demonstrate sensitivity to the socio-cultural dimension of communication situations with
a focus on culture, gender, age, social status, and religion;
g. discuss the functions of communication;
h. identify strategies used by each speaker to convey his/her ideas effectively; and
i. evaluate the effectiveness of oral communication activity.
Values Integration: Character, Competence, and Culture
EXPERIENCE
Prelection: Last One Standing
Directions: Stand up. Think of one fact that you know about the class or your classmate, and share
it with everyone. Once you have shared something, you can sit down and listen to what the rest of
the class has to share. The goal is to avoid being the last one standing.

Lesson 1: Definition and Process of Communication

Concept Notes
Definition
Experts in communication have given varied definitions of communication. This term is
abstract, as the definition may vary from differing perspectives and contexts. The word
communication comes from Old French communciacion, from Latin communicationem, noun of
action from past participle stem of communicare “to share, divideout; communicate, impart,
inform; join, unite, participate in,” literally “to make common.” The first use of this term was
recorded in the 14th century. With this etymology, various definitions have been conceptualized.
First was Grice and Skinner’s definition (2010), they defined communication as the sharing of
meaning by sending and receiving symbolic cues. Second, Samovar, Porter, and McDaniel
(2010) defined communication as a dynamic process in which people attempt to share their
internal states with other people through the use of symbols. Lastly, Dunn and Goodnight (2003)
defined communication as an interdependent process of sending, receiving, and understanding
messages.

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 Therefore, communication is a two-way process that involves sharing, receiving, and
discerning verbal and non-verbal cues between and among people. It is also a means of sharing
and exchanging messages, information, ideas, and feelings for mutual understanding (Gregoriom,
J.C., 2015). Communication connects people and the world they live in. it is through
communication that people are able to express their thoughts and ideas or convey information and
messages through word of mouth, gestures and signals, signs, and others. People have always
communicated with one another in various forms.
Let us further define communication using the two key terms stated above, “message” and
understand.”
1. Communication is a message understood.
Unless a message is understood, we cannot say that communication has taken place.
Let us send a message to someone and say, “where came first”. The person who gets this
message would wonder what it means, for the arrangement of the words does not make any
sense. The message is sent but the receiver does not understand it. Therefore, for
communication to occur, we must consider two conditions. First, there should be a clear
message. Second, the message must be understood by the receiver for whom it is meant.

2. Communication is social interaction through messages.

Think of someone telling, “It is very warm today.” In this case, we are
communicating what ‘we experience’. The weather being warm is what we feel or
experience physically. In this scenario, we are sharing our feeling or experience with
someone else. Thus, we may say that “communication is a sharing of experience.” In our
society, we all interact with messages. Without interactions, a society cannot survive.
Social interaction is always through messages.
Process of Communication
Adler and Towne describe communication as a process between at least two people that
begins when one person wants to communicate with another. Communication originates as mental
images within a person who desires to convey those images to another. Mental images can include
ideas, thoughts, pictures, and emotions.
Five Elements of Communication
There are five basic elements of the communication process. These are the speaker, message,
channel, listener or receiver, and feedback.
1. Speaker – the source of information or message
2. Message – the information, ideas, or thoughts conveyed by the speaker in words or actions
3. Channel – the medium or the means, such as personal or non-personal, verbal or
nonverbal, in which the encoded message is conveyed
4. Listener or receiver – the recipient of the message, or someone who decides the message
5. Feedback – the reactions, responses, or information provided by the receiver

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 Communication Models
The communication models can be likened to photographs, or still pictures that capture a
communication situation illustrating how the elements work together to produce either effective
or ineffective communication outcomes.
The representations below will help you understand the basic elements of communication.
See how the elements operate and interact as communication progresses.
1. Linear Communication
This is one-way, focusing on the transmission of a message to a receiver who never
responds or has no way of responding to the information conveyed. For instance, a competition
organizer is presenting the contest mechanics. The message is final and cannot be contended
at all. It could be the president giving his State of the Nation Address on national television or
a student who reads a poem or tells a story in front of an audience in a school program. Other
examples include sending a notification or automated message that does not require a reply,
reading a blog, or even the traditional way of sending a message such as a telegram.
The Shannon – Weaver Model
An example of a linear type of communication is the Shannon-Weaver model (1949). It is
also considered as the mother of all communication models. It has a one-way process starting
from a source (producer of the message); passing through a channel (signals adapted for
transmission) which may at times be interrupted by noise (barrier) to a receiver (decoder of
message from the signal). The process stops after the message has arrived at its destination.

Adapted from The Evolution of Human Communication by Amy Corey

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 2. Interactive or Interactional Model
In the move to a more dynamic view of communication, interactional models follow two
channels in which communication and feedback flow between sender and
receiver. Feedback is simply a response that a receiver gives to a sender. Feedback can be
verbal (i.e. “yes”) or nonverbal (i.e. a nod or smile). Most importantly, feedback indicates
comprehension. It can help senders know if their message was received and understood. By
focusing on flow and feedback, interactional models view communication as an ongoing
process. The final feature of this model is the field of experience. The field of experience refers
to how environment, experiences, culture, and even heredity can influence how a sender
constructs a message. Keep in mind that each person brings a unique field of experience to an
interaction. Likewise, each communication interaction is unique.

Adapted from The Evolution of Human Communication by Amy Corey

3. Transactional Model
The transactional is the most dynamic of communication models. One notable feature
of this model is the move from referring to people as senders and receivers to referring to
people as communicators. This implies that communication is achieved as people both send
and receive messages. Fundamentally, this model views communication as a transaction. In
other words, communication is a cooperative activity in which communicators co-create the
process, outcome, and effectiveness of the interaction. Unlike the linear model in which
meaning is sent from one person to another, also unlike the interactional model in which
understanding is achieved through feedback, people create shared meaning in a more dynamic

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 process in the transactional model. This model also places more emphasis on the field of
experience. While each communicator has a unique field of experience, they must also inhabit
a shared field of experience. Field of experience is defined as, “life experiences, attitudes,
values, and beliefs that each communicator brings to an interaction and that shape how
messages are sent and received (McCornack, 2010 as cited in “Osgood-Schramm model,”
2015).

Adapted from The Evolution of Human Communication by Amy Corey

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Guided Practice: Semantic Web
Directions: In a group of five members, complete the semantic web below with words or phrases
relevant to communication.

Elements

Definition

COMMUNICATION

Models

Shannon-Weaver Model Interactive Model Transactional Model

(Brief description) (Brief description) (Brief description)

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Lesson 2: Effective Communication Skills
Communication is a two-way process, but it is more than just exchanging messages. It is
understanding both the emotion and the intentions behind the messages.
Effective communication requires the speaker to convey a message in such a way that it is
received and understood as it was intended; on the other hand, the listener needs to listen in such
a way that he gets the full meaning of the message and makes the speaker realize that he is heard
and understood.
To have effective communication, you need not only words but also a combination of this
set of skills: (a) becoming an engaged listener, (b) paying attention to nonverbal signals, (c)
keeping stress in check, and (d) asserting yourself (Robinson, Segal, & Smith, 2015).
Skill 1: Becoming an engaged listener
Listen very well so that you can hear the subtle changes in the speaker’s voice, pitch, tone,
intonation, and volume. These nuances reflect his feelings, and by becoming an engaged listener,
you will understand the speaker’s emotions and make them feel heard and understood. To become
an engaged listener, you need to:
1. Concentrate on the speaker;
2. Avoid interrupting;
3. Set aside judgment or bias;
4. Show your interest in what is being sad; and
5. Provide feedback.
Skill 2: Paying attention to nonverbal signals
Nonverbal language, such as the way you move, look, and listen, talks more about you than
your verbal language. Open body language, eye contact, and open-arm position are surefire ways
of connecting with the audience.
In interpreting nonverbal language, you need to:
1. Be aware of both individual and cultural differences; and
2. Consider the nonverbal signals as a group, not as single cues.
In delivering nonverbal language, you need to:
1. Use nonverbal signals that match your words;
2. Adjust your nonverbal signals to the context; and
3. Use body language to convey positive feelings.
Skill 3: keeping stress in check
Stay calm and learn to manage your stress because when you are stressed, you can misread
other people, send confusing or off-putting nonverbal signals, and produce unhealthy knee-jerk
tremors. To effectively communicate under pressure, you need to:

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 1. Give yourself time to think;
2. Pause to collect your thoughts;
3. Make one point and provide an example or supporting piece of information;
4. Speak clearly and audibly; and
5. Summarize your response and then stop talking.
Skill 4: Asserting yourself
Express your thoughts, feeling, needs, and beliefs openly, honestly, and directly. Being
assertive is not about forcing your opinions on others or winning an argument; it is about getting
what you want without being labeled disrespectful, or worse, “bully.” You can be assertive without
being aggressive if you:
1. Value yourself and your opinions;
2. Learn to express your needs and wants without violating the rights of others;
3. Express negative thoughts in a positive way, focusing on what is and not on what is not;
4. Accept compliments graciously; and
5. Learn to say “no,” and do not let others take advantage of you.
Functions of Communication
Communication functions refer to how people use language for different purposes and also
refer to how language is affected by different times, places, and situations used to control the
behavior of people used to regulate the nature and amount of activities people engage in. The
most basic functions of communication in an organization are to regulate/ control, inform,
interact socially, express, and motivate.
1. To provide information. This is the most basic function of communication.
Communication provides data and information for the effective completion of tasks,
solutions to problems, and elimination of uncertainty.
Example: The teacher informs the class of their class schedule.
2. To motivate. Motivation is the energy that influences a person’s behavior in different ways
in the pursuit of his goal or objective. Communication helps us set specific goals and gives
us updates or feedback on our progress, whether positive or negative, toward the
accomplishment of these goals. Moreover, it helps us reinforce desired behavior, rectify
any undesirable action, and motivate others as well.
Example: The coach boosts his players’ morale by building their self-esteem through pep
talks and team-building sessions.
3. To control or regulate. To control or regulate is to exercise restraint or direction formally
or informally. The expression of needs and want is a way to regulate the behavior of another
person to obtain something or get something done (Murphy, 2014).
Example: School rules and policies on attendance, grading, and dress codes are prescribed.
4. To facilitate emotional expression. Communication makes possible the release or
unloading of emotions, resulting in catharsis. Communicating your emotions verbally or
nonverbally will alleviate your anxiety and help you get out of your emotional blocking.
Example: Expressing your appreciation towards your parents by saying “I love you” and

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 buying them gifts.
5. To effect social interaction. Communication allows us to act and react to the behavior of
people around us. By revealing our thoughts and feelings, we elicit reactions from others.
Communication facilitates social closeness to establish, maintain, and enjoy relationships
with others. Communication also fulfills our ego needs – the need for pride and self-esteem,
and our social needs – the need to belong and to be accepted especially by our significant
others (Lombardo, 2015). Having social cliques or barkadas is proof of this need. The
saying “no man is an island” illustrates this function.
Example: Inviting your friends for a night out.
Communication Breakdown
Communication breakdown may at times be inevitable but as a sensible speaker or sender
of the message, we could avoid this. Understanding the concept of communication breakdown
and its causes will help us realize that failure in communication may be avoided through certain
strategies that we could adopt.
A. Barriers to Communication
1. Physical Barriers
These are the natural or environmental conditions that act as a barrier in communication
in sending the message from sender to receiver.
Examples:
1. People talking too loudly.
2. Noise from a construction site.
3. Loud sound of karaoke.
4. Blaring of jeepney horns.

2. Psychological Barriers
These are called as mental barriers. These refer to social and personal issues of a speaker
towards communicating with others.
Examples:
1. Trauma
2. Shyness, lack of confidence
3. Depression
4. Fear, stage fright

3. Cultural Barriers
These pertain to communication problems encountered by people regarding their
intrinsic values, beliefs, and traditions in conflict with others. People’s culture affects the way
they communicate and relate to others.

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 Examples:
1. Different beliefs
2. Traditions, and customs
3. Manners of dressing
4. Speaking

4. Linguistic Barriers
These pertain to conflicts with regard to language and word meanings. Because words
carry denotative and connotative meanings, they can sometimes cause confusion and
misunderstanding. The meaning of words and symbols also varies depending on the culture.
Examples:
1. Difference in language.
2. Accent and dialect.
3. Use of jargon and slang.
4. Speech defects or language impairments.

B. Tips on How to Avoid Communication Breakdown

Breakdowns in communication may arise because of several factors. But these factors
may be avoided if we follow strategies put forward by experts in the field. Communication is
a transaction that we do every day. By following the 7 Cs of communication espoused by
Broom, Cutlip and Center (2012), we may achieve understanding in communicating with
others and avoid confusion and misinterpretations.
1. Completeness
It is important to the whole communication process. The speaker should include
everything that the receiver needs to hear, respond, react, or evaluate properly. S/he should be
able to convey all pertinent details so the listener or audience will be able to grasp the intended
message.
2. Conciseness
The message should be direct or straight to the point and should be expressed in the
least possible number of words. Irrelevant information should not be included.
3. Consideration
In order to be effective, the speaker should give high regard and courtesy to the
audience’s background information such as his/her culture, education, religion, status, mood,
feelings, and needs. This will result in building rapport or connection with the audience.

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 4. Concreteness
Effective communication is backed up by facts, figures, and real-life examples or
situations. This will make the receiver understand the message better.
5. Courtesy
The speaker can show respect to his/her receivers by understanding their culture,
values, and beliefs. The speaker can show respect to the listeners by demonstrating an
understanding of their beliefs, values, and culture. This implies a good choice of words and
language and a consideration of the audience’s perspectives and feelings on the part of the
sender. Showing courtesy helps create a positive vibe with the audience. This implies a good
choice of words and language on the part of the sender and consideration of the audience’s
perspectives.
6. Clearness
It implies the use of simple and specific words to express ideas. When the speaker
focuses on specific ideas, it will not confuse the audience.
7. Correctness
Avoiding mistakes in grammar helps to boost the credibility and effectiveness of the
message, and at the same time, it eliminates the negative impact on the audience.

Lesson 3: Intercultural Communication

Intercultural communication is the exchange of messages between and among people of
diverse cultures. As the world becomes a wall-less society, the need to understand each other is
important. Our worldview, including our orientation toward God, humanity, nature, questions of
existence, life, and reasoning, depends on how we are natured and nurtured by our society. These
differences make us unique individuals.
Unique as we are, a good communicator should be sensitive to the person’s multicultural
upbringing. It is important that we are aware of our differences in terms of culture, gender, age,
social status, and religion. Knowing these, there is a greater opportunity for you to communicate
effectively with people.
1. Culture
According to Triandis (1994), culture is a set of human-made objective and subjective
elements that in the past have increased the probability of survival and resulted in
satisfaction for the participants in an ecological niche, and thus became shared among those
who could communicate with each other because they had a common language and they
lived in the same time and place. It is really challenging to communicate with people of
various cultures.

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 Example: Shaking the head in a horizontal direction in most countries means “no,” while
in India it means “yes,” and in the Hindi language the voice lowers in pitch at the end of a
question.

2. Gender
Gender refers to how a particular culture differentiates masculine and feminine social
roles (Samovar, et al., 2010). It involves our notion of “femaleness” and “maleness.”
Culture, again, plays a significant role in how we perceive gender beauty. Learning Seed
(2009) listed the characteristics of masculine and feminine speech types:
a. Masculine speech is competitive; while feminine speech strives to achieve
harmony.
b. Masculine speech emphasizes independence; while feminine speech seeks
consensus.
c. Feminine speech is polite and indirect; while masculine speech is blunt and direct.
d. Detailed descriptions are feminine; while brief summaries are masculine.
e. Masculine speech is detached; while feminine speech is emotional.
Our notion of gender may change over time, but the most important thing to remember
is that whomever we converse with, respect and understanding must be practiced always.
3. Age
A good communicator always considers the differences in age among his/her audience.
Baby boomers, or those born between 1946-1964, may have difficulty coping with the
changes our world is experiencing. Baby boomers may have difficulty using what the
current generations are using (e.g. technology) today. They might easily get confused with
the apps and other software devices available in cyberspace. These scenarios should make
us better understand that each of us was born at a different time, and so respect is deemed
necessary. A good communicator always considers the age of the one he/she is
communicating with.

4. Social Status
Social status as defined by Encyclopedia Britannica (2015) is the relative rank that an
individual hold, with rights, duties, and lifestyle, a social hierarchy based on honour or
prestige. Also termed status, it may be ascribed or achieved status. Ascribed status is
assigned to individuals at birth without reference to innate abilities. It is based on sex, age,
race, family relationships, or birth. Achieved status may be based on education, occupation,
marital status, accomplishments, or other factors. Undeniably, people communicate
differently based on the status of the person. These differences in status require a great deal
of communication skills. A good communicator should be flexible with whom he/she is
conversing. He/she should respect the social status of the person.

5. Religion
All of us belong to a certain religion. Kimbal (2002) noted that religious traditions
provide structure, discipline, and social participation in a community. Religion also guides

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 people in explaining supernatural phenomena in the world. Our worldview is also shaped
by our religion. We must always consider that faith should never be a topic of debate.
Whatever God we believe in, we should always show respect to anybody who has a
different belief than ours whether through institutions such as the Catholic Church, spiritual
and social leaders like the Buddha and Confucius, or the teaching of the Bible, Vedas,
Koran, Torah, and I Ching.

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Independent Practice: Functions in a Ring
Directions: Read the telephone conversation below and answer the questions that follow. You
can work with a partner.
Tendjewberrymud
Room Service (RS): "Morny. Ruin sorbees"
Guest (G): "Sorry, I thought I dialed room-service"
RS: "Rye..Ruin sorbees..morny! Djewish to odor sunteen??"
G: "Uh..yes..I'd like some bacon and eggs"
RS: "Ow July den?"
G: "What??"
RS: "Ow July den?...pry, boy, pooch?"
G: "Oh, the eggs! How do I like them? Sorry, scrambled please."
RS: "Ow July dee bayhcem...crease?"
G: "Crisp will be fine."
RS: "Hokay. An San tos?"
G: "What?"
RS: "San tos. July San tos?"
G: "I don't think so"
RS: "No? Judo one toes??"
G: "I feel really bad about this, but I don't know what 'judo one
toes 'means."
RS: "Toes! toes!...why djew Don Juan toes? Ow bow singlish mopping we bother?"
G: "English muffin!! I've got it! You were saying 'Toast.' Fine. Yes,an English muffin will be
fine."
RS: "We bother?"
G: "No..just put the bother on the side."
RS: "Wad?"
G: "I mean butter...just put it on the side."
RS: "Copy?"
G: "Sorry?"
RS: "Copy...tea...mill?"
G: "Yes. Coffee please, and that's all."
RS: "One Minnie. Ass ruin torino fee, strangle ache, crease baychem,tossy singlish mopping we
bother honey sigh, and copy....rye??"
G: "Whatever you say"
RS: "Tendjewberrymud"

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G: "You're welcome"

Guide Questions:
1. What options did the room service give about cooking the eggs according to the order of the
guest?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. What other food did the room service offer the guest?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Why is the conversation entitled, ‘Tendjewberrymud’?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. What barrier of communication was present in the conversation? Explain briefly.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. What specific aspect of intercultural communication was evident in the dialogue? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. What does this conversation tell us about speaking as a communication skill?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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REFLECTION-ACTION
Directions: Let us assess what you have learned from this unit by answering the questions below.
You shall be sharing your responses with your classmates and instructor.

Modified SQ3R
Summary
What were the three (3) salient points you learned about the nature and elements of
communication?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Question
What question/s do you still have on the nature and elements of communication?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reflection
How can communication help encourage people to express and present themselves in
an academic arena?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Recommendation
What activities would you recommend to help you understand better the nature and
elements of communication?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Real-life Application
Supposed, there is an exchange student from another country who is not yet accustomed
to the language and culture of the Philippines. Based on the lessons you have learned
from this unit, how are you going to communicate with her/him?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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EVALUATION
Mini Performance Task: Podcast
Directions: In a group, pretend that you are hosting a live podcast. Think of a podcast topic to
present, this may be an interview with a famous personality or a discussion of a certain social issue.
Create your dialogue for the conversation observing effective oral communication. The following
should be evident in the dialogue: 1.) function of communication and 2.) barrier/s to the
communication or any aspect of intercultural communication and how you overcame it/them
during the conversation. Each member should have an assigned role. The presentation should be
within seven (7) to ten (10) minutes. Your presentation will be graded based on the rubric below.

Rubric for Podcast

Criteria Excellent (5) Satisfactory Average Developing Score

(4) (3) (2)

Quality of The scenario The scenario The scenario The scenario

the Scenario was realistic, was evidently was somehow was not
(x3) class- realistic, class- realistic, class- realistic, class-
appropriate, appropriate, appropriate, appropriate, or
and excellently and well- and well- well-developed.
developed. The developed. The developed. The The scenario
scenario scenario scenario inadequately or
clearly sufficiently somehow did not entirely
observed observed observed observe
effective oral effective oral effective oral effective oral
communicatio communication. communication communication.
n.

Clarity of Speech is Speech is The delivery of Speech is not

Speech excellently satisfactorily speech is quite clear and
(x2) delivered, delivered, clear, average; easy to
clear, and easy and easy to somehow clear understand.
to understand. understand. and easy to
understand.

Expression Excellently Satisfactorily Averagely Inadequately

and Body expresses expresses expresses expresses
Language emotion emotion emotion emotion
(x2) through voice, through voice, through voice, through voice,
facial facial facial facial
expressions, expressions, expressions, expressions,
and gestures. and gestures. and gestures. and gestures.

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Length of The length of The length of The length of The length of
the the the presentation the the presentation
Presentation presentation is exceeded 10 presentation exceeded 20
(x2) between 7-10 minutes or was exceeded 15 minutes or was
minutes with less than 7 minutes or less than 3
substantially minutes with lasted for only minutes with
all agenda most of the 3 minutes with only a few
explained with agenda a few agenda agendas
no extraneous explained with explanations explained and a
information. little extraneous with a lot of lot of
information. extraneous extraneous
information. information.

TOTAL: 45 POINTS

Grand Performance Task: Podcast Evaluation

Direction: Write a minimum of 250-word evaluative essay and a maximum of 750 words of your
objective observation and evaluation of the various speakers watched and listened to from the
podcast.
GRASPS for the Performance Task
Goal To write an evaluative essay on the podcast presented.
Role A participant in the speech and writing workshop.
Audience Students who are learning the fundamentals of communication.
Situation The university conducts an annual speech and writing workshop
to help students enhance their speech and writing skills. One of
the activities they initiate is a podcast on the scenario the
students have chosen. The participants have to apply the process
of communication and observe effective oral communication.
One of the ways on how to improve the said skills is to be able
to identify and assess how well speeches are delivered; the
strengths and weaknesses of the speaker/s. Your task is to
evaluate the podcast by scrutinizing how well they apply the
fundamentals of communication.
Product/Performance An evaluative essay on the podcast presented.
Standard/Rubric Your paper shall be graded based on the following criteria:
focus and details, organization, clarity, word choice, sentence
structure, grammar, mechanics, and Spelling.

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 Criteria Excellent (5) Satisfactory (4) Average (3) Developing (2)

Focus & There is one clear, well- There is one clear, well- There is one topic. The topic and main
Details (x2) focused topic. Main focused topic. Main ideas Main ideas are ideas are not clear.
ideas are clear and are are clear but are not well somewhat clear.
well supported by supported by detailed
detailed and accurate information.
information.
Organization The introduction is The introduction states The introduction states There is no clear
(x2) inviting, states the main the main topic and the main topic. A introduction, structure,
topic, and provides an provides an overview of conclusion is included. or conclusion.
overview of the paper. the paper. A conclusion
Information is relevant is included.
and presented in a
logical order. The
conclusion is strong.
Clarity (x2) The author’s purpose of The author’s purpose of The author’s purpose The author’s purpose
writing is very clear, and writing is somewhat of writing is somewhat of writing is unclear.
there is strong evidence clear, and there is some clear, and there is
of attention to the evidence of attention to evidence of attention
audience. The author’s the audience. The to the audience. The
extensive knowledge author’s knowledge author’s knowledge
and/or experience with and/or experience with and/or experience with
the topic is/are evident. the topic is/are evident. the topic is/are limited.
Word Choice The author uses vivid The author uses vivid The author uses words The writer uses a
(x2) words and phrases. The words and phrases. The that communicate limited vocabulary.
choice and placement of choice and placement of clearly, but the writing Jargon or clichés may
words seem accurate, words are inaccurate at lacks variety. be present and detract
natural, and not forced. times and/or seem from the meaning.
overdone.

Sentence All sentences are well Most sentences are well- Most sentences are Sentences sound
Structure, constructed and have constructed and have well-constructed, but awkward, are
Grammar, varied structures and varied structures and they have a similar distractingly repetitive,
lengths. The author lengths. The author structure and/or length. or are difficult to
Mechanics, & makes no errors in makes a few errors in The author makes understand. The author
Spelling (x2) grammar, mechanics, grammar, mechanics, several errors in makes numerous errors
and/or spelling. and/or spelling, but they grammar, mechanics, in grammar,
do not interfere with and/or spelling that mechanics,
understanding. interfere with and/or spelling
understanding. that interfere with
understanding.
TOTAL: 50 POINTS

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