05

JUNE 05, 2015

COURSE SYLLABUS
COLLEGE / DEPARTMENT : COLLEGE OF ARTS AND SCIENCE

COURSE CODE : ENG021

COURSE TITLE : ENGLISH FOR ACADEMIC STUDIES 1

PRE-REQUISITE : NONE
CO-REQUISITE : NONE
CREDIT UNIT(S) : 3
CLASS SCHEDULE :

COURSE DESCRIPTION

This course is the first of three components of the English for Academic Studies (EAS) series. It emphasizes the heart of the reading
processthe comprehension skills - and aims to give the students a repertoire of strategies and skills to enable them to understand
various types of expository texts from the literal to the creative level. Likewise, the course aims to equip the students with basic
listening skills necessary to their success as college students and future professionals.

COURSE OBJECTIVES

A student completing this course should at the minimum be able to:

1. express an appreciation for reading and its benefits to his/her life;
2. apply appropriate reading strategies before reading, during reading, and while reading;
3. use vocabulary strategies to understand unfamiliar words and to develop his/her vocabulary;
4. apply basic reading strategies to comprehend the text;
5. use critical reading strategies to gain deeper insights into varied types of text; and
6. exhibit understanding of listening texts.

COURSE COVERAGE

WEEK NO.* TOPIC LEARNING OUTCOMES DATE

COVERED**
MCL Mission/Vision State the MCL Mission/ Vision, and the
central objectives of the course
Course Overview Identify the course policies and requirements
for passing
Getting to Know One Another Get to know ones classmates better
PART 1: READING TO SUCCEED Set down short- and long-term goals and
Plan for Success steps to reach those goals
1 Come up with a monthly and daily schedule
or plan

PART 1: READING FOR SUCCESS

Chapter 1: Connecting to the Reading Process
(Part 1) 1. Create an image of ones future self (CO1)
Getting Motivated to Read
Fast Forward to Your Future 2. Enumerate the benefits of reading in different
The Benefits of Reading life contexts (CO1)

Chapter 1: Connecting to the Reading Process

(Part 2)
Reading is an Interaction 3. Use comprehension strategies to prepare for
Before Reading a reading selection (CO2)
Surveying a Text 4. Use comprehension strategies while reading a
Guessing at a Texts Purpose selection (CO2)
Predicting 5. Use comprehension strategies after reading a
Thinking About Prior Knowledge selection (CO2)
While Reading
Active Reading
Monitoring Own Comprehension
After Reading
Thinking Carefully About Ideas Read
Talking About Ideas
Chapter 2: Asking Questions (Part 1)
Asking Questions to Establish Your Purpose 6. State a purpose for reading based on
2 for Reading questions formed from titles or headings (CO2)
Turning a Heading or a Title into a Question 7. Write purpose statements for reading (CO2)

COURSE TITLE SY / TERM OF EFFECTIVITY PREPARED BY APPROVED BY

ENGLISH FOR ACADEMIC STUDIES 1 2015-2016

REMILYN G. MONDEZ CHRISTINE JOANNE DESACADO Page 1 of 7
COURSE COORDINATOR CLUSTER COORDINATOR

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Stating a Purpose for Reading 8. Mark the answers to the questions while
Reading to Answer the Question reading the text (CO2)
Marking the Answer
Chapter 2: Asking Questions (Part 2) 9. Apply Blooms taxonomy to develop thinking
Asking Questions to Improve Your about ideas in a text on different levels (CO2,
Thinking CO4, CO5)

Critical Thinking through Blooms

Taxonomy
Chapter 2: Asking Questions (Part 3)
Reading 2-1 (Excerpt from a non-fiction
book): David Blaines Feats of Will by Roy
F. Baumeister and John Tierney
Chapter 7: Reading and Taking Notes on
Textbook Chapters (Part 1)
Annotating
Organizing Information with Visual Maps
Chapter 7: Reading and Taking Notes on
Textbook Chapters (Part 2)
Cornell Notes
3 Learning Aids in Textbook Chapters
Listening Lesson (p. 6-7;14-17)
Predicting Context
Listening for Main Ideas
Listening for Details
Viewing Lesson (p. 12-13)
Source: Unit 1: Urban Challenges
MacIntryre, P. (2013). Pathways: Listening, Speaking,
and Critical Thinking. USA: Cengage Learning.
10. Use appropriate reading strategies to
comprehend an excerpt from a non-fiction
book (CO2, CO3, CO4, CO5)
11. Apply the strategies for answering multiple
choice questions, questions with lists,
note/table completion, sentence completion,
summary completion ,and labeling maps, flow
charts, or diagrams(CO6)
12. Write brief notes, symbols, and abbreviations
in textbook margins to point out important
ideas (CO2, CO4)
13. Use appropriate visual maps to organize
information gathered from reading (CO2, CO4)
14. Use Cornell Notes to record ideas (CO2, CO4)
15. Use learning aids (chapter outlines, focus
questions, headings, boxed materials,
sidebars, chapter summaries, and lists of key
terms) to aid comprehension (CO2, CO4)
16. Note specific details. (CO2, CO3)
17. Summarize main ideas. (CO2, CO3)
18. Predict accurately using logical support. (CO2,
CO3)

Chapter 3: Developing Your Vocabulary (Part 1) 19. Create EASY notecards to organize vocabulary
EASY Note Cards study (CO3)
Context Clues 20. Use context clues to figure out the meaning of
unfamiliar words (CO2, CO3)
Chapter 3: Developing Your Vocabulary (Part 2) 21. Apply the three easy steps to figuring out the
EASY as 1, 2, 3 meaning of an unknown word (CO2, CO3)
Word Parts 22. Analyze word parts to figure out the meaning
of unfamiliar words (CO3)
Chapter 3:Developing Your Vocabulary (Part 3) 23. Differentiate between the dictionary and
Denotation and Connotation emotional meanings of words (CO2, CO3)
24. Note correctly alphabetical and numerical
4 Listening Lesson (pp. 26-27;34-37) data listened to (CO6)
Note-Taking 25. Note specific details. (CO2, CO3)
-Listening for Main Ideas 26. Summarize main ideas. (CO2, CO3)
-Following Arguments in a Debate 27. Predict accurately using logical support. (CO2,
Viewing Lesson (pp. 32-33) CO3)
Source: Unit 2: Protecting Our Planet 28. Outline given information accurately. (CO2,
MacIntryre, P. (2013). Pathways: Listening, CO3)
Speaking, and Critical Thinking. USA: Cengage 29. State the key concepts from the information
Learning.
presented. (CO2, CO3)

PRELIMINARY COURSE ASSESSMENT

5
Program Chair/ Date
Date Given: Validated by:
PART 2: READING TO UNDERSTAND 30. Identify what a paragraph or reading is all
Chapter 4:Finding the Main Idea (Part 1) about (CO2, CO4)
The Topic 31. Determine the authors point about the topic
The Main Idea (CO2, CO4)

The Topic Sentence 32. Find the topic sentence of a paragraph (CO2,
CO4)
Supporting Details 33. Find the proof for the authors main idea (CO2,
CO4)

COURSE TITLE SY / TERM OF EFFECTIVITY PREPARED BY APPROVED BY

ENGLISH FOR ACADEMIC STUDIES 1 2015-2016

REMILYN G. MONDEZ CHRISTINE JOANNE DESACADO Page 2 of 7
COURSE COORDINATOR CLUSTER COORDINATOR
FORM OVPAA-002A
 05
JUNE 05, 2015

Chapter 4: Finding the Main Idea (Part 2) 34. Find the thesis statement for a group of
The Thesis Statement paragraphs (CO2, CO4)
Outlines and Visual Maps 35. Use outlines and concept maps to organize
Listening Lesson (pp. 44-47; 54-57) information from a reading (CO2, CO4)
Listening for Main Ideas 36. Note specific details. (CO2, CO3)
Listening for Details 37. Summarize main ideas. (CO2, CO3)
Predicting Content 38. Predict accurately using logical support. (CO2,
Note-Taking CO3)

Listening for Specific Information 39. Outline given information accurately. (CO2,
CO3)
Viewing Lesson (pp.52-53)
Source: Unit 3: Beauty and Appearance
40. State the key concepts from the information
MacIntryre, P. (2013). Pathways: Listening, Speaking, presented. (CO2, CO3)
and Critical Thinking. USA: Cengage Learning.

Chapter 5: Identifying Implied Main Ideas (Part
1)
The Implied Main Idea from Lists of Details
The Implied Main Idea of Paragraphs
Chapter 5: Identifying Implied Main Ideas (Part
2)
The Implied Main Idea of Longer Passages
6 46. Apply appropriate reading strategies to
Listening Lesson (pp. 66-67; pp. 74-77)
Predicting Content
Listening for Main Ideas
Outlining
41. Identify the implied main idea from lists of
details and of paragraphs (CO4)
42. Create topic sentences to express the implied
main ideas of paragraphs (CO2, CO4)
43. Identify the implied main ideas of longer
passages (CO2, CO4)
44. Write thesis statements to express the
implied main ideas of longer passages (CO2, CO4)
45. Apply the reading strategies for identifying
implied main ideas (CO2, CO4)
comprehend an online article (CO2, CO3, CO4, CO5)
47. Note specific details. (CO2, CO3)
48. Summarize main ideas. (CO2, CO3)
49. Predict accurately using logical support. (CO2,
CO3)

Listening for Key Concepts 50. Outline given information accurately. (CO2,
CO3)
Listening for Details
51. State the key concepts from the information
Viewing Lesson (pp. 72-73)
Source: Unit 4: Energy Issues
presented. (CO2, CO3)
MacIntryre, P. (2013). Pathways: Listening, Speaking,
and Critical Thinking. USA: Cengage Learning.

Chapter 6: Recognizing Patterns of 52. Apply the reading strategy for descriptive
Organization (Part 1) paragraphs (CO2, CO4)
Description 53. Apply the reading strategy for narrative
Narration paragraphs (CO2, CO4)
Process 54. Apply the reading strategy for process
7 Cause and Effect paragraphs (CO2, CO4)
55. Apply the reading strategy for cause-and-
effect paragraphs (CO2, CO4)
Chapter 6: Recognizing Patterns of 56. Apply the reading strategy for example
Organization (Part 2) paragraphs (CO2, CO4)
Examples 57. Apply the reading strategy for
Comparison and Contrast comparison/contrast paragraphs (CO2, CO4)
Definition 58. Apply the reading strategy for definition
Classification paragraphs (CO2, CO4)
59. Apply the reading strategy for classification
paragraphs (CO2, CO4)
60. Recognize patterns of organization used by an
author (CO2, CO5)

61. Apply appropriate reading strategies to

comprehend an online newsletter article (CO2,
CO3, CO4, CO5)
Listening Lesson (pp. 84-87; pp. 94-97) 62. Note specific details. (CO2, CO3)
Predicting Content 63. Summarize main ideas. (CO2, CO3)
Listening for Key Concepts 64. Predict accurately using logical support. (CO2,
Note-Taking CO3)

Listening for Main Ideas 65. Outline given information accurately. (CO2,
CO3)
Viewing Lesson (pp.92-93)
Source: Unit 5: Migration
66. State the key concepts from the information
MacIntryre, P. (2013). Pathways: Listening, Speaking, presented. (CO2, CO3
and Critical Thinking. USA: Cengage Learning.

COURSE TITLE SY / TERM OF EFFECTIVITY PREPARED BY APPROVED BY

ENGLISH FOR ACADEMIC STUDIES 1 2015-2016

REMILYN G. MONDEZ CHRISTINE JOANNE DESACADO Page 3 of 7
COURSE COORDINATOR CLUSTER COORDINATOR
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MIDTERM COURSE ASSESSMENT

Program Chair/ Date
Date Given: Validated By:

Chapter 8: Distinguishing Fact and Opinion

(Part 1)
Fact and Opinion
Words That Can Express Opinions
(Adjectives, Qualifiers, Comparatives &
Superlatives)
8 Sources of Information (Expert Opinion,
Informed Opinion, People on the Street)
Listening Lesson (pp.104-107; pp. 114-117)
Listening for Main Ideas
Completing an Idea Map While
Listening
Note-taking
Viewing Lesson (pp. 112-113)
Source: Unit 6: Tradition and Progress
MacIntryre, P. (2013). Pathways: Listening, Speaking,
and Critical Thinking. USA: Cengage Learning.
67. Define fact and opinion (CO2, CO5)
68. Identify words that tend to make information
opinionative (CO2, CO5)
69. Determine the credibility of sources of
information (CO2, CO5)
70. Distinguish between fact and opinion (CO2, CO5)
71. Apply appropriate reading strategies to
comprehend an online newspaper article (CO2,
CO3, CO4, CO5)
72. Note specific details. (CO2, CO3)
73. Summarize main ideas. (CO2, CO3)
74. Predict accurately using logical support. (CO2,
CO3)
75. Outline given information accurately. (CO2,
CO3)
76. State the key concepts from the information
presented. (CO2, CO3

Chapter 9: Making Inferences (Part 1)

The Process of Making Inferences
Making Inferences Everyday
Making Inferences from Images
9 Chapter 9: Making Inferences (Part 2)
Paying Close Attention to Details
Understanding How Prior Knowledge
Affects Inferences
Making Tentative Inferences as You Read
Chapter 10: Analyzing Authors Tone (Part 1)
What is Tone?
The Authors Purpose
77. Practice a step-by-step process of making
accurate inferences based on observable
details (CO2, CO5)
78. Practice a step-by-step process of making
accurate inferences based on observable
details (CO2, CO5)
79. Determine an authors purpose and tone (CO2,
CO5)

The Authors Point of View 80. Identify the authors point of view and tone
(CO2, CO5)
Positive, Neutral, and Negative Tones 81. Identify the tone of reading passages (CO2, CO5)
More Specific Tone Words
10
Chapter 10: Analyzing Authors Tone (Part 2)
Figurative Versus Literal Language 82. Recognize an authors tone through his use of
Understanding Irony figurative language and irony (CO2, CO5)
83. Evaluate the authors tone (CO2, CO5)
84. Apply appropriate reading strategies to
comprehend an essay (CO2, CO3, CO4, CO5)
85. Use appropriate strategies to answer all types
of questions in a listening taster test (CO6)
Chapter 11:Evaluating the Authors Reasoning
11 (Part 1) 86. Identify issues, claims, and evidence (CO2, CO5)
The Authors Reasoning 87. Distinguish between claim and evidence (CO2,
Some New Terms (Issue, Claim, Evidence) CO5)

The Relevance of the Evidence to the Claim 88. Identify relevant and irrelevant evidence in a
Credibility paragraph (CO2, CO5)
89. Evaluate the authors credibility (CO2, CO5)
Chapter 11: Evaluating the Authors Reasoning 90. Identify the different types of evidence to
(Part 2) support a claim (CO2, CO5)
The Types of Evidence 91. Evaluate the evidence used by the author (CO2,
An Authors Assumptions CO5)
92. Identify the authors assumptions (CO2, CO5)
FINAL COURSE ASSESSMENT
12 Program Chair/ Date
Date Given: Validated By:
* For Summer Term, one (1) week covers two (2) weeks of a Regular Term.
**To track the progress of the course, students and professors should take note of the date when the topic was covered.

TEXTBOOK

Dole, I. G. & Taggart, L. (2014). Connect: College reading (2nd ed.). Australia: Wadsworth, Cengage Learning.

COURSE TITLE SY / TERM OF EFFECTIVITY PREPARED BY APPROVED BY

ENGLISH FOR ACADEMIC STUDIES 1 2015-2016

REMILYN G. MONDEZ CHRISTINE JOANNE DESACADO Page 4 of 7
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 05
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MacIntyre, P. (2013). Pathways: Listening, Speaking, and Critical Thinking. USA: Cengage Learning.

REFERENCES

Fawcett, S. (2011). Evergreen A guide to writing with readings (9 th Ed.). Boston, MA. Cengage Learning
Langan, J. (2011). College writing skills with readings (8th ed.). NY: McGraw Hill.
Romero, A. D. & Romero, R. C. Developmental reading: A skill text for college students. QC: Rex Bookstore.
Sorenson, M. (2012). McGraw-Hills IELTS. NY: McGraw Hill Education.
Tumoroh, B. et.al. (2010). Reading in world literature. Mandaluyong City. Books Atbp. Publishing Corp.

COURSE EVALUATION
The final grade of the student is based on the following components:

COURSE ACTIVITIES (Classroom and Blackboard Learn) -40%

- Listening Exercises 10%
- Reading Exercises 10%
- Quizzes 10%
- Group Work 10%

COURSE ASSESSMENTS
- Preliminary - 20%
- Midterm -20%
- Final -20%
= 100%
The student is required to obtain a final grade of 60% in order to pass the course.
The final grade of the student is interpreted as shown on the table below.
Above 91.51 87.01 82.51 78.01 73.51 69.01 64.51 60.00 Below
AVERAGE (%)
96.00 96.00 91.50 87.00 82.50 78.00 73.50 69.00 64.50 60.00
FINAL GRADE
1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 5.00

Aside from academic deficiency, other grounds to fail the course are the following:
Intellectual dishonesty (cheating and plagiarism) during examinations and other requirements;
Per Section 1551 of CHEDs Manual of Regulations for Private Educational Institutions, a student who has incurred more
than 20% of the total number of school days (i.e., 5 unexcused absences) shall not be given credit to the course regardless
of class standing. For further provisions of the said policy, please refer to the MCL Student Catalogue.
Other grounds as stipulated in the MCL Student Catalogue, and other relevant policies and regulations that may be
promulgated from time to time.
AVAILABLE COURSE MATERIALS
a. Course Syllabus
b. Textbook: Connect: College Reading, 2nd edition by Ivan Dole & Leslie Taggart/ Pathways 4, by Paul McIntyre
c. Worksheets (to be photocopied at the photocopying station as assigned by Instructors)
d. Online Resources posted on Blackboard Learn

OTHER COURSE POLICIES

1. LANGUAGE OF INSTRUCTION

English is the medium of instruction. Lectures, discussions, and documentation will be in English. Code switching is highly
discouraged and the use of other languages aside from English in communicating and in presenting course work will be a valid
ground for demerits in that given exercise.

2. ATTENDANCE

Per Section 1551 of CHEDs Manual of Regulations for Private Educational Institutions, a student who has incurred absences
more than twenty percent (20%) of the total number of school days shall not be given credit to the course regardless of class
standing. For further provisions of the said policy, please refer to the MCL Student Catalogue. Attendance will be strictly
monitored. Four absences will be reported to CGC. Seven absences will merit a failing grade.

3. SPECIAL EXAMS/ COURSE ASSESSMENTS

These will not be granted unless there is a valid reason. Documents of proof should be presented i.e. medical certificate. Student

COURSE TITLE SY / TERM OF EFFECTIVITY PREPARED BY APPROVED BY

ENGLISH FOR ACADEMIC STUDIES 1 2015-2016

REMILYN G. MONDEZ CHRISTINE JOANNE DESACADO Page 5 of 7
COURSE COORDINATOR CLUSTER COORDINATOR
FORM OVPAA-002A
 05
JUNE 05, 2015

should write a letter of request to take a special exam signed/noted by the parent/guardian with a cellphone number affixed.
This letter should also be signed/noted/approved by the OSS director.

4. SUBMISSIONS: DEADLINE IS A DEADLINE!

All assignments in hard copies should be submitted on time and IN THE CLASSROOM. Submissions in the FACULTY ROOM will not
be accepted.

5. BLACKBOARD LEARN

Log in to Blackboard Learn when told to do so. Check our site at least once a week. Graded activities (with deadlines too) posted
on BBL cannot be done or submitted in class.

6. CLASS STANDING

This will be reflected on Blackboard Learn. Compute your own grades. No need to ask your Prof. for a class standing. That is why
it is important to keep all graded activities in a portfolio.

7. CONSULTATION

Note the consultation hours of your professor and set an appointment before visiting the faculty room. A schedule for
consultation through Blackboard Learn should also be arranged. Remember: your professor is not 24/7 available online. Do not
expect immediate response unless you have set an appointment.

8. INTEGRITY

Dishonesty, disrespect, and other misbehavior in class and online will not be tolerated. Plagiarism will merit a failing grade in the
course. KEEP YOUR INTEGRITY AT ALL TIMES!

9. CLEANLINESS

Keep our classroom litter-free at all times.

Keep the chairs arranged properly in straight rows. Even after group activities, put the chairs back in order.

10. EXCELLENCE AND VIRTUE

As a new MCL student, proudly live by this motto at all times. You are to EXCEL and live a VIRTUOUS life in and off the campus.

11. COURSE PORTFOLIO

All exercises and requirements for the course are to be compiled by the students as part of their portfolio. The same must be
made available for inspection by the Instructor before the end of the term.

12. HONOR, DRESS, AND GROOMING CODE

Other provisions stipulated in the MCL Student Catalogue will be enforced in and out of the classroom. Students who have
violated the dress code policy and other related offenses will not be permitted to attend classes without being cleared by the
Student Affairs Office or the Guidance Office.

COMMITTEE MEMBERS

COURSE COORDINATOR: PROF. REMILYN G. MONDEZ

MEMBERS: PROF. CHRISTINE JOANNE DESACADO
PROF. HJALMAR HERNANDEZ
PROF. HAILEY FERRER
PROF. JHONA GAMEZ
PROF. JEREMIE MONTER
PROF. APRIL NOMBREFIA
PROF. NATALIE JOYCE RIVERA
PROF. SHEENA VIDAL

CONSULTATION SCHEDULE
NAME OF FACULTY MEMBER :
EMAIL ADDRESS:
DAYS AVAILABLE:
TIME AND VENUE:

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COURSE TITLE SY / TERM OF EFFECTIVITY PREPARED BY APPROVED BY

ENGLISH FOR ACADEMIC STUDIES 1 2015-2016

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