RO Form 1

HOLY CROSS COLLEGE, INC.

Sta. Ana, Pampanga

Outcomes- Based Education (OBE) Course Design/ Syllabus in English for Academic and Professional Purposes
Vision Statement Holy Cross College shall be the leading academic institution of excellence in the region that promotes holistic formation by producing
citizens with deep sense of spirituality, concern for the environment and the society.

Mission Statement Holy Cross College, as a premiere educational institution, inculcates to its community the finest education at par with global standards
through effective and innovative instruction, training and immersion for professional growth; holistic character formation and strong faith in
God; sustainable environmental protection and preservation programs; and high sense of civic-mindedness and nationalism.
Core Values Excellence
Spirituality
Social Responsibility
Students who successfully complete this course will be able to demonstrate the following:

1. Be equipped with the knowledge of academic writing

2. Strengthen their critical reading skills.
3. Enhance their knowledge of writing process.
Instructional Goal 4. Improve student’s ability to think critically and objectively while clearly conveying complex ideas in a well-structured, concise
format.
5. Deepen students realization that academic writing is personal despite research and certain standards/conventions.
6. Develop a thorough appreciation of academic writing.

After completing the course, the students must be able to

1. Can synthesize academic writing comprehensively.

Instructional
2. Can produce concrete interpretation of text read without bias.
Objectives 3. Can critique books, news article, research papers and other documents that needs comprehensive review.
4. Can confidently compose reaction paper, concept paper, position paper and report paper about the current issues here in the
Philippines.
 COURSE INFORMATION
Course Code Type Lecture

English for Academic and Professional

Course Title Credit Unit 2 units (80 hours per semester)
Purposes

Course Prerequisites Reading and Writing Course Schedule 2hr/session

2 meetings/week

At the end of the course, the students must know how to evaluate, criticize, compare, analyze, predict, summarize, synthesize a
Course Description text and can create his own interpretation and review by following the standard writing process. The course will effectively convey that
learning to write academically will challenge your thought processes, your depth of knowledge and your ability to critique yourself. This
improves creative thinking, analytical skills, foresight planning, writing skills, and presentation of any work of the learners that they can
use accordingly in their future endeavour. 
Course Outcomes Develop and unleash the writing enthusiasm of the learner by utilizing the art of reading academic texts.

COURSE DESIGN MATRIX

ASSESSMENT OF
OUTCOMES-BASED
COURSE LEARNING
TIME TEACHING AND LEARNING RESOURCE 21ST CENTURY
CONTENT/SUBJEC CONTENT STANDARD OUTCOMES
TABLE (LEARNING MATERIALS SKILLS
T MATTER (PERFORMANCE
COMPETENCIES)
STANDARD)
1 UNIT 0: VISION, The learner… The learner… The learner shall be PowerPoint During the discussion
MISSION CORE Understands HCC culture, able to… Presentation and other aspects of
VALUES AND values and direction as well  recites the mission, vision Hand-outs the instruction, the
COURSE as their significant and Holy Cross College  participate in class following will be
OUTCOME. contributions in the Hymn; discussion; and observed:
realization of school’s vision  recalls the Grading
 1.1 The HCC Vision, and mission. System; and  share insights.  communication
Mission and  reviews reading and skills,
Core Values, English for Academic and writing lesson.  initiative and self-
Professional Purposes direction,
1.2 Course course description,  communication
Description and requirements and the and collaboration
Course grading system. flexibility and
Requirements, adaptability, and
and  leadership.
1.3 Grading System.
UNIT I: A GLIMPSE Acquires of integral  defines academic writing  produce a detailed PowerPoint  critical thinking
AT THE WORLD information about academic and distinguish it from abstract of Presentation skills,
OF WRITING text and its purpose. other kinds of writing; information gathered Books  initiative and self-
 identifies the purpose, from the various direction,
CHAPTER I: Nature audience, language, and academic texts read.  communication
1 of Academic Texts style of academic writing; and collaboration
(3 hours)  analyses sample texts flexibility and
using the standards of adaptability,
academic writing; and  leadership
 situates academic writing
in the Philippine context.

CHAPTER II: Acquires knowledge of  explains what critical  pose problematic PowerPoint  Information
2 Reading Texts appropriate reading reading is; questions about the Presentation literacy
(3 hours) Critically strategies for a better  annotates, outlines, text that they have Books  Media literacy
understanding of academic summarizes and questions read; and  Initiative,
texts. the writer’s claim in a text;  write an effective  Communication
 defines fallacy and identify critique paper about and
its kinds; the text. Collaboration,
 analyses and critique a  Critical Thinking,
text by applying the  Problem Solving.
different ways in reading
critically and by pointing
out the different logical
 fallacies.

CHAPTER III: Understands the principles  defines pre-writing and  Jot down essential PowerPoint  Critical Thinking,
WRITING and steps regarding the enumerate its steps; information about a Presentation  Media and
ACADEMIC TEXTS pre-writing process.  chooses and develops a topic for essay Books technology
topic using brainstorming, development; literacy
Lesson 1:The Pre- freewriting, and/or  freewrite based on a  Information
3 writing Process clustering; and given topic; and ,technology
(2 hours)  identifies the audience’s  decide on the  Collaborating and
interest, attitude, and content of their communicating
beliefs. essay based on the skills,
interest, attitude,  Social skills.
and beliefs, of their
audience.

Lesson 2: Avoiding Recognizes plagiarism as a  defines plagiarism and its  paraphrase PowerPoint  collaboration and
Plagiarism crime and appreciate the consequences; paragraphs/quotatio Presentation communicating
importance of paraphrasing  explains the two ways to ns lifted from books; Books skills,
and quoting. avoid plagiarism:  cite quoted Magazines  creative thinking,
paraphrasing and quoting; lines/paragraphs. Newspapers  critical Thinking,
4  is familiarized with the do’s Internet and
(2 hours) and don’t’s in  productivity,
paraphrasing; and
 quotes from sources and
cites them properly.

5 Lesson 3: Writing
(2 hours) and Rewriting
Learns write an academic
paper by following the steps
in writing and post-writing
process.
 defines thesis statement;
 identifies the parts of an
essay and the role they
play to make an effective
essay; and
 takes note of important tips
in writing an effective
essay;
 construct a strong PowerPoint  critical Thinking,
thesis statement; Presentation  creative thinking,
 write an essay Books  information literacy,
following the writing  productivity.
process; and
 edit/revise a written
essay.
  distinguishes the
difference between
revising and editing and
utilizes them in the post-
writing process;

PRELIM EXAMINATION

ASSESSMENT OF
OUTCOMES-BASED
COURSE LEARNING
TIME TEACHING AND LEARNING RESOURCE 21ST CENTURY
CONTENT/SUBJEC CONTENT STANDARD OUTCOMES
TABLE (LEARNING MATERIALS SKILLS
T MATTER (PERFORMANCE
COMPETENCIES)
STANDARD)
UNIT II:AN The learner… The learner… The learner shall be  information literacy,
ENTRANCE TO able to… PowerPoint  critical thinking,
THEREALM OF Understands the principles  forms opinions based on Presentation  communicating
THE ACADEMIC and uses of a reaction facts  produce an objective Books skills
WRITING paper  cites specific sources to assessment of an Journal Articles  media and
support claims 3. presents event, a person, a technology literacy
CHAPTER I: The ideas convincingly place or a thing; and  productivity
Reaction Paper  uses the appropriate  write a
language for a specific comprehensive
Lesson 1: What is a discipline review /reaction
6 reaction Paper?  raises legitimate, contrary paper;
(4 hours) views in an appropriate  critique designs such
manner as industrial design
objects or craft
objects, furniture,
fashion designs
 critique graphic
design
communication
materials such as
posters, billboards,
commercials, digital
and other media
 Lesson 2: Reading Understands the principles  applies the principles of  produce an objective PowerPoint  Critical Thinking,
and Writing a and uses of a reaction writing effective reviews and assessment of an Presentation  Collaborating and
Review paper critiques event, a person, a Books communicating
 writes an objective/ balanced place or a thing; and skills
review or critique of a work  write a  Leadership
of art, an event or a program comprehensive  Social skills
review /reaction  Information
7 paper; literacy
(4hours)  critique designs such
as industrial design
objects or craft
objects, furniture,
fashion designs
based on a set
criteria
 critique graphic
design
communication
materials such as
posters, billboards,
commercials, digital
and other media
8 Lesson 3: Reaction Understands the principles  writes an insightful reaction  produce an objective PowerPoint  creativity
(4hours) to a Social Event or and uses of a reaction paper on a social issue or assessment of an Presentation  collaborating and
Phenomenon paper common experience. event, a person, a Books communicating
place or a thing; and Newspapers skills
 write a Magazines  social skills
comprehensive Journal articles  flexibility
review /reaction Information
paper; literacy
 critique designs such
as industrial design
objects or craft
objects, furniture,
fashion designs
based on a set
 criteria
 critique graphic
design
communication
materials such as
posters, billboards,
commercials, digital
and other media
CHAPTER 2: THE Understand the art of  defines definition and  use the different PowerPoint  Critical thinking
CONCEPT PAPER defining enumerate the different techniques in defining Presentation skills
techniques in defining. a term, idea, or a Books  Media and
Lesson 1:The Art of concept. Journal articles technology
9 Defining literacy
(4 hours)
 Information
literacy
 Productivity

Lesson 2: The Art Know the art of defining a  describe the art of defining a  define a concept by PowerPoint  Critical thinking
of Defining a concept concept providing one or two Presentation skills
10 Concept Books
synthesized and  Initiative
(4hours)
analysed definition.  Information literacy

11 Lesson 3: The Art understands the principles  defines what a concept  produce a well- PowerPoint  Productivity
(4 hours) of Writing a and uses of a concept paper is; balanced concept Presentation  Critical thinking
Concept Paper paper  determines the ways a writer paper in a specific Books skills
can elucidate on a concept discipline  Information literacy
by definition, explication and
clarification
 identifies situations in which
a concept paper may be
effectively used to improve
our society;
 comprehends various kinds
of concept papers;
 explains and clarifies
concepts in various fields;
 and
 presents a novel concept or
project with accompanying
visuals/ graphic aids.

MIDTERM EXAMINATION

ASSESSMENT OF
OUTCOMES-BASED
COURSE LEARNING
TIME TEACHING AND LEARNING RESOURCE 21ST CENTURY
CONTENT/SUBJEC CONTENT STANDARD OUTCOMES
TABLE (LEARNING MATERIALS SKILLS
T MATTER (PERFORMANCE
COMPETENCIES)
STANDARD)
CHAPEL III: THE The learner… The learner… The learner shall be PowerPoint  Critical Thinking,
DOCUMENTED able to… Presentation  Problem solving
12 POSITION PAPER realizes the importance of  describes the art of Books  Collaborating and
being persuasive. persuasion  discuss how Newspaper communicating
(4hours)
Lesson 1: The persuasion makes Ads skills
Importance of Being advertisements  Media and
Persuasive effective. technology literacy
13 Lesson 2: How to understands the important  defines what a position  presents a convincing PowerPoint  Critical Thinking,
(4 hours) Build a Position factors in building a paper is; position paper based Presentation  Problem solving
position.  identifies situations in which on properly cited  Collaborating and
a position paper may be factual evidence Books communicating
effectively used in our  produces an insightful skills
present society; statement of Newspaper  Social skills
 gathers manifestoes and principles and Internet  Creativity
analyzes the arguments reasons for  Media and
used by the writer/s; establishing a student technology
 defends a stand on an issue organization, coming
 by presenting reasonable up with a group literacy
arguments supported by exhibit of creative
properly cited factual works, etc.
evidences; and
 writes various kinds of
position papers.

Lesson 4: Reading understands the difference  defines informal position  write an informal PowerPoint  Critical Thinking,
and Writing an between a formal and an paper. position paper. Presentation  Problem solving
14 Informal Position informal position paper. Books  Collaborating and
(2 hours) Paper Newspapers communicating
Magazines skills
Journal articles  Creativity
 Media and
technology literacy
Lesson 4: Reading  relate the arts of  present a credible PowerPoint  Critical Thinking,
and Writing a argumentation and position paper based Presentation  Problem solving
Formal Position persuasion to your life. on properly cited Books  Collaborating and
Paper concrete evidence. Newspapers communicating
 Produce a perceptive Magazines skills
15 statement of Journal articles  Social skills
(4 hours) principles and  Creativity
rational motive for  Media and
establishing a technology literacy
student organization,
coming up with a
group exhibit creative
works, etc.

PRE-FINAL EXAMINATION

COURSE CONTENT STANDARD OUTCOMES-BASED ASSESSMENT OF RESOURCE 21ST CENTURY

TIME CONTENT/SUBJEC TEACHING AND LEARNING LEARNING MATERIALS SKILLS
TABLE T MATTER (LEARNING OUTCOMES
COMPETENCIES) (PERFORMANCE
 STANDARD)
CHAPTER 4: THE The learner… The learner shall be PowerPoint  Critical Thinking,
REPORT understands the principle of able to… Presentation  Initiative
Lesson 1: Reading informal report writing. The learner…  produces a well- Books  Flexibility
and Writing an  find ways to gather written report for Newspapers  Collaborating and
16 Informal Report various disciplines
evidence for a report communicating
(4 hours)
 write a report in different skills
fields;and  Social skills
 write a report for different  Creativity
audiences.  Media and
technology
literacy
Lesson 2: Reading Understands the principle of  find ways to gather  produces a well- PowerPoint  Critical Thinking,
and Writing an formal report writing. evidence for a report written report for Presentation  Initiative
Formal Report  write a report in different various disciplines. Books  Flexibility
fields; and Newspapers  Collaborating and
17  write a report for different communicating
(4 hours) audiences. skills
 Social skills
 Creativity
 Media and
technology
literacy
Lesson 3: Reporting Knows the elements that  find ways to gather  compare and PowerPoint  Critical Thinking,
Qualitative and make a report effective. evidence for a report contrast several Presentation  Initiative
Quantitative Data  write a report in different perspective of a Books  Flexibility
fields; and certain topic. Newspapers  Collaborating and
18
 write a report for different communicating
(8 hours)
audiences skills
 Social skills
 Creativity
 Media and
technology
literacy
19 Lesson 4: Writing a Understands the principle of  find ways to gather  produces a well- PowerPoint  Critical Thinking,
 Survey Report survey report writing. evidence for a report written survey report. Presentation  Initiative
 write a report in different Books  Flexibility
fields; and Newspapers  Collaborating and
 write a report for different Internet communicating
(8hours) audiences. skills
 Social skills
 Creativity
Media and
technology
literacy
Lesson 5: Writing a Understands the principle of  find ways to gather  produces a well- PowerPoint  Critical Thinking,
Scientific Report scientific report writing. evidence for a report written scientific Presentation  Initiative
 write a report in different report. Books  Flexibility
fields; and Newspapers  Collaborating and
 write a report for different Internet communicating
20
audiences. skills
(8hours)
 Social skills
 Creativity
 Media and
technology
literacy

FINAL EXAMINATION

1. Attendance
2. Activities
3. Participation in class discussion, group dynamics and exercises
Course Requirements
4. Quizzes
5. Assignments.
6. Major Examinations

Class Policy  No chattering when someone else (especially the teacher) has the floor.
 Littering is strictly not allowed.
  Phone should be put in silent mode; use of cell phone inside the class is strictly prohibited.
 Cheating in any form is strictly not allowed. Mark zero once caught cheating.
 Use only a ballpoint pen for text-based exercises. If you find that you've made a mistake, cross it out with a single line (so that
you can still read it and learn from it!).
 Attendance will be strictly monitored.
 Do not do homework inside the class.
 English for Academic and Professional Purposes book is required.

Performance ( reports, recitation, board work, group dynamics and exercises) 45

Grading System Written (Activities, Assignment, seat work) 25
Major Examination 30
Total 100%
Bernardo Allan B.I. 2009. “English in Philippine Education: Solution or Problem?”

Philippine English: Linguistic and Literary Perspectives. Edited by Ma. Lourdes S. Bautista and Kingsley Bolton. Hong Kong: Hong
Kong University Press.

Brooks, Rupert. 1921. “Niagra Falls. “Modern Essays. Ed. By Christopher Morley. New York: Harcourt, Brace and Company.
Textbooks and
Supplementary Readings Clemens, Samuel. “Comments on the Moro Massacre”. History is a Weapon.
Retrieved 10 march2015,

Dadufalza, Concepcion D. 1996. Reading Into Writing 2. Philippines Bookmark, Inc.

Dekker, Diane. 2010. “What is Mother Tongue-Based Multilingual Education?” In Starting Where the Children Are. Ed. By Ricardo Ma.
Duran Nolasco, Francisco Andes Datar, and Arnold Molina Azurin. Quezon City: 170+Talaytayan MLE Inc.

Internet Resources
http://wwww.historyisaweapon.com/defcon1/clemensmoromassacre.html. N. D. Web.

Brady, Judy n. d. “I Want a Wife” Retrieved 8 March 2015 <http://www.google.com/url?>

Roberts, Paul. N. d. “How to Say Nothing in 500 Words.” Retrieved 10 February 2015. <http://docs.google.com/document/d/>

Tan,Amy. N. d. “Mother Tongue.” Retrieved 25 January 2015.

 <http://theessayexperiencefall2013.qwriting.qc.cuny.edu/files>

Prepared by: Reviewed by: Noted by:

CLARESKA MAE S. CHAN, LPT JOSEPHINE L. MANALASTAS, LPT MARIA TERESA A. EDEJER, MPS-EM
Subject Coordinator Vice-Principal for Grade 12 Senior High School Principal