OCC

1. Intrapersonal Communication This communication takes place within an individual. Intrapersonal communication primarily consists of thinking-that is, processing and interpreting ideas. Through intrapersonal communication, you come up with decisions and establish what you want to say to others. In the activity at the start of the lesson, Set A represents intrapersonal communication. When an individual meditates, he or she sharpens focus and attention at the present moment, thereby painting a clear picture of what he or she is truly thinking and feeling (Bertone and Hoshaw, 2021). Prayer also helps heighten one's inner voice when spiritually holding communion with the Creator. In addition, yoga can also help focus one's state of mind (Vincenty, 2020). Other examples of intrapersonal communication include: • self-talk • imagination and visualization • recollection and reflection (University of Minnesota, n.d.) Through intrapersonal communication, one can achieve the following: a. clarity of thought b. recognition and acceptance of emotions c. systematic decision-making d. generation of creative ideas e. realization of insights based on personal experiences 2. Interpersonal Communication Interpersonal communication employs vocal qualities and non-verbal elements in order to convey meaning. This communication takes place between and among a relatively small group of individuals. In this process, the participants constantly respond to one another's ideas through feedback. There are two types of interpersonal communication. Dyadic communication takes place between two people, while small group communication happens among three to twelve individuals united by a common purpose (Northwest University, n.d.). In the earlier activity, Set B represents interpersonal communication. Going out on a date with a significant other is an example of a dyad. In this scenario, the two individuals alternate between the roles of sender and receiver. Meanwhile, there is increased complexity in the communication within small groups, such as cousins playing games or friends on a virtual call. With a bigger number of participants, these small groups expand to rich discussions, but they also bring a higher possibility of inefficiency in the exchange of ideas. Other examples of interpersonal communication include: • One-on-one conversation between a parent and a child • Meetings held among the members of groups attempting to finish a school task Through interpersonal communication, one can achieve the following: a. fulfillment of social needs b. learning how to collaborate (a 21s' century skill c. refinement of one's ideas based on feedback given by others d. establishment of an emotional support system 3. Public Communication This type of communication takes place when an individual addresses a relatively larger audience. In public speaking, the listeners do not generally provide feedback (though the speaker may ask for this at the end of his speech). Public speaking also tends to be more formal than interpersonal communication, which may be casual or loose. In the earlier activity, Set C represents public communication. Take note that the roles of party host and speaker seminar can accommodate feedback, and thus facilitate two-way communication; while the church lector is situated in a one-way communication process. Other examples of public communication include: • a school principal addressing the entire student body in an assembly • a shop assistant doing a product demo to an audience • a councilor speaking with the business owners in his or her city. district Through public communication, one can achieve the following: a. improvement of self-confidence b. platform for sharing information and insights to a larger audience 4. Mass Communication This communication is carried out in an enormous scale enabled by mass media channels (Lorimer, 2002). This includes print media, broadcast media (such as TV and radio), and social media. Mass communication may be managed by local or national governments, private companies, or even individuals with adequate resources. When dealing with mass communication, keep in mind the Gatekeeper Model discussed in the previous unit. Mass media can be used to disseminate essential information and uplift the spirits of many. However, it can also be used to spread misinformation which can distort public perception. In the earlier activity, Set D represents mass communication. In the 21st century, mass communication is made easier through the use of smartphones and social media; individuals and groups can address tens of thousands using a gadget in the palm of their hand. Despite the proliferation of social media, the older generation of mass media outlets (such as TV and radio) continue to be highly influential. Through mass communication, one can achieve the following: a. swiftly disseminate essential information that impact public affairs b. help citizens come up with well-informed opinions (anchored on a comprehensive presentation of news, facts, statistics and perspectives) Intimate This style is used by persons involved in a close relationship. Examples include married couples, individuals who are emotionally or romantically committed to each other, and family members. The word choice in an intimate talk is determined by the shared knowledge and background of the participants. It should be noted as well that this type of conversation involves "an economy of words," which means that even just a small quantity of words is adequate for the participants to clearly establish meaning (Norment, 2003). Other features of the intimate style include "a high incidence of significant nonverbal communication," such as bodily gestures and facial expressions that each participant readily understands. 2. Casual This style takes place among friends, who generally have no need to maintain an air of formality among themselves. The casual style may be observed among neighbors, classmates, and colleagues with friendly relations. Casual communication is characterized by informal speech and the use of ellipsis or omission of certain words. Like the intimate style, the word choice in casual communication is shaped by the participants' shared background. Norment (2003) adds that, in casual style, "three is free and easy participation of both speaker and listener." 3. Consultative This style is used by strangers who have little to no shared background. Examples include people who are just starting to get to know one another, as well as individuals who conduct impersonal transactions (such as passengers speaking to a conductor, or managers speaking to clients). In consultative communication, informal markers are still used; but, more often than not, complete sentences are used and background information is provided by the participants (Norment, 2003). 4. Formal This style is used in strict or ceremonial settings. These include school-based situations and formal events. Like consultative communication, complete sentences are employed in the formal style. Moreover, these sentences reflect a deeper extent of "logical development of thought" as well as "careful planning" (Norment, 2003). 5. Frozen This style is "reserved for the most formal occasion," and is usually employed more in writing than in speech. Examples include official documents and laws. Frozen style is characterized by lengthy sentences, advanced vocabulary, and highly polished grammatical structure. Topic nomination This is the act of putting forward or suggesting a topic for conversation. This may be done through the direct statement of an opinion or news update; or it could be done through a question that will trigger the other participants' thought process. Chaika (2019) notes that the topic being introduced must be presented "in a clear, distinct, and truthful way." By doing so, the participant nominating the topic should exert due effort to ensure that the conversation is rooted in honesty and clarity. 2. Topic restriction This is the act of limiting what will be said about the topic. The parameters set for a conversation may be explicitly stated, or may be implied in a more subtle manner. For example, a supervisor facilitating a meeting may say, "We shall limit all suggestions to those within a 1-month time frame, or less." By saying this, the supervisor clearly communicates the limitations that the meeting participants need to adhere to when they respond. Or, the supervisor may say, "Can we talk about suggestions that are actually doable?" Though the locutionary act is in the form of question, the illocutionary act aims to restrict the conversation according to the supervisor's standards. 3. Turn-taking This is the manner in which people engaged in a conversation manage their turns to speak. Chaika (2019) highlights the importance of timing when it comes to turn-taking. All participants in a conversation must be mindful of verbal and non-verbal signals that indicate when a certain person is about to wrap up his or her sharing. These signals include shifts in intonation, changes in posture and facial expression, and little 'pockets' of breathing space. By recognizing the right time to step in and take turn, you take the conversational floor in a respectful manner. Conversely, if you begin to speak while someone else is still explaining or narrating, you come across as a rude and impatient communicator. 4. Topic control This is the ally to maintain the focus of the conversation om going rent topic. Topic controi can be used to prevent the conversation from going to several directions. Also, it can help a conversation stay within a topic that needs to be discussed tuther; in this way, participants cannot just skip to the next topic, Since the matter of the conversation has not been resolved yet. Top control a beached by ating ol i time such as e no e move on, let us discuss this further" or "Let us stay on this topic". 5. Topic shifting. This is the "gradual or unexpected movement" from a particular topic to another related subject matter (Chaika, 2019). This shift may be done in a slow and subtle manner; a communicator may smoothly move from one detail to the other, before eventually shifting to the new related topic. Introductory words and phrases (such as "By the way," "In addition, ," and "Also") can also be used to shift topics more abruptly. 6. Repair This is a correction of an utterance earlier stated in the conversation. Usually, when a communicator attempts to repair an error, he or she employs polite words such as "Sorry," "Excuse me," and "Pardon me." Repairs may be done by the erring person, or by another person in the conversation. Repairs are Requesting clattication, No asinanes carried out in order "to overcome interaction breakdown" (Chaika, 2019). 7. Termination recasting on, topic sh repeating eno the conversation This is the act of concluding or wrapping up a particular conversation. This may be done through verbal and non-verbal strategies, such as shifts in volume, intonation, and speed; as well as changes in posture or even certain hand gestures and facial expressions. Termination may also be explicitly signaled through "close-initiating phrases," or words that indicate the end of a discussion. These include "That's all," "Goodbye," "See you," and other well wishes