Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Pre-requisite(s) None
Course Description Purposive Communication 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 multicultural audience in local or global contexts with focus on the effective use of the English Language,
the world’s Lingua Franca. 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. It also aims to familiarize learners on the varieties of Englishes and lexicons from different English-speaking
countries for effective global communication.
2nd Floor, North Wing PUP A. Mabini Campus Anonas Street, Sta. Mesa, Manila
716-7831 Locals 270, 217, 229, 277 website: www.pup.edu.ph e-mail: cal@pup.edu.ph
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VALUES
1. Adopt cultural and intercultural awareness and
sensitivity in communication of ideas;
2. appreciate the differences of the varieties of
spoken and written English;
3. adopt awareness of audience and context in
presenting ideas of materials in the English
language; and
4. appreciate the impact of communication to
different societies and the world.
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affect communication. Conversation,” or Resources forum on the impact
videos, “Connected “Communicating a multicultural society and of globalization on
Appreciate the impact but alone,” and “How world” how people
of communication in Social Media can “Flight from conversation” communicate, and
various societies and make history,” or http://www.nytimes.com/2012 vice versa.
the world. “Wiring a web for /04/22/opinion/s
global good.”
Week 3 Describe the Global culture climate Class discussion Videos of speakers from English-speaking Reflection paper on
communication countries (available via Youtube) the importance of
climate of different Hand-outs on communication climate one’s awareness of
countries when using the culture climate
both their mother of different English-
tongue and the speaking countries.
English language as
Lingua Franca.
Week 4-5 Determine culturally- Local and global Lecture and class Researches/academic papers on local and Quiz and seatwork
and politically- communication in discussion on using global communication in multicultural setting on using culturally
appropriate terms, multicultural settings culturally- and appropriate terms,
expressions, and politically-appropriate Resources expressions, and
images (sensitivity to terms, expressions, Baker, W. (2012). From cultural awareness to images; varieties
gender, race, class, and images; varieties intercultural awareness: culture in ELT. ELT and registers of
etc.). and registers of Journal, 66(1). 62-70. language
language
Research and
reports on various
cultural and
intercultural modes
of communication
(e.g., words/gestures
used in a particular
region or country to
show respect) and/or
various issues in
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communication
(e.g., use of
politically correct
words in today’s
world; gender
sensitivity through
language)
Week 6 Adopt cultural and Varieties and registers of Class discussion of LCD projector, laptop, speakers Infomercial on the
intercultural spoken and written cultural varieties of the
English language
awareness and English language appropriateness in Images of people communicating in different Group presentation
On different cultures
sensitivity in communicating as languages esp. Asian culture
communication of tackled in film/video
ideas when using the
English language and
its varieties.
Week 7 Midterm examinations
Week 8-9 Compare and contrast World Englishes and Exercise on Lecture videos on World Englishes Quiz and seatwork
World Englishes in global communication culturally-appropriate on using culturally
terms of lexicon and terms, expressions, LCD projector, speakers appropriate terms,
semantics and images expressions, and
Brainstorming on list of English words from images, varieties
Use the variety of Interview invited different English-speaking countries and registers of
English in different speakers/students language
contexts Kirkpatrick, A. (2007). “World Englishes:
Implications for International Communication
and English Language Teaching.” English in
the World: Global Rules, Global Roles.
Cambridge University Press.
Week 10-11 Evaluate multimodal Evaluating messages Lecture and class LCD Projector or manila paper Invitation for people
texts critically to and/or images (e.g. discussion on critical to join cause-
enhance receptive pictures, illustrations) of reading and listening Invited students/speakers from various oriented events
(listening, reading, different types of texts continents communicating in a multilingual using various media
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viewing) skills. reflecting different Exercises on setting (e.g. “Lost in Translation”) such as e-mail,
cultures (regional, Asian, analyzing content of social media, print,
Convey ideas through Western, etc.) various texts Authentic texts about cultural sensitivity form and/or electronic
oral, audio-visual 1. What is the various media (text messages, e-mail advertisements.
and/or web-based message? messages, social media messages, newspaper,
presentations for 2. What is the purpose magazine, and journal articles, print and
different target of the message? electronic advertisement
audience in local and 3. How is the message
global settings using conveyed by the test Resources
appropriate registers and/or image? TED Talks in the Arab world
in the English 4. Who is the target https://ceisalanguaages.wordpress.com/201501
language. audience of the See http://www.really-
message? learnenglish.com/language-register
Adopt awareness of 5. What other ways of wwww.kwintesstial.co.uk/culturalsensitivity
audience and context presenting the html
in presenting ideas. message are there? https://mindspaceintuition.files.wordpress.com
Dainton, M. & Zelley E. (2015). Applying
communication theory for professional life. A
practical introduction, 3rd ed. Sage
Publications.
Biber, D. & Conrad S. (2009). Register, genre
and style. Cambridge: Cambridge Univ.
Mooney, A. Peccei, J.S., La Belle, S., et al,
(2010). Language, society, and power: An
introduction, 3rd ed. London: Routledge.
Week 12 Convey ideas through Communication aids and Lecture and class LCD projector or manila paper Oral, audio-visual,
oral, audio-visual, strategies using tools of discussion on and/or web-based
and/or web-based technology preparing audio visual Texts, video/audio clips from various sources presentations to
presentations for and web-based promote cultural
different target presentations Adler, R., Elmhorst, J.M., & Lucas, K. (2012) values (e.g., respect
audiences in local and Communicating at work: Strategies for for elders,
global settings using Group work and class success in business and the professions. NY: bayanihan spirit,
appropriate registers. discussion on McGraw Hill etc.)
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identifying problems
Adopt awareness of with the research
audience and context presentation in the
in presenting ideas. video.
Week 13 Create clear, coherent, Communication for Lecture and class LCD projector or manila paper Public
and effective various purposes discussion on announcements
communication informative, Sample texts (inquiry letter, police reports, (audio/video, social
materials using the persuasive, and political speeches, letters of appreciation, etc) media) about
English language. argumentative disaster
communication preparedness
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gathering, data cultural, economic,
analysis) or health,
environment issue
Academic
presentations (e.g.,
paper presentations
for a
local/international
conference, lecture
presentations for a
local/international
forum) of
analysis/technical
paper
Final project:
Multimodal
advocacy campaign
(print, audio, visual
web-based)
addressing current
issues tackled in
previous tasks
Week 16 Review week Brainstorming
through graphic
organizers
Week 17 Final examinations
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Sample Rubric in Assessing Paragraphs/Compositions
(Adapted from Gepila, 2014)
Thesis Statement C’s thesis statement is clearly C’s thesis statement is stated on C’s thesis statement is somehow C’s thesis statement is unclear
stated the output clearly stated
Organization C is well organized with very C is organized with effective C is organized with some lapses in C is not organized with
effective association of parts and association of parts and logical the association of parts and inconsistent presentation of ideas
logical presentation of ideas presentation of ideas presentation of ideas C uses very few transitional
C excellently uses transitional C uses transitional words and C uses limited transitional words devices that make the output less
words and phrases that make the phrases that contribute to its and phrases that contribute to its clear than expected
whole output cohesive cohesion clarity
Language use and C shows learner/writer’s wide C shows appropriate use of C shows appropriate use of C shows some inappropriate use of
editing range of vocabulary used English vocabulary English vocabulary with minor English vocabulary that hinder
appropriately C uses appropriate rhetorical deviations that hinder clear clear understanding of output
C excellently uses appropriate patterns and devices understanding of output C shows major issues in the use of
rhetorical patterns and devices C shows learner/writer’s C shows lapses in the use of some rhetorical patterns and devices
C shows learner/writer’s mastery of understanding of rules in writing: rhetorical patterns and devices C shows major deviations from
spelling English words, as well as spelling, use of punctuations, C shows minor deviations from rules in writing, especially in
use of punctuations, capitalization, capitalization, and paragraph rules in writing, especially in spelling, use of punctuations,
and paragraph format format spelling, use of punctuations, capitalization, and paragraph
capitalization, and paragraph format
format
TOTAL:
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Course Grading System
Required Readings
Adler, R., Elmhorst, J.M., & Lucas, K. (2012) Communicating at work: Strategies for success in business and the professions. NY: McGraw Hill
Baker, W. (2012). From cultural awareness to intercultural awareness: culture in ELT. ELT Journal, 66(1). 62-70.
Biber, D. & Conrad S. (2009). Register, genre and style. Cambridge: Cambridge University.
Chase, R. & Shamo, S. (2013). Elements of Effective Communication, 4th ed. Washington, Utah: Plain and Precious Publishing.
Dainton, M. & Zelley E. (2015). Applying communication theory for professional life. A practical introduction, 3rd ed. Sage Publications.
Kirkpatrick, A. (2007). “World Englishes: Implications for International Communication and English Language Teaching.” English in the World: Global Rules,
Global Roles. Cambridge University Press.
Mooney, A. Peccei, J.S., La Belle, S., et al, (2010). Language, society, and power: An introduction, 3rd ed. London: Routledge.
Other References
Axelrod, R.B. & Cooper. C.R. (2011). Axelrod and Cooper’s Concise Guide to Writing, 5th Ed. Boston: Bedford/St. Martin’s
Gepila, Jr., E.C. (2014). Examining the Composition Writing Competency of PUP Laboratory High School Grade Seven Students for Improving Teaching Writing
Methodologies. Unpublished Master’s Thesis. Philippine Normal University, Taft, Manila.
Solomon, B.A. & Felder, R.M. (2009). Index of Learning Style Questionnaire. www.engr.ncsu.edu
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Prepared by Reviewed by
Enhanced by:
CHARLYNE M. FLORES
Polytechnic University of the Philippines
Approved by
2nd Floor, North Wing PUP A. Mabini Campus Anonas Street, Sta. Mesa, Manila
716-7831 Locals 270, 217, 229, 277 website: www.pup.edu.ph e-mail: cal@pup.edu.ph
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