Purposive Communication

A Module
Unit 2

Prepared and submitted by:

Emmanuel D. Malonga
Date: September 09,2021

Submitted to: Ma’am Catherine E. Genisan

 Module 2 Unit 2: Local and Global Communication in
Multi-Cultural Settings

I. Introduction

Noted professor of literature and communications, Doreen G.

Fernandez, once wrote:

All that we consider ‘good human relations’ comes from the

culture. What is a good person? One who has pakikisama (good social
relations), pakiramdam, (sensitivity to others’ needs), pakikipagkapwa-tao
(consideration to others)… Our customs, our crafts, our arts, the way we do
things, the way we used to do things—all can be discovery, intensely
interesting…
(From Culture in the Classroom, pp.159,160)

This insight illustrates the essence of what culture is all about: it

is a way of life that is cultivated and deepened in a community of people who
share similar beliefs, values, behaviours, and goals (See Martin & Nakayama
2008 as cited in Griffin & Bone 2014). Many of what we do every day, the
habits we repeat, and the customs we follow are unique to our own
communities. Indeed, culture plays a significant role in the way
communication either is shaped and achieved. It forms the rules and norms
that make communication either an easy task or truly a complex process.

People from different cultures interact with each other posing

communication problems in the global community. There are cultural barriers
that may interfere in communication processes which are detrimental to
intercultural understanding. Some of these intercultural interferences are: 1)
different cultural affiliates, 2) inferiority of one’s culture, and 3) diverse cultural
communication practices (Wakat, 2018). There are cultural barriers because
people interacting in a global environment have different perspectives. With
these, there are things that we need to improve for effective communication.

Our journey to effective communication in multicultural settings

starts with unlocking the two significant terms – local communication and
global communication. Local communication has its foundation on the cultural
context which means, it exposes the culture of the people forming their own
identity in the community. Globalization proved the way to many effects in
humanity. Because of the fast pace of technology, the internet quickly
 surpassed more the traditional way of communicating. Through the internet,
one can communicate instantly with people in other countries and one can
read about different cultures, as well as access articles and academic papers.
The role then of global communication is to modify or to create changes in the
local setting.

In this module, you will be introduced to many forms of

intercultural communication and strategies to improve your competence as
intercultural communicator. It focuses on the different registers and varieties
of language and their vital role in written and spoken discourse. You will learn
to communicate effectively in a global society and to achieve effective global
communication that could produce a harmonious and a borderless
relationship with others.

II. Learning Objectives

In this module, you should be able to:
1. demonstrate an understanding of how cultural diversity affects
communication;
2. explain how cultural and global issues affect communication;
3. convey ideas through oral and written presentations for different target
audiences in local and global settings;
4. demonstrate understanding of the concept of language variation;
5. identify features of Philippine, American and British English, and
6. appreciate the differences of the varieties of written and spoken language.
 Intercultural Communication

Learning Objectives
In this module, you should be able to:
1. identify the needs and importance of learning and exploring intercultural
communication;
2. determine culturally appropriate terms, expressions and images
(sensitivity to gender, race and class); and
3. write examples of different forms of intercultural communication.

Presentation of Content
Language is a component that is linked to intercultural understanding. It
acts as a way to bridge misunderstanding between people of different cultures.
Language is a medium of exchanging ideas and transmitting cultural practices of other
people in the global community.
Intercultural communication refers to interaction with people from diverse
cultures (Jandt 1998). The following are the forms of Intercultural Communication
(Jandt, 1998) as cited by Wakat (2018):
1. Interracial communication – communicating with people from different races
2. Interethnic communication – interacting with people of different ethnic origins
3. International communication – communication between representatives from
different nations.
4. Intra-cultural communication – interacting with members of the same racial or
ethnic group or co-culture

Improving Intercultural Communication Competence

Local and global communication requires the need to foster cooperative
convention for effectiveness purposes. The norm or convention in communicating
should be observed by the communicators regardless of their cultural backgrounds and
the required context of oral communication (Manzano 2018). Culture therefore is
considered along with context. To be effective and efficient in local and global
communication, a speaker must engage with Grice’s for maxims in conversation
(Manzano, 2018).
Four Maxims of Grice’s Principles of Cooperative Conversation
1. Maxim of Relation
- Every interlocutor should be relevant in conversation wherein the relevance is
a norm that dictates the need for the interlocutors to become sensitive in the
communication process.
- They need to be relevant in communicating, requiring them to respond based
on cultural and contextual requirements.
Example: If in a restaurant, a customer asks the server, “Do you have a
juice?” In local culture, the server usually responds “Regular or large?” which
means that mango juice is available, so the customer needs to place an order
according to size. This is a form of communication that observes economy in
talking wherein words are to be deleted in order to minimize the time of
talking and will speed up the service to accommodate another customer.

2. Maxim of Quantity
- Every interlocutor should observe a “fair-share-talk of time”.
- Everyone should be given the opportunity to talk and should not dominate the
event.
- Every interlocutor should be sensitive to time, be brief and give others the
chance to talk.

3. Maxim of Quality
- Every interlocutor should maintain what is true in a given conversation.
- Do not add or deduce information.
- Always maintain a good reputation whenever you talk.

4. Maxim of Manner
- In the local culture, the manner of saying word is more regarded than its
content.
- Body language meaning vary greatly from culture to culture. Effective
communication requires that the communicator has appropriate knowledge of
the cultural use of body language in a multicultural setting.

Sets of Common Body Language in Multicultural Settings;

a. Shaking hands. Cultural norms for hand shaking vary.
- For example, in the Philippines and in America, the cultural gesture of
shaking hands upon greeting is considered the norm when a person to
person introduction.
- To refuse a handshake is considered a very rude gesture.
- By contrast, in Saudi Arabia, you can shake man’s hand after meeting him but
you cannot shake a women’s hand at all in greeting.
 b. An OK sign
- The OK hand gesture in America and England is quite popular and
considered a general gesture that denotes an agreement of sentiment.
- An OK sign in Brazil is the equivalent of using your middle finger as a gesture
in America.
- The OK hand gesture is taken as an insult in most Latin American countries,
Austria and France.

c. Thumbs-up
- The thumbs-up gesture can be an equivalent to the OK gesture and is widely
used equivalent to the OK gesture and is widely used within America,
England and the Philippines.
- In many cultures around the globe, giving a thumbs-up gesture is a very large
insult like the Americas excluding the United States, it is a humble idea that
donates as a sexual insult and correlates to the middle finger increasing in the
United States.

d. Sitting with crossed legs

- This is common in North America and European countries, but is considered
disrespectful in Asia and the Middle East where a straight and balanced
posture prevails as a norm.

e. Eye contact
- This is considered a positive aspect of body language in the Philippines.
- It is also common in Spain and the Arabic culture (among people of the same
sex).
- Not looking back when someone is looking at you is considered disrespectful
and demonstrates insecurity, lack of interest, or indicates deception.

f. Nodding the head

- Head nod up and down generally means agreement, approval, or “yes” while
head nod from side to side or head shake means “no” for Filipinos.
- To Bulgarians and Greeks, nodding up and down indicates negative response
for they are known for their unusual manner of saying “yes” and “no”.

g. Tugging the earlobes

- The Portuguese tug their earlobes to indicate tasty food, the Spaniards to
signify that someone is not paying for their drinks, but in Italy, it insinuates
sexual innuendos.
Reading Text

Food as Language
Doreen G. Fernandez
1. Food speaks, and not only to the palate and senses. It delivers messages. When
it is given as a gift, for example, it certainly communicates the regard of the giver
for the recipient. A home-made gift, for example, rice cakes cooked in one’s
home or by one’s mother or grandmother, brings with it a personal regard, an
appreciation expressed in homespun ways. An expensive food gift, like a bottle
of wine or whiskey, not made in the country, and therefore requiring the means to
purchase it, and suggesting that the recipient has the experience and
sophistication to appreciate it, communicates some flattery as well as regard for
the recipient’s importance. The rarity of the gift, for example of a food difficult to
obtain or to make (a rare rice variety, a special regional sweet), also suggests a
very high regard that is the motive for the sacrifice of time and effort.

2. When the gift is a meal, the occasion, place and quality speak of social regard
and mores. What is a proper invitation to a high government official? A meal in
an expensive restaurant, or in one’s hometown, or in one’s home—depends on
such factors as a previous relationship, the magnitude of the favour being asked,
and other related interactions. When does one invite a foreign dictionary to a
public place, or to one’s home? Again, that would depend on factors like prestige,
social position, purpose of invitation, and the history of the relationship, if any.
This is a language of many nuances and meanings overt and hidden, non-verbal
and, therefore, eloquent, and Filipinos use it well.

3. A native flexibility and adaptiveness make the Filipino receptive to foreign

cultures (we have seen how foreign food influences have been beneficently
absorbed), and also to foreign guests, with whom we share our food and our
homes. This makes hospitality a dominant trait. Filipinos naturally offer to others
the food they have in hand-even the food they are already in the process of
consuming-or on the table. When guests come to the door during mealtimes,
they are invariably invited to eat.

4. How they are served at table is another part of the language. If the hosts bring
out the special plates and cook a special dish for the guest, the regard is for
someone who is important and most welcome, but remains in the ibang-tao or
"Outsider" category. If, on the other hand, the hosts ask the guest to forgive the
modesty of their fare and table accessories, and invite him or her to join the
family anyway, it shows a deep acceptance of someone seen as being in the
Hindi-ibang-tao, or "One of Us" category.
5. None of this is expressed verbally, but is thoroughly understood non verbally.
Foreigners may never know, for example, that in all the years of their stay in the
country, they remained in the "Outsider" category-unless they understand food
as language. When they find themselves accepted into the "One of Us" category,
however, they will then have a real taste of the culture, being accepted as deeply
as elements of foreign culture have been indigenized and made the Filipino's
own.

6. In a study of "The Language of Food" this has been expressed thus:

7. When we are uncertain as to what gift would be appropriate, we usually decide to

give food.

8. When we like someone and wish to know him better, we invite him to a meal with
us.

9. When a boy goes courting, he sends his love flowers as well as chocolates.
These do not smack much of commitment.

10. A government official well-known for his honesty and integrity sent back all gifts
to him except those of food. "I did not have the heart to send them back," he
explained. "To the Filipino, food carries goodwill. I could never interpret it as a
bribe or a kickback."

11. Food, quite obviously, is a counter in the exchange of goodwill. It is not the only
one, but it is common in many cultures. The author concludes that "food is used
to facilitate human interaction and alliances" but warns that "food alone cannot
convey the interpersonal motives. It is not enough to make interpretations on the
basis of food alone. The table setting, the kind of participants, the ensuing
behaviour and other factors should be taken into account.”

12. Food is also often the pasalubong or gift that people bring home from trips or
feasts. It is the way the joys of the journey or the tastes of the feasting are shared
with those who stayed home.

13. In a society much given to non-verbal communication, as the Philippines is, food
is an eloquent language, able to convey a multiplicity of nuances and messages.
Questions:
1. What “nuances and meanings” does food carry for the Filipino according to
Fernandez?
2. Aside from illustrating specific examples of food as gifts, how else do Filipinos
convey meanings in a non-verbal manner?
3. What attitudes and feelings are associated with the kinds of food illustrated in the
text?
4. What unique traditions and feelings are associated with the kinds of food
illustrated in the text?
Answers:
1. Fernandez Stated that there are 13 ways where in food was use as language. It
shows appreciation and high regard, social regard and mores, Filipino hospitality,
deep acceptance, shows courtship or love, goodwill, human interaction and
alliances and joys of a journey. This are some meaning of food stated by
Fernandez, but he also stated that it’s not only the food but the way it is
presented or serve, who are the recipient, what occasion and behavior. Food
also serves as an eloquent language for Filipino like us.

2. Filipino use food to deliver message but Filipino use some other non-verbal ways
of delivering a message and one of this is what we call “Mano or Pagmamano” It
is an act of showing respect to the elders. It is a practice where other country
didn’t understand. Another example of this is pointing direction using lips and
drawing a shape on air if they ask or seek for something. If they are looking for
something that shapes like square, they draw a square to describe it. Filipinos
use many ways to interpret or say thin using nonverbal communications starting
from food, gestures, symbols and many more.

3. The kinds of food illustrated in the text shows Attitude of gratitude, which includes
expression of thankfulness and appreciation. It also shows how Filipinos like us
practice hospitality and respect. Food also delivered with feelings like joy and
love specially during courtship. It also delivers a feeling of acceptance to
someone who once become an outsider but turn into an accepted part of family.
Filipinos were known for their delicacies, but they are also known on how food
describe their attitude.

4. Filipinos has different traditions and feelings to show based on the culture they
have. In the Philippines we have multiple types of cultures and beliefs and
together with this are the ways of how food deliver a message specially during
“fiesta” which show tradition of thanksgiving to God or in the thing they believe as
supreme being. They express joy and thankfulness through food. Cooking
“pancit” during birthday which symbolize long life and good health.
Writing a Main idea
Similar to writing a relevant response, writing a main idea asserts your
attitude, view, or opinion on a specific topic based on your knowledge, experiences,
beliefs, and/or observations. A main idea is intended for a written piece that is longer
than a paragraph or two. Another term for a main idea is a thesis statement. Just as
this term suggests, it is expressed as a complete sentence with a specific topic and
a controlling idea. A main idea is generated from the relevant insights or questions
after having read or discussed a certain topic that has piqued your interest or intensified
your curiosity. An engaging thesis statement is one that comes from an earnest attitude
that seeks to deepen one's understanding of a subject. Consider Doreen G.
Fernandez's main idea in her essay, "Food as Language":
This [food) is a language of many nuances and meanings overt and hidden,
non-verbal and, therefore, eloquent, and Filipinos use it well.

The main idea identifies a specific topic-food-and it is defined as "a

language of many nuances and meanings. Furthermore, these meanings are described
as overt and hidden, non-verbal and, therefore eloquent." Finally, the main idea reveals
the positive attitude of the writer by asserting that "Filipinos use it well.
Clearly, generating a main idea requires that you know the specific topic
that you are writing about and the relevant insight you want to raise. An effective main
idea is one that can be developed further through illustrating examples, narrating
relevant experiences, or analyzing certain observations. Avoid confusing a main idea for
a factual generalization such as this:
Food is an important part of life.
Although the statement has a specific topic, its insight is too general and
obvious to justify an engaging and compelling discussion. Consider the following
revision to the statement above:

Sharing food during a wake is a Filipino custom that demonstrates its power
to heal and bind in times of difficulties.
The revised main idea identifies a specific topic which is "sharing food
during a wake." It goes on to further narrow down a more specific context of it being "a
Filipino custom" and identifies the writer's specific attitude toward the subject as one
that "asserts its power to heal and bind in times of difficulties."
In addition, do not confuse writing a main idea for making an
announcement for what you intend to discuss in the essay. Examine the weakness of
the following statement:
 I would like to point out that arriving unannounced in someone's home is
rude.

Although the idea is stated in a complete sentence, it only identifies the

specific topic. It lacks a clear controlling idea. One may ask after reading the statement:
why is it considered rude when someone arrives unannounced in someone's home?
Consider the following revision:

Arriving unannounced in someone's home shows an inconsiderate view

toward other's needs for time and space.

You may look at the main idea as having two parts: the specific topic that is
within a clear context and the controlling idea that justifies why it is worth discussing
further.

Task
The table that follows shows general topics that may be narrowed down
further. Revise each one to a more specific topic. Identify a possible attitude, view, or
opinion on the subject.
General topic Specific topic that Your attitude or view
considers a context towards this subject
Ex. Relationships Sharing a room with a … may be rewarding
sibling even when both have
contrasting
personalities
Family
Travelling Going out with your It can be expensive
friends sometimes, but it is
rewarding to see your
friends happy.
Holidays

Choose one specific topic and your corresponding attitude towards it. Write
it down as an effective main idea. Then exchange your work with a partner and take
turns giving comments on its effectiveness based on the features you learned.
You have completed writing a relevant response on the significance of
effective communication in a multicultural setting. The essay "Food as Language"
allowed you to sharpen your skill in writing a main idea. These two preceding lessons
build on the development of your writing skills in the context of writing a reaction paper.
Writing the Reaction Paper
Writing a reaction is like having a conversation with some text you have just
read or engaging in an internal conversation as you encounter a vivid experience.
During a significant event such as experiencing something for the first time or reading a
text that has piqued your imagination, you may have felt certain emotions or thought of
striking insights that have had profound effects on your attitude and behaviour. You may
have laughed in delight, shouted in horror, shaken your head in consternation, or asked
a question out loud to no one in particular. These genuine reactions may be expressed
best in writing. The readiness to write about your reactions to a unique experience
assumes that you carry within you a spirit of openness and wonder. Indeed, the gift of a
distinct experience is best appreciated with a strong sense of being present in the
moment. Whether it is a reading experience or an experience that took you somewhere,
writing about it is one of the most gratifying ways of honoring the moment and
remembering it for a long time. When shared with others, the reaction paper becomes a
testament to unique individual experiences that bind us together in our common
humanity,
The text that follows may be described as a reaction paper to a memorable
experience.

READING TEXT

My Life in Korea: 'Thank You!"

Muanpuii Salawi, Diplomat
Embassy of the Republic of India to Korea May 2010

1. It has been two and a half years since I came to Korea, and I have enjoyed every
moment of it. When I first landed here. I couldn't speak any Korean. I have since
become fairly good at Korean, along with having received a black belt in
taekwondo, reconnected with my Korean school friends, and made many new
Korean and international friends. I can sincerely say that these years have
provided such beautiful memories that I would like to share my wonderful
experiences with others.

2. From the moment I landed at Incheon International Airport I felt excitement build
up within me, and as we drove toward Seoul I was impressed by the magnificent
bridges and smooth expressways. Our first stop was at Noryangjin Fish Market,
certainly the biggest fish market I had ever seen, boasting a wide range of fish
and seafood, such as octopus, eel, shrimp, and crab. When I stopped to buy
 some mackerel, the vendors looked at me and said that they thought I was
Korean. I would hear this again and again since I am from the state of Mizoram,
in the northeast area of India. My first meal in Seoul was samgyeopsal, pork
barbecued right before my eyes, dipped in chili sauce or soybean paste, and
then wrapped in greens. I took to it immediately and knew instinctively that I
would be enjoying my tenure in Korea. I was rather bemused by the happy
laughter of the people at the table next to us, who were enjoying each other's
company and drinking soju. Even at a later hour, there were fashionable young
people out in the streets.

3. On my first Sunday, I decided to travel by the Seoul metro, armed with only a
smattering of Korean phrases that I had memorized and a guidebook. I was
touched by the kindness of people who stopped to help me find my way.
Language did not pose a huge hurdle as some of the Korean people would even
go 10 minutes out of their way to guide me to a subway station. My most joyful
moment was when a Korean staff member of our embassy located r Korean
friends with whom I had attended St. Anne's High School, in Mumbai, through the
Internet. Ho Hyun and Ho Jin had lived in India for two years because their
father, a Hyundai company executive, had been assigned to work in India. When
I called Ho Hyun, she screamed with delight.

4. We got together the following morning and and spent a beautiful afternoon at
Gyeongbok Palace. We walked hand-in-hand, as we did as students, along the
artsy area of Samcheong-dong, all the while catching up on each other's lives.
On the day of her wedding, Ho Hyun's father asked me to stand up for the
guests, while explaining that I used to attend school with his daughters in India. I
attended most of Ho Hyun and Ho Jin's important family gatherings, like the
Lunar New Year's and Chuseok holidays. They seemed to have so graciously
accepted me as part of their family!

5. I studied Korean language as a fellow of the Korea Foundation's Korean

Language and Culture Learning Program for Diplomats at the Language Institute
of Seoul National University. I made friends with the diplomatic staff from a
variety of countries. Our teachers did not restrict the classes to the textbooks
alone, but also updated us on the latest trends, films, dramas, songs, news, and
even shared extensively from their own life experiences. Our language learning
was made all the more interesting as every semester we were paired with an
SNU graduate student, who helped us practice our Korean and introduced us to
student life here. We also enjoyed various cultural experiences, field trips, and
tours outside of Seoul. This included skiing at Phoenix Park Ski Resort, touring a
traditional Korean village in Andong, and visiting Gyeongju, once the capital of
the Silla dynasty. I also learned taekwondo as part of this program, and even
earned my black belt within one year. One of my favorite pastimes was
 'noraebang, where I could belt out popular Korean numbers. The language
instructors, as well as the diplomat participants who are posted in Seoul,
continue to meet on a regular basis.

6. Since I come from a mountainous region in India, another of my favorite activities

was hiking. On several occasions, members of our embassy would join temple
stay programs during the weekends. Since Buddhist temples are often located on
mountain slopes, I have seen much of Korea's gorgeous landscape and natural
scenery. I have also gone hiking at Mt.Seorak, Mt.Gwanak, and even
Mt.Geumgang in North Korea. Every time we would venture out, I would feel a
kindred spirit with the other mountain lovers. Many Koreans are avid mountain
climbers, and it is amazing how fit they are, irrespective of their ages. Many times
other climbers would lend me a helping hand as I attempted to surmount a
treacherous mountain area.

7. I have been deeply touched by the kindness and affection of the Korean people
during my time here. I have seen this in my teachers, who went above and
beyond their call of duty, to make us feel at home. I often feel it in perfect.
strangers who sometimes go out of their way to help me, and I certainly
experience it in the sincerity and warmth of my close Korean friends, I am struck
by the fact that even in the process of modernization, Koreans have continued to
embrace their traditional values, such as respect for elders, discipline, family
relations, and impeccable hospitality for guests. Perhaps it is because Indians
also value such traditions that I have never felt out of place in Korea.

8. I am presently in charge of the cultural affairs of the Embassy of India in Seoul.

As a result of President Lee Myung-bak's state visit to India earlier this year, our
bilateral relations have been elevated to a Strategic Partnership. The need to
further strengthen cultural exchange and people-to-people contacts between
India and the Republic of Korea has been duly recognized with the designation of
2011 as the "Year of Korea" in India, and the "Year of India" in Korea. A
memorandum of understanding between the Indian Council for Cultural Relations
and the Korea Foundation is slated to be concluded soon, to promote further
cultural cooperation. It is my deepest desire to fulfil my role of bringing together
the peoples and the cultures of our two countries. Just as I have enjoyed my time
in Korea so tremendously, I would like the people of Korea to have a chance to
experience the culture and people of India.

http://newsletter.kf.or.kr/english/contents.asp?vol=140&lang=English&no=1808#
<Date retrieved: 23 June 2017>
Questions:
1. What is the writer's main reaction to her experiences in Korea?
2. How does she support this main reaction? What examples does she illustrate about
her stay in Korea?
3. What striking insights does she gain about Korean culture?
4. What does her main reaction prompt her to resolve doing?
5. How does travel allow us to deepen and expand our views of foreign cultures?
Answers:
1. The writer share his main idea of enjoyment and beautiful memories. She was
amazed on how people on Korea accept him. She never felt being a stranger, but she
feels that she is a part of a family, she was also amazed of the food and traditions that
Koreans have even the generation keep on changing ang changing.

2. She support his main idea by stating what are the things she experienced in Korea
like beautiful view, Food, Traditions, and culture. She uses this thing as an example to
illustrate how good was his experience in staying in Korea. She states how views and
parks in Korea look like, she also says how good is the food and how people enjoy it
with their friends, and lastly, she states how here Korean friend accept him as a part of
their family.

3. She concluded that culture of Korea and the culture of India has similarities, and she
was also amazed that even it is a time of modernization Korean learn how to preserve
their culture and traditions.

4. His main reaction cause him to expand his knowledge about Korean culture and
tradition, she also decided to learn Korean language by studying with his fellow diplomat
at Language Institute of Seoul National University. Through this she expands and
understand Korean culture much deeper.

5. Travelling allows us to experience what does those people on a specific place have
including their culture, tradition foods and even on how they interact to each other. We
or some of us believe that experience is the best teacher so that if we are able to go on
a specific area and experience that thing they do or the life they have we will
understand specific things that we cannot understand with just listening on a story.
Features of a Reaction Paper

A reaction paper illustrates one's thoughts, feelings, and attitude toward a

specific experience. In the sample essay written by Muanpuli Saiawi, the main reaction
is one of enjoyment for the things she experienced in her two and half-year stay in
Korea She writes this clearly in the first sentence of the first paragraph.
It has been two and a half years since I came to Korea, and I have
enjoyed every moment of it. When I first landed here, I couldn't speak any Korean. I
have since become fairly good at Korean, along with having received a black belt in
taekwondo, reconnected with my Korean school friends, and made many new
Korean and international friends. I can sincerely say that these years have provided
such beautiful memories that I would like to share my wonderful experiences with
others.

Notice how her main reaction is balanced with a seeming predicament of

not knowing how to speak Korean when she first arrived. But this is contrasted by a
brief rundown of her achievements from the time she began her journey. The last
sentence of the first paragraph reiterates the main reaction and goes on further to state
the desire to share my wonderful experiences with others. The first paragraph then,
indeed, illustrates a clear and relevant reaction to a unique experience.

The paragraphs that follow the first one develop and support the main
reaction of enjoyment. In the second paragraph, the reaction illustrated in the first
sentence is consistent to that illustrated in the first paragraph.
From the moment I landed at Incheon International Airport I felt
excitement build up within me, and as we drove toward Seoul I was impressed by the
magnificent bridges and smooth expressways.

Describing the feelings of "excitement and being impressed by the

magnificent bridges and smooth expressway "make the reaction coherent in its
development. The rest of the second paragraph continues with a tone of amazement
and wonder at the sights all around the city. Indeed, the strength of Saiawi's essay is its
keen attention to sensory pleasures of her experiences and observations. These
examples support her main reaction in a vivid manner. More importantly, her reaction
leads her to describe the Korean people and culture with concrete details. This is
demonstrated in illustration in paragraph 3.

I was touched by the kindness of people who stopped to help me find my

way. Language did not pose a huge hurdle as some of the Korean people would even
go 10 minutes out of their way to guide me to a subway station. My most joyful
moment was when a Korean staff member of our embassy located my Korean friends
with whom I had attended St. Anne's High School, in Mumbai, through the Internet.

In paragraph 4, she narrates her experience of seeing a childhood friend

and feeling the hospitality and acceptance of a Korean family.
We got together the following morning and and spent a beautiful
afternoon at Gyeongbok Palace. We walked hand-in-hand, as we did as students,
along the artsy area of Samcheong-dong, all the while catching up on each other's
lives. On the day of her wedding, Ho Hyun's father asked me to stand up for the
guests, while explaining that I used to attend school with his daughters in India. I
attended most of Ho Hyun and Ho Jin's important family gatherings, like the Lunar
New Year's and Chuseok holidays. They seemed to have so graciously accepted me
as part of their family!

The narration also allows us a glimpse of Korean landscape and culture.

These vivid details continue to develop and support her positive reactions toward her
experiences in the country. Paragraphs 5-8 continue to illustrate specific aspects of the
culture such as the hiking activities and the dedication of her Korean teachers. Another
notable feature of the reaction paper is illustrating striking and relevant insights. One
example of this is the last two sentences of paragraph 8:
I am struck by the fact that even in the process of modernization,
Koreans have continued to embrace their traditional values such as respect for
olders, discipline, family relations, and impeccable hospitality for guests. Perhaps it is
because Indians also value such traditions that I have never felt out of place in Korea.

Finally, the concluding paragraph of Muanpull Saiawi’s reaction reveals an

upbeat attitude toward what she would like to do in the future as a result of her
experiences in Korea.
It is my deepest desire to fulfil my role of bringing together the peoples
and the cultures of our two countries. Just as I have enjoyed my time in Korea so
tremendously, I would like the people of Korea to have a chance to experience the
culture and people of India.
 The essay shows how a genuine and earnest reaction may lead to a
remarkable and positive growth in attitude that is complemented with a desire to take
concrete action. In this way, the reaction paper becomes more than a recollection and
description of memories, impressions, thoughts, and feelings. It is a written testament to
an experience leading to profound change.

Steps in Writing the Reaction Paper

Writing the reaction paper requires that you are attentive to the subject of
your reaction. Often, focusing on your sensory experiences and thought processes
allow you to develop an insightful reaction to the topic of your paper. Equipped with this
keen sense of attention and openness, you may find that writing this particular type d
essay may lead you to greater sense of understanding your topic.

First, identify the subject and the corresponding idea about it that will be the
focus of your reaction. What feeling and insight appealed to you most after having go
through a particular experience? Why did this insight or feeling emerge most of all? Is
this a positive or negative reaction? Be clear about your attitude toward the subject.

The second step is applying the effort to understand where your reaction
comes from. Are they based on experiences or observations? What are the experiences
and observations? Now is the time to draft a description and narration of concrete
details that may justify your main reaction. Perhaps your reaction may come from
something you have also read previously on a similar topic. Perhaps your prior reading
may have validated or invalidated your insights and feelings on the matter.
Acknowledge and cite references if they are part of your supports. This may
demonstrate the initiative to balance your views and show that are informed by previous
relevant knowledge.

Third, write your reaction as an effective main idea or thesis statement. You
may choose to write your main reaction as a complete statement or even as a question
that emphasizes a point. Begin with a concrete stand. The statements below show
sample thesis statements that express a reaction to a concrete subject.
 Although I agree that climate change is a serious issue worth examining, I feel
confused and helpless when it comes to taking care of the environment.
 Hiking up Mt. Pulag was the most reverent activity I have ever completed in my
young life.
 If you are writing a reaction to a written text, remember to acknowledge the
original idea that you are reacting to; acknowledge the writer as well to maintain a
formal language register for this kind of academic task. For example:
 Yeb Saño's call "to stop the madness" of ignoring climate change has motivated
me to be a more proactive and conscientious consumer.
 I like Doreen Fernandez's insight in her essay "Food as Language that a
homemade gift shows personal regard for someone, because I delight in making
my own gifts to give to special friends.
After completing an initial outline of your main reaction supported by bullet
points of relevant support from your experiences and observations, you are ready to
write a draft. You may choose to continue writing your draft as an outline that shows the
logical development of your main reaction and its relevant support. After writing a draft,
work with a partner and give feedback on each other's work. Some guide questions that
you may consider are:
 Is there a concrete and specific subject that the essay reacts to?
 Is the main reaction clear and easy to understand? Is it stated in one complete
sentence?
 Does the essay illustrate concrete and relevant support to explain the reaction?
 Is the language in the reaction paper respectful and fair?
 Is the language appropriate for an academic task?
 Is the explanation of the reaction developed consistently until the end?
 Does the concluding paragraph illustrate a change of affirmation of attitude and
behavior?
The last step is writing the final paper. Write the final essay only after you
have addressed the feedback on your draft. Check for inconsistencies in grammar and
mechanics. Be sure to write an appropriate and relevant title for your reaction paper,
Avoid writing a one-word title as it may be vague and misleading Writing an effective
title is one way to help your reader identify the topic and direction of your reaction
paper. Remember that the title of your essay is the synthesis of your main reaction.

Task:
You have been sent by your school as a representative to an international
student conference. In this conference, you have been tasked to write a reaction paper
on a unique and significant experience and share it with the international participants.
Some suggestions for topics of relevant interest are:
 a trip worth remembering
 family life
 friendships/relationships that bind
  challenges/triumphs of academic life
 observing and practicing local tradition
 trying something new
There may be other topics that you think are of more relevance and interest
to you. Remember to be clear about who you are as writer of this reaction paper, what r
context is, and the audience for whom you are writing.

Write 500 or more word essay following the task instructions. Provide an
effective title for the essay that shows your specific topic and attitude.
 My Challenges and Triumphs in Academic Life

I’m Emmanuel D. Malonga a college student from BASC (Bulacan Agricultural

State Colleges). I’m not that person who was field with success but I’m that simple
student like you who encounter trials and circumstances specially is Academic life. We
as a student always ask or think how we can achieve the dreams we have if during our
life as a student we encountered different trials that make us feel hopeless but now I’m
here to share some of my life story as a student were in, I encountered some problems
but come up with a solution.
When I was a grade 7 student, I’m one of those lazy students you will see, I’m
not like those who always want to participate but I’m that student who will move only if
the teacher commands me. Unexpectedly when the time of recognition comes, I’m rank
as 10th place in my class and I’m happy because of that but when I step on grade 8, I
became lazier. Then, one of my teachers or specifically our class adviser told me this
thing “You can but you’re too lazy to do it”. These words hurt me but also enlightened
my mind to study much harder. Since I’m always late to school, every time that I arrive,
he gives me a hard task. I didn’t know that he wants to test me if I can do those tasks
even it was hard. Then as times goes by my teacher keeps on giving me this task and I
realize the thing he said to me “You can but you’re too lazy to do it”. I realize that he
gave me those tasks for me to show what I can do. Then before I step on grade 9 this
teacher say that we will join some contest and he will serve as my coach, and I accept
this opportunity to join that contest then when the time of contest come, he teaches and
guide me then we win the contest. He was so proud of me, and he said again those
words. “Like I say to you, you can but you’re too lazy to do it”.
After that opportunity I joined different contest until I won 7 contest and earn 7
medals. When I step on grade 11 as a senior high school student the time of contest
came again, then my teacher asks me again “are you ready for this incoming contest”,
then I refuse to join this contest again and he ask me why. I say “Sir, I didn’t feel happy
of having too many achievements because I feel I’m being too proud of myself”. Then
he says okay, but he asks “Are you willing to teach to other what you have learn” then I
answer yes. When the time of the contest came near, we seek for those students at
lower grade who want to be trained and be a contestant we teach and trained them as
far as we could. Then when the contest come, and this contestant win the contest I feel
a great joy coming from my heart and these things though me something.
Being a student is not about having many achievements or high grades, but it is
all about how you will help other to be successful too. It will give you a sense of
fulfillment if you can serve as someone’s steppingstone for them to be successful too.
References
 Griffin, Cindy and Jennifer E. Bone. 2014. Invitation to Human Connection.
Boston, Wadsworth: Cengage Learning.

 Pearson, Judy, Paul Nelson, Scott Titsworth, and Lynn Harter. 2008. Human
Connection. Third ed. New York: McGRAW-HILL.

 Saño, Yeb. "It's Time to Stop this Madness." Speech, 2013 United Nations
Climate Change Conference, Warsaw, Poland, November 11, 2013.
http://www.climatechangenews.com/2013/11/11/its-time-to-stop-this-madness-
philippines plea-at-un-climate-talks/.

 Seiler, William J., and Melissa L. Beall. 2008. Communication: Making

Connections. 7th ed. Boston: Pearson Education, Inc..

 Suarez, Perfecto, Canilao, Paez: Purposive Communication in English

 https://www.youtube.com/watch?v=oz9fEw8kQLQ