FM-AA-CIA-13 Rev.

01 06-Sep-2022

PANGASINAN STATE UNIVERSITY

Lingayen Campus
BACHELOR OF SECONDARY EDUCATION.

COURSE SYLLABUS
1st Semester Semester, A.Y. 2022-2023
COURSE INFORMATION
COURSE CODE GE 4
COURSE TITLE Purposive Communication
COURSE TYPE R Lecture □ Laboratory □ Lecture & Laboratory
COURSE CREDIT 3 units
CLASS HOURS
COURSE PREREQUISITE/
None
CO-REQUISITE
COURSE SCHEDULE
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To become an ASEAN Premier State University by 2025

The Pangasinan State University, through instruction, research, extension and production, commits to develop highly principled, morally
UNIVERSITY MISSION
upright, innovative and globally competent individuals capable of meeting the needs of industry, public service and civil society.
QUALITY POLICY The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory
service delivery through instruction, research, extension and production.
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other interested parties in
the national and international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s strategic direction.
INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes
OUTCOMES are anchored on the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to
Achieve, Excellence in Service Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).
Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity,
participatory decision making, and accountability;
2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions
that build personal and professional credibility and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing

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quality outputs leading to inclusive growth;

4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and
international human capital market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university
constituents and elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.

GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS

1. People’s Champion PO1 Articulate a comprehensive and contextualized view Explain how the English language works in the context of
of the English language system and development historical, social, cultural, and political factors.
(PO 19)

PO2 Display, socially and environmentally responsive

organizational culture, which ensures higher
productivity among the university constituents and
elevate the welfare of the multi-sectoral communities
(PO 5)

PO3 Facilitate English language learning in diverse social,

cultural, academic, and professional settings (PO 21)

PO4 Preserve and promote “Filipino historical and cultural

heritage” (PO 11)

PO5 Work effectively and independently in multi-

disciplinary and multi-cultural teams (PO 9)

2. Continuous Innovative Learner PO6 Demonstrate through institutional mechanisms, Explain clearly and logically how the English language changes in
system, policies, and processes which are reflective response to various factors.
of transparency, equity, participatory decision
making, and accountability (PO 1)
PO7 Act in recognition of professional, social, and ethical
responsibility (PO 10)

PO8 Apply analytical and interpretive skills in the study of

texts (PO 14)

PO9 Use appropriate theories and methodologies critically

and creatively (PO 17)

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Listen/speak/read/write/view situations, participate effectively in

PO10 Effectively communicate orally and in writing using oral communication situations where language systems vary.
both Mother Tongue and English and Filipino (PO 8)

PO11 Communicate in English (both oral and written)

fluently, accurately and creatively in diverse social,
cultural, academic and professional settings (PO 20)

3. Community Developer PO12 Produce well-written texts for various academic and Produce a well-documented paper setting for various needs in an
professional purposes (PO 23) academic setting and in the workplace.

PO13 Exhibit life-long learning and global competence

proficiency in communication skills,
inter/interpersonal skills, entrepreneurial skills, Engage in English language research relevant to the school and
innovative mindset, research and production workplace settings.
initiatives and capability in meeting industry
requirements of local, ASEAN and international
human capital market through relevant and
comprehensive programs (PO 4)

PO14 Contribute to the generation of new knowledge by

participating in various research and development
projects (PO 24)

PO15 Demonstrate research skills specific to the sub-

disciplines in the humanities (PO 16)

COURSE DESCRIPTION

Purposive Communication is about writing, speaking, and presenting to different audiences and for various purposes. (CMO 20 s 2013). It is a three-unit
course that develops students' communicative competence and enhances their cultural and intercultural awareness through multimodal tasks that provide
them opportunities for communicating effectively and appropriately to a multicultural audience in a local or global context. It equips students with tools for
critical evaluation of a variety of texts and focuses on the power of language and the impact of images to emphasize the importance of conveying messages
responsibly. The knowledge, skills, and insights that students gain from this course may be used in their other academic endeavors, their chosen disciplines,
and their future careers as they compose and produce relevant oral, written, audio-visual and/or web-based output for various purposes.

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COURSE OUTCOMES

COURSE OUTCOMES (CO) PROGRAM OUTCOMES CODE (PO)

PO2 PO3 PO4 PO5 PO8 PO10 PO11 PO12 PO13 PO15
At the end of the course, the student should be able to:
Knowledge
CO1 Describe the nature, elements, and functions of verbal and non-verbal I I I I I I I I I I
communication in various and multicultural contexts
CO2 Explain how cultural and global issues affect communication I I I I I I I I I I
CO3 Determine culturally appropriate terms, expressions, and images I I I I I I I I I I
CO4 Evaluate multimodal texts critically to enhance receptive (listening, reading, I I I I I I I I I I
viewing)skills;
C05 Summarize the principles of academic texts structure I I I I I I I I I I
Skills
CO6 Convey ideas through oral, audio-visual, and/or web-based presentations for P P P P P P P P P P
different target audiences in local and global settings using appropriate
registers
CO7 Create clear, coherent, and effective communication materials P P P P P P P P P P
CO8 Present ideas persuasively using appropriate language registers, tone, facial P P P P P P P P P P
expressions, and gestures

CO9 Write and present academic papers using appropriate tone, style, conventions, I I I I I I I I I I
and reference styles

Values
CO10 10. Adopt cultural and intercultural awareness and sensitivity in communication I I I I I I I I I I
of ideas
CO11 11. Appreciate the differences of the varieties of spoken and written language P P P P P P P P P P
CO12 12. Adopt awareness of audience and context in presenting ideas I I I I I I I I I I
CO13 13. Appreciate the impact of communication on society and the world P P P P P P P P P P

COURSE LEARNING PLAN

Learning Activities
Course (Synchronous, Learning Materials and
Learning Outcomes Topics Hours Assessment
Outcome/s Asynchronous and Platform
In-person)
Course Orientation 1 Lecture /Discussion Modified Handouts Oral Recitation
 State the vision, mission, goals 1. Vision, Mission, Goals, Guiding
and core values of 2. Philosophy and Core Values of the Web-based Instruction Social Media

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the University University

 Enumerate and explain the 3. Program Outcomes E-Learning (LMS) LMS
objectives and learning outcomes 4. Course Information
5. Course Description
of the BSE program
6. Course Outcomes
 Describe the course information 7. Course Outline
 Explain the description of the 8. Course Requirements and Course Polices
course 9. Course References and Supplemental
 Examine the outline /plan of the Readings
course
 Comment on the requirements and
policies of the course
 List the references and
supplemental
 readings to be used in the
course

At the end of 18 weeks, the pre- Chapter 1 :COMMUNICATION PROCESS, Asynchronous Asynchronous Asynchronous
service teacher (PST) must have been PRINCIPLES, AND ETHICS 6  Observe your other classes  Study Guide  Narrative
able to achieve the following: and find out how  Modified hand outs report
A. Components of Communication communication takes place. 
B. The Communication Process Make a one-page narrative
 Web-linked
In-person
Describe the nature, components, C. Principles of Communication report on your observation

D. Types of Communication according to focusing on the different
In-person  Small Group
process, principles and ethics of  Study Guide discussion
Mode components/ elements of
communication in various E. Types of Communication According to communication.  Multimodal presentation  Written Test
multicultural contexts. Context  Modified hand outs
 Identify the types of F. Types of Communication According to In-person  Web-linked
communication in relation to purpose and style  Lecture and class discussion
communication mode, context, and G. Ethics of Communication on elements, types and Ethics
of communication
purpose and style
 Group work on identifying
 Practice effective communication elements of communication in
skills various text
 “
41

Chapter 2 : COMMUNICATION AND 7 Asynchronous Asynchronous Asynchronous

 Define global communication and GLOBALIZATION  Read the article entitled “ The  Study Guide  Reaction
its emergence flight from Conversation” by  Modified hand outs Paper/
A. What is Globalization Sherry Turkle or watch of the Commentary/
 Explain how cultural and global B. Impacts of Globalization on
 Web-linked
following videos; “ Connected, Essay
Communication but alone?” by Sherry Turkle

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issues affect communication C. Impacts of Globalization on Global and “ How social media can In-person In-person
 Appreciate the impact of Communication make history” by Clay Shirky.  Study Guide  Small Group
D. Impact of Globalization : A challenge to Write a three-page containing  Multimodal presentation discussion
communication on society and the
Communication your reaction of the message  Quiz,
world  Issue on the imbalanced on Global conveyed in your chosen
 Modified hand outs
 Analyze the impact of communication video. Your paper should  Web-linked  Recitation
globalization to communication  The Power of ICT have the ff. components:
and the great challenge it offers  Social Media and its Applications summary, two-three major
 Functions of Social Media points you want to discuss in
 Discuss the power of information  Proper Uses of Social Media your paper. ( lessons learned,
and communications technology ( specific idea you agreed and
ICT) in making global specific idea you disagreed)
communication a reality and provide each point with a
 Identify social media applications, real- life example/s as a
support.
their uses, and functions in global
communication In person
 Reflect on a learning experience  Lecture and class discussion
on Global communication and
its impact

 Define intercultural Chapter 3 : LOCAL AND GLOBAL 6 Asynchronous Asynchronous Asynchronous

communication and discuss its COMMUNICATION IN  Simulation of Multicultural  Study Guide  Reaction
nature and characteristics MULTICULTURAL SETTINGS Education  Modified hand outs Paper/
 Divide the class into four  Web-linked  Commentary/
 Identify the cultural dimensions A. Intercultural Communication groups that will portray four Essay
applied to cross- cultural B. Dimensions of Cultural Differences regions of culture, and make
communication C. Nonverbal and Intercultural Communication
In-person  Reflection
a research on the assigned paper
 Present and evaluate the barriers D. Barriers in Intercultural Communication topic: American culture, Asian  Study Guide
E. The Global Community culture, Arabian/ European  Multimodal presentation  Commentary
in intercultural communication
F. Cultural Awareness and Sensitivity and Latin culture. The groups  Modified hand outs  Critical
and find ways on how to
G. Gender Sensitivity will prepare and present the  Web-linked thinking essay
overcome them towards effective
H. Political Correctness cultural traditions and
human interaction in multi-cultural In-person
practices of the region based
settings on the ff. aspects: religious  Small Group
 Adopt cultural and intercultural beliefs, manner of dressing, discussion
awareness and sensitivity in food, marriage customs,  Quiz,
communication of ideas Philosophy and values.  Recitation
In-person
 Group
 Lecture and class discussion
presentation
on intercultural
communication, its nature and
characteristics.
 Focus group discussion on
global community and cultural

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awareness and sensitivity

 Demonstrate understanding of the Chapter 4 : VARIETIES AND REGISTERS OF 6 Asynchronous Asynchronous Asynchronous
concept of the varieties of English SPOKEN AND WRITTEN  Exercises on using culturally  Study Guide  Commentary/
in Asian Contexts LANGUAGE appropriate terms,  Modified hand outs Essay
 Determine culturally appropriate expressions, and images  Web-linked  Reflection
terms, expressions, and images A. Varieties of English interview invited speakers/ paper
(sensitivity to gender, race, class, B. Language Varieties students.
C. Language Registers
In-person  Critical
etc.)  Present in a class one thinking essay
D. British English vs. American English  Study Guide
 Distinguish and explain the episode of a foreign film/
varieties of language forms in video . Make them write the
 Multimodal presentation
In-person
terms of language, genre, and new things they learned or  Modified hand outs
 Small Group
style gained from watching ( e.g,  Web-linked discussion
 Analyze the use of language culture, language, etc.) it.
registers in different situations  Quiz,
and context In-person  Recitation
 Lecture and class discussion  Group
on varieties and registers of presentation
spoken and written language

MIDTERM EXAMINATION 1
Total no. of Hours 27
 Evaluate multimodal texts Chapter 5: EVALUATING MESSAGES AND/ OR 6 Asynchronous Asynchronous Asynchronous
critically to enhance receptive IMAGES  Evaluating Messages in a  Study Guide  Commentary/
(listening, reading, viewing) skills social experiment: watch a  Modified hand outs Essay
 Convey ideas through oral, audio- A. Linguistics Landscapes video titled “ Homeless  Reflection
B. Geosemiotics
 Web-linked
visual, and/or web-based Muslim Experiment “ posted paper
presentations for different target C. Kinds of Signs by Karim Jovian in Youtube
D. Online Landscapes
In-person  Critical
audiences in local and global and answer the following
 Study Guide thinking essay
settings using appropriate E. General Criteria for Evaluating questions:
registers messages 1. What is your  Multimodal presentation
In-person
 Adopt awareness of audience and personal feeling  Modified hand outs
about the Muslim  Small Group
context in presenting ideas.  Web-linked discussion
with a message in
his placard? Are you  Quiz,
convinced that the  Recitation
Muslim needs help?  Group
Explain. presentation
2. What was the  Situational
message imparted Analysis
by the video?
3. Give one message
that may cause such
indifference from the

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crowd.
4. At what point in the
video was there a
change of
interaction?
5. What was the real
story behind the
Muslim posing as a
homeless man?
What did the Muslim
do after the scene
with the placard?

In-person
 Lecture and class discussion
on critical reading and
listening
 Exercises on analyzing
content of various texts
 Identify communication aids and Chapter 6: COMMUNICATION AIDS and 4 Asynchronous Asynchronous Asynchronous
strategies using the tools of STRATEGIES USING TOOLS OF  . Make a seven minute video  Study Guide  Video or
technology TECHNOLOGY or power point presentation  Modified hand outs PowerPoint
 Convey ideas through oral, audio- from any of the ff. topics: (1)  Web-linked presentation
visual, and web-based or online A. Communication Aids and Tools The laziness of Filipinos, (2)  Audio-Visual
presentations B. Use of Audiovisual Materials Animals have also their rights, Production
In-person
C. Effective Oral Presentation (3) An organ donor saves
 Explain the use of audio visual
D. Effective Presentation of Written Report  Study Guide
lives (4) The Philippines is a
materials in effective presentation E. 4 P’s in Effective Presentation  Multimodal presentation
rich country and (5) Cyber- In-person
based on the GAME strategy F. Technology Tools and Strategies bullying and stalking must be  Modified hand outs  Small Group
 Analyze the elements and stopped  Web-linked discussion
techniques of effective oral and  Form into groups of five and  Quiz,
written presentation make a short audiovisual
presentation using personal
 Recitation
 Discuss the 4 Ps of effective  Group
gadgets. Choose from any of
presentation ff. topics (1) The beauty of presentation
 Assess the various presentation nature (2) Garbage -an eye  Situational
technology tools in achieving sore (3) Little things mean a Analysis
effective communication lot-some simple steps of doing
good (4) surviving depression
(5) promoting personal
hygiene

In-person

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 Lecture and class discussion

on preparing audio-visual and
web-based presentation
 Group work and class
discussion on identifying
problems with the research
presentation in the video

 Discuss the principles of effective Chapter 7: COMMUNICATION FOR GENERAL 6 Asynchronous Asynchronous Asynchronous
public speaking PURPOSES  Deliver a persuasive speech/  Study Guide  Public
 Identify the type of speeches informative or impromptu  Modified hand outs announcemen
A. Principles and Types of Speeches speech t ( audio/
 Determine situations where public B. Non-verbal Communication
 Web-linked
 Prepare for a mini- video, social
speaking can take place C. Connecting with the Audience newscasting activity media) about
In-person
 Deliver a speech effectively D. Impromptu Speaking In-person disaster
E. Informative Speaking  Study Guide preparedness
 Evaluate a speech
F. Persuasive Speaking  Lecture and class discussion  Multimodal presentation  Formal one -
on Principles Types of  Modified hand outs minute
speeches  Web-linked speech based
 Short exercises :asking for on current
information through inquiry issues
letter or interview, response to  Mini-
queries, incident report newscasting
activity ( Refer
to your
favorite local
or
international
news program
in terms of
organization
of reports and
style of
reporting)
In-person
 Small Group
discussion
 Quiz,
 Recitation
 Group
presentation
 Situational
Analysis

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 Explain the qualities of an Chapter 8 : COMMUNICATION FOR WORK 4 Asynchronous Asynchronous Asynchronous
effective presenter PURPOSES  Attend a meeting of an  Study Guide  Writing letters/
 Deliver an effective oral organization in your school or  Modified hand outs Minutes/
A. Oral Presentation in the Workplace a council in your community. Narrative
presentation using appropriate B. Letters, Memos, and E-mails
 Web-linked
As a requirement, you need to Report/
technology C. Minutes of the Meeting seek permission from the
In-person proposal
 Explain the features of a letter, D. Informal Reports person in charge before
memo, and e-mail E. Proposals attending such a meeting. Tell  Study Guide
 Identify the features of effective them that the minutes that  Multimodal presentation In-person
minutes you will be preparing are for  Modified hand outs  Quiz,
academic purposes alone.  Web-linked
 Discuss the features of informal  Recitation
You may use a recorder if
reports and an effective informal allowed to do so.
proposal  Form a group of three to four
 Write effective minutes and an members each. Then,
effective informal proposal identify a problem which is
common to the community
where all of you reside. Then,
describe the problem in detail
and propose a solution for this
problem through an informal
proposal. Be sure to follow
the principles and format of
an effective informal
proposal.
In Person

 Lecture and discuss the

qualities of an effective
speaker
 Discuss the features of a
letter, memos, and E-mails,
informal reports and
proposals

 Determine the nature of research Chapter 9: COMMUNICATION FOR ACADEMIC 6 Asynchronous Asynchronous Asynchronous
writing PURPOSES  Independent research ( topic  Study Guide  Analysis
 Explain the qualities of an proposal, literature review,  Modified hand outs papers
A. Principles of Research data gathering, data analysis)
effective research writer B. Selecting a Topic
 Web-linked
In-person
 Apply strategies in selecting a C. Referencing and Note-taking Skills In Person
In-person  Quiz,
topic D. Writing the Literature Review  Lecture and class discussion
E. Research Methodology  Study Guide  Recitation
 Determine the purpose, format, on communication for
and structure of a literature F. Results, Discussion, and Conclusion academic purposes  Multimodal presentation
review;  Modified hand outs

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 Differentiate research approaches  Web-linked

and designs
 Identify the purpose, format, and
style of the results, discussion,
and conclusion sections using the
appropriate structure ,
conventions, and reference style.

FINAL EXAMINATION 1
Total no. of Hours 27

COURSE REFERENCES AND SUPPLEMENTAL READINGS

A. Books
Adler, R, Elmhorst, J.M.• & Lucas. Communicating at Work: Strategies for Success in Business and C. Electronic Sources
the Professions. NY: McGraw Hill, 2012.
Balon, W., Bernales, R. and Biligan, R. Purposive Communication in Local and Global Contexts. Chapter 1
Malabon City: Mutya Publishing House, INC. 2018
Barrot , J. and Sipacio, P. Purposive Communication in the 1 st Century. Quezon City: C & E Audio and/or video clips of various media (e.g. TV commercials; movies:
Publishing Inc. , 2018. newscasts; etc.)
Chase, R. and Shamo, S. Elements of Effective Communication. 4th ed. Washington, Utah: Plain
See
and Precious Publishing, 2013 http://www.healthknow ledge.org.uk/public- health textbook/organisation-
Dagdag, L., Padilla, M. & Roxas, F. Commuicate and Connect! Purposive Communication. managemenU5aunderstandingitdleffectivecommunication
Malabon Cty. Mutya Publishing House, Inc. 2018
Henson, R. Purposive Communication Crafting Messages with Intentions. Quezon City: C &E See:
Publishing Inc, 2018. http://promeng.eu/downloadsltrainingmaterialslebookslsoft skills/effective
Lucas, S. The Art of Public Speaking. NY: McGraw Hill, 2011 skills. pdf
Madrunio, M. & Martin, I. Purposive Communication Using English in Multilingual Contexts. Quezon
City: C& E Publishing Company, Inc. 2018 Chase, R &Shamo, S. (2013). Elements of effective communication, 4th
Miller, K. Communication Theories: Perspectives, Processes, and Contexts. 2nd ed. NY: McGraw ed. Washington, Utah: Plain and Precious Publishing
Hill, 2004. https://www.yourarticlelibrary.com/management/communication/7-
principles-of-communication-explained/53333
B. Textbook
https://keydifferences.com/difference-between-morals-and-ethics.html

https://www.coursera.org/lecture/media-ethics-governance/ethics-vs-
morals-mDr1o

Chapter 2

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See
"Communicating in a multicultural society and world"

Article "Flight from conversation" http://www.nytimes.co

m/2012/04/22/opinion/ sunday/the-flight-from- conversation.html?_rO

Video "Connected but alone" in TED talks

https://www.ted.com/talks/sherry_turkle_alone_together

Video "How social media can make history"

https:/lwww.ted.com/talks/
clay_shirkv_how_cellphones_twitter_facebook_can_make_history

Video "Wiring a web for global good"

https://www.ted.com/talks/gordon_brown

http://www.globalization101.org/the-global-village/

https://www.livescience.com/21478-what-is-culture-definition-of-
culture.html

https://www.yourarticlelibrary.com/culture/culture-the-meaning-
characteristics-and-functions/9577

Chapter 3

Films or videos showing different speakers from various regions

communicating in a multilingual setting (e.g. "Lost in Translation")

See
TED Talks "Pop culture in the Arab world"
https://www.ted.com/talks/shereen_el_feki_

pop_culture_in_the_arab_world

See https://celsalangues.wordpress.com/2015/01/29/it-aint-right-innit
about-language register-in_english/

See http://www.really leamenglish.com/language-register.html

See
https://www.uni due.de/SVE/

See http://www.icaltefl.com/category/varieties-ofenglish

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See
http://www.britishcouncil.org/blog/which variety-englishshould-you-speak

https://lighthouseonline.com/blog-en/culturally-appropriate-
communication-techniques/

http://www.ccsenet.org/journal/index.php/elt/article/view/2159

Chapter 4

See sample: http://www. kwintessential.co.uk/cultural-

services/articles/cultural-

See sample:
https://mindspaceintuit ion.files.wordpress.co m/2015/01/cross cultural.jpg

See sample:
http://i.telegraph.co.uk/multimedia/archive/01440/burger_1440211c.jpg

See sample:
http://atlantablackstar. com/20 13/11/19/9- racist-ads commercials-that
promote-negative images-of-black people/31

https://pdfs.semanticscholar.org/fe33/
ca4d095464c05d32ac0654065679bcfe262d.pdf

https://www.education.vic.gov.au/school/teachers/teachingresources/
discipline/english/literacy/multimodal/Pages/createmultimodal.aspx

Chapter 5

Texts, video/audio clips from various sources

See
http://creatingmultimo daltexts.com/
"The world's worst research presentation"
https://lwww.youtube.comlwatch?v=nSGqp4-bZQY

https://www.ncsl.org/legislators-staff/legislative-staff/legislative-staff-
coordinating-committee/tips-for-making-effective-powerpoint-
presentations.aspx

https://business.tutsplus.com/articles/37-effective-powerpoint-
presentation-tips--cms-25421

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Chapter 6

See
http://www.omafra.gov. on.ca/english/rural/facts/03-033.htm

See
http•//www.capmembe
rs.com/media/cms/
121_mod2_ch8_effective_communicatio_63afca8970d43.pdf

See
http://hplengr.engr. wisc.edu/Prof_Comm.pdf

See:
http://www.pearsonhighered.com/samplechapter/0205524214.pdf

http://speechcommunicationmt.blogspot.com/2016/10/types-of-speeches-
according-to-purpose.html

https://study.com/academy/lesson/types-of-speeches-informative-
persuasive-and-special-occasion.html

Chapter 7

Video of "Giving Presentations Worth Listening to": Gordon Kangas at

TEDx Talks (youtube)

See
https:l/www.vuu.edu/U ploads/files/SampleM eetingMinutes.pdf

See
http://www.monash.ed u.au/lls/llonline/writing/

medicine/reflective/5.x ml

See
http://
tawanmandi.org.af/knowledge-portal/Media/Workplace_communication_c
hapter_in_communications.pdf

See
http://www.dol.gov/od epftopicsfyouth/softskilis/Communication.pdf

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 FM-AA-CIA-13 Rev. 01 06-Sep-2022

https://open.lib.umn.edu/publicspeaking/chapter/14-1-four-methods-of-
delivery/

https://study.com/academy/lesson/types-of-speech-delivery-impromptu-
extemporaneous-manuscript-and-memorized.html

Chapter 8

See
http://english28-
payte.weebly.com/uploads/3/812/9/382940631nortonfieldguide2.pdf

See
http://www4.statncsu. edul-reichtst81ONoral.pdf

See
http:llpne.people.si.u mich.edu/PDF/howtotalk.pdf

https://grammar.yourdictionary.com/word-definitions/definition-of-
academic-writing.html

https://study.com/academy/lesson/what-is-academic-writing-definition-
examples-quiz.html

COURSE REQUIREMENTS

A. Written Outputs
1. Reaction Paper
2. Workplace documents
3. Analysis Paper
4. Multimodal Advocacy campaign

B. Performance Outputs
1. Class Participation
2. Reporting
3. Class Presentation
Comparative Analysis Essay/ Reflective Essay Grade Rubric
RUBRICS
Although not listed below, grammar, mechanics, and language will count. Avoid informal language. Under no circumstances will an essay with
more than a few usage errors receive higher than 5 points.

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 FM-AA-CIA-13 Rev. 01 06-Sep-2022

CATEGORY 10 points 7 points 5 3 SCORE

Paragraph All body paragraphs have a Most body paragraphs have Paragraphs include related Paragraphing structure
strong topic sentence, a strong topic sentence, information but are not was not clear and
transition, and utilize transition, and utilize constructed well. sentences were not
sources/quotations effectively. sources/quotations typically related within the
effectively. paragraphs.
Quality of Information clearly relates to Information clearly relates to Information clearly relates to Information has little or
Information the main topic. It includes the main topic. It provides the main topic. No details nothing to do with the main
several supporting details 1-2 supporting details and/or and/or examples are given. topic.
and/or examples. Outside examples. Outside sources Outside sources are present,
sources are peer-reviewed are relevant and reputable, but not of high quality
and reputable. but not peer-reviewed.
Organization Has organized the material Has organized the material Essay reflects organization, Essay is not organized
well: Essay has academic ably: Essay has academic but one or some of the major well and omits or disorders
introduction, summarizes the introduction, summarizes the components are missing. several of the major
selected works appropriately, selected works, and provides components.
and provides detailed comparisons in discrete
comparisons in discrete sections.
sections.

Content Writer uses evidence from the Writer uses evidence from Writer demonstrates two or Writer demonstrates only
text to support claims, the text to support most three of the content one or two of the content
demonstrates attention to claims, demonstrates requirements, but does not requirements.
patterns or themes, and attention to patterns or effectively develop all 4.
demonstrates close and themes, and demonstrates
attentive reading of selected close and attentive reading
works. Critical approach is of selected works. Critical
present and clear. approach is present.

Total Score = 50 points

COURSE POLICIES AND EXPECTATIONS

Academic Honesty and Class Conduct

1. Plagiarism and other forms of intellectual dishonesty will not be tolerated. An automatic grade of 5.00 will be given to plagiarized homework, report and research.

2. The following are the penalties for cheating in examinations and quizzes (Article 14, Section 1-n of PSU Handbook):

1st Offense: automatic grade of 5.00 in the particular examination where cheating occurred; referral to the guidance and counselling office.

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 FM-AA-CIA-13 Rev. 01 06-Sep-2022

2nd offense: automatic grade of 5.0 if done on the same subject and/or other subjects and suspension for one semester

3rd offense: automatic grade of 5.0 in the subject and suspension of one semester to dismissal from the institution.

Lecture Class Policies (Residential Face-to-face Class)

1. Face masks must be worn at all times. Alcohol, soap, ballpen, paper and other materials must be brought by each student as borrowing of things is not allowed.

2. Staying at home is advised to students who are unwell.

3. Guidelines on class attendance are based on Article 2, Section 14 of PSU Student Handbook.

a. A student who has a record of ten (10) unapproved absences from the class, and/or has been absent for more than 20 percent of the required number of hours without any valid reason is
automatically dropped from the subject.

b. Approved absences are limited to illness as certified by a physician, death of a family member, official and authorized representation of Campus/ University in official function/ activities and
other reasons as may be deemed justified by the faculty concerned.

c. For excused absences, it is the student’s responsibility to request the teacher for a special quiz/ assignments. Students should check the class FB page or group messenger and other
students for notes, handouts, etc.

Lecture Class Policies (Online Class – Synchronous)

1. A decent casual clothing must be worn during web conference.

2. Foul words during online discussions are not allowed.

3. Punctuality must be observed as well as active participation during the session .

4. Private conversations during web conferencing are not allowed.

5. Respect shall be accorded to the teachers and students.

6. Cheating and plagiarism follow the same guideline on academic honesty above.

7. On-time submission of requirements must be observed.

Classroom Expectations (Residential and Online)

1. Be prepared. You and only you are responsible for your grade. Earn the good grade you deserve by coming to class prepared. Complete reading assignments and other homeworks before
class so that you can understand the lecture and participate in the discussion.

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 FM-AA-CIA-13 Rev. 01 06-Sep-2022

2. Be participative. Be ready and willing to participate in classroom discussions. Contribute proactively to class discussions; offer ideas or ask questions.

3. Be on time. A seat plan will be used for the checking of attendance. Any student who is not seated on his/her designated area once the class has started will be considered tardy/absent.

4. Be respectful. Any action that bothers another student or the teacher or any disruptive behavior in class is considered disrespectful. Demonstrate proper respect for teachers, other students,
and school property. Listen to others and evaluate ideas on their own merit.

Additional information:

1. A messenger group chat (GC ) will be created for the subject. Such GC will only be used to immediately address queries about the subject.
2. MS Classroom will be created for posting instructions, syllabus, rubrics, videos and links to online materials.

All assignments and course requirements shall be submitted to the instructor’s email address [email protected] unless otherwise indicated by the instructor. Identify yourself
as member of the class (mention the subject) and use your real name. Please indicate your name and the activity ( e.g. Maxine Prieto, EL 1-1 (GE 4) - Reaction Paper # 1) in the subject of
the email for purposes of monitoring of submission and on-time passing of requirements

REVISION HISTORY
REVISION NUMBER DATE OF REVISION DATE OF IMPLEMENTATION HIGHLIGHTS OF REVISION
2022-01 September 5-12, September 19, 2022  Inclusion of activities/ assessments in the synchronous, asynchronous, and face to face
2022 classes.
 Alignment of the programs outcomes to the graduate attributes.
 Alignment of the program indicators to the program outcomes.
 Alignment of course outcomes to the program outcomes.
 Inclusion of rubric/s for the activities/ assessments.
 Update of hours per topic/chapter
 Update of the classroom policies
 Update of the course references and supplemental readings.

PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED

Prepared by the: Susan D. Tiangson-Lingayen Campus
TWG
Focal Person (Common Program)
Faculty (Stand-alone Program)
Reviewed by the Committee for Common Dr. Minerva Joy B. pedralvez-Lingayen Campus
Programs Dr. Edna C. Queriones-Urdaneta Campus

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 FM-AA-CIA-13 Rev. 01 06-Sep-2022

Endorsed by the Council of Deans and Department Chairs on : September 13, 2022

FACULTY CONTACT INFORMATION

NAME
DESIGNATION
E-MAIL ADDRESS
CONSULTATION SCHEDULE
OFFICE LOCATION
Adapted by: Checked by: Recommended by: Approved:

JESSICA AILEN N. PASCUA MARY ANN J. BULLAGAY, PhD AMADO C. RAMOS, PhD LIZA L. QUIMSON, EdD

Faculty Department Chairperson College Dean Campus Executive Director

Certified for Campus/University Utilization for A.Y.2022-2023

RAZEALE G. RESULTAY, Ph.D.

Director for Curriculum and Instruction MANOLITO C. MANUEL, Ed.D.
Vice President for Academic and Student Affairs

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