Republic of the Philippines

APAYAO STATE COLLEGE

Luna, Apayao, Philippines 3813

________________________________________________________________________________________________________________________________
COURSE SYLLABUS
IN
GE04: PURPOSIVE COMMUNICATION

APAYAO STATE COLLEGE VISION, MISSION, GOALS AND OBJECTIVES

Vision
“Empowering lives and communities through stewardship for cultural sensitivity and biodiversity”

Mission
Apayao State College is committed to provide empowering and holistic development of citizens by providing quality and innovative instruction, strong research, responsive community
engagement and entrepreneurship in order to prime the development of Apayao Province, the Cordillera Administrative Region.

ASC GOALS ASC OBJECTIVES

 Transformative and empowering education
 Increase capacity and performance in research and innovation.
 Create a significant and highly visible development impact in the region.
 Generate additional resources for strategic investment programs and
initiatives
 Transparent, responsive, unifying and empowering governance.
 To elevate quality access and relevance for instruction
 To strengthen research and development and extension capability, outcomes and
impact
 Strengthen partnership and institutional linkages to increase the regional impact
of ASC extension program.
 Increase productivity and income of ASC
 Enhance governance and organization and management system, processes and
environment.
 GOALS OF GENERAL EDUCATION CURRICULUM

In general education the holistic development of the person takes place in overlapping realms:

 Individual where the student is enabled to develop her/his identity as a person, conscious of his/her talents, rights, and responsibilities toward the self and others;
 Filipino society and nation, where the individual is aware and proud of her/his collective identity, and able to contribute meaningfully to the development of Filipino
society at local and national levels;
 Global community where the Filipino student recognizes and respects the fundamental humanity of all, respects and appreciates diversity, and cares about the problems that
affect the world1

1
CHED Memorandum Order No. 20 series of 2013 p 4
Course Code : GE 04 Semester : FIRST
Course Title : PURPOSIVE COMMUNICATION Prerequisite : None
Credit : 3.0 units No. of Hours : 3 hours every week

I. 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.

II. COURSE LEARNING OUTCOMES IN RELATION TO PROGRAM OUTCOMES

COURSE LEARNING OUTCOMES

GENERAL EDUCATION LEARNING
CLO 1: Describe the nature, CLO 2: Explain how CLO 3: Determine CLO 4: Evaluate CLO 5: Summarize the
OUTCOMES
elements, and functions of cultural and global culturally multimodal text critically to principles of academic
verbal and non-verbal issues affects appropriate terms, enhance receptive text structure.
KNOWLEDGE communication in various communication; expression an (listening, reading, viewing
and multicultural contexts; images; skills);
Analyze “text” (written, visual, oral, etc.)
critically
Demonstrate proficient and effective
communication (writing, speaking and the use of
new technologies)
Use basic concepts across the domain of
knowledge
Demonstrate critical, analytical, and creative
thinking.
Apply different analytical models in problem
solving

I-introductory P- Practiced D-Demonstrate

 GENERAL EDUCATION COURSE LEARNING OUTCOMES
LEARNING OUTCOME CLO 6: Adopt cultural and CLO 7: Appreciate the CLO 8: Adopt awareness of CLO 9: Appreciate the impact of
intercultural awareness and differences of the varieties of audience and contex in communication on society and the
VALUES sensitivity in communication of spoken and written language; presenting ideas; world.
ideas;
Appreciate the complexity of the
human condition
Interpret the human experience
from various perspectives
Examine the contemporary world
from both Philippine and global
perspectives
Take responsibility for knowing
and being Filipino
Reflect critically on shared
concerns
Reflect critically on shared
concerns
Generate innovate practices and
solutions guided by ethical
standards
Make decisions based on moral
norms and imperatives
Appreciate various art forms

Contribute to aesthetics
Advocate respect for human
rights
Contribute personality and
meaningfully to the country’s
development

I-introductory P- Practiced D-Demonstrate

 GENERAL EDUCATION
LEARNING OUTCOME
SKILLS
Work effectively in a group
CLO 10: Convey ideas through oral,
audio-visual and /or web-based
presentations for different target
audience in local settings using
appropriate registers;
COURSE LEARNING OUTCOMES
CLO 11: Create clear, CLO 12: Present ideas CLO 13: Write and present
coherent, and effective persuasively using appropriate academic papers using appropriate
communication materials; language registers, tone, facial tone, style, conventions, and
expression and gestures. reference styles

Apply computing tools to

process information
effectively
Use current technology to
assist and facilitate learning
and research
Negotiate the world of
technology responsibly
Create solutions to problems
in various fields
Manage one’s knowledge,
skills, and values for
responsible and productive
living
Organize one’s self for
lifelong learning

I-Introductory P-Practiced D-Demonstrate

III. LEARNING PLAN

Course
Timeframe/ Teaching Learning
Session Learning Intended Learning Outcome Topics Resources Assessments
Activities
Outcome
WEEK 1 Familiarize with the VMGO, Discussion of the Discussion
grading system of the college VMGO of the
and the course requirements college
and targets
WEEK 1 CLO 1 Describe the nature, elements, Communication Lecture and discussion on Audio and/or video clips of various Quizzes/paperwork on
and functions of verbal and process, elements and types of media (e.g. TV commercials, movies; identifying elements of
non-verbal communication in principles and communication newscasts; etc.) communication (e.g.
various and multicultural ethics sender, message,
contexts; Texts from newspapers, magazines, channel, receiver, effect)
journals
Modules
WEEK 2 CLO 2 Explain the effects of cultural Communication Lecture essay, “Flight MODULE: Reaction paper and/or
and global issues on and globalization from conversation” or See “Communicating in multicultural discussion forum on the
communication video, “Connected, but society and world” impact of globalization
Appreciate the impact of alone” and Article “Flight from on how people
communication on society and “How social media can conversation”http://www.nytimes.com communicate, and vise-
the world make history” or “Wiring /2012/04/22/opinion/sunday/the-flight- versa
a web for global good” from-conversation.html?_r=0s

Video “Connected but alone” in TED

talks
http://www.ted.com/talks/sherry_turkl
e_alone_together

Video “How social media can make

history”
http://www.ted.com/talks/clay_shirky_
how_cellphones_twitter_facebook_ca
n_make_history

Video “Wiring a web for global good”

https://www.ted.com/talks/gordon_bro
wn

Timefra Course Intended Learning Outcome Topics Teaching Learning Resources Assessments
me/ Learning Activities
Session Outcome
WEEK 3 CLO 3 Determine culturally Local and Global Lecture and discussion on Films or videos showing different Paperwork on using
appropriate terms, expressions, Communication using culturally speakers from various regions culturally appropriate
and images (sensitivity to in multicultural appropriate terms, communicating in a multilingual terms, expressions, and
gender, race, class, etc.) settings expressions, and images; setting (e.g. “Lost in Translation”) images: varieties and
varieties and registers of See TED talks “Pop culture in the registers of language
language Arab world”
http://www.ted.com/talks/shereen_el_f Research and report on
eki_pop_culture_in_the_aab_world various cultural and
intercultural modes of
See communication
https://celsalangues.wordpress.com/20 (e.g.,words/gestures
15/01/29/it-aint-right-innit-about- used in a particular
language-register-in-english/ region or country to
show respect) and/or
See http://www.really-learn- various issues in
english.com/language-register.html communication (e.g, use
See https://www.unidue.de/SVE/ of politically correct
words in today’s world;
See gender sensitivity
http://www.icaltefl.com/category/varie through language)
ties-of-english

See
http://www.britishcouncil.org/blog/wh
ich-variety-english-should-you-speak
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. Press.

Timefra Course Intended Learning Outcome Topics Teaching Learning Resources Assessments
me/ Learning Activities
Session Outcome
WEEK CLO 6 Adopt a cultural and Varieties and Module of cultural Films or videos showing different Research on various
4-5 intercultural awareness and registers of appropriateness in speakers from various regions cultural and intercultural
sensitivity in communication of spoken and communicating as tackled communicating in a multilingual modes of
ideas written language in film/video setting (e.g. “Lost in Translation”) communication
See TED talks “Pop culture in the (e.g.,words/gestures
Exercises on using Arab world” used in a particular
culturally appropriate http://www.ted.com/talks/shereen_el_f region or country to
terms, expressions, and eki_pop_culture_in_the_aab_world show respect) and/or
images See various issues in
https://celsalangues.wordpress.com/20 communication (e.g, use
15/01/29/it-aint-right-innit-about- of politically correct
language-register-in-english/ words in today’s world;
See http://www.really-learn- gender sensitivity
english.com/language-register.html through language)
See https://www.unidue.de/SVE/
See
http://www.icaltefl.com/category/varie
ties-of-english
see
http://www.britishcouncil.org/blog/wh
ich-variety-english-should-you-speak
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. Press.
Timefra Course Intended Learning Outcome Topics Teaching Learning Resources Assessments
me/ Learning Activities
Session Outcome
WEEK 6- CLO 4 Evaluate multimodal texts Evaluating Lecture on critical reading Authentic texts about cultural Invitation for people to
7 (cont..) critically to enhance receptive messages and/or and listening sensitivity from various media (text join cause- oriented
(listening, reading, viewing) images (e.g Exercises on analyzing messages; email messages; social events using various
skills pictures, content of various texts media messages; newspaper, media such as eail,
illustrations) of magazine, journal articles; print and social media, print
CLO 10 Convey ideas through oral, different types of electronic advertisements) and/or electronic
audio-visual, and/or web-based texts reflecting advertisements
presentations for different different cultures See sample:
target audiences in local and (regional, Asian, https://www.kwintessential.co.uk/cultu
global settings using Western, etc) ralservices/articles/cultural-
appropriate registers sensitivity.html
What is the
CLO 8 Adopt of awareness of audience message? See sample:
and context in presenting ideas https://mindspaceintuition.fileswordpr
What is the ess.com/2015/01/crosscultural.jpg
purpose of the
message? See sample:
http://i.telegraph.co.uk/multimedia/arc
How is the hive/01440/burger_1440211c.jpg
message
conveyed by the see sample:
text and/or http://atlantablackstar.com/2013/11/19
image? /9-racists-ads-commercials-that-
promote-negative-images-ofpblack-
Who is the target people/3/
audience of
message? Mooney, A., Peccei, J.S., La Belle, S,
et.al. (2010). Language, society and
What other ways power: An introduction, 3rd ed.
of presenting the London: Routledge
message are
there?
Timefra Course Intended Learning Outcome Topics Teaching Learning Resources Assessments
me/ Learning Activities
Session Outcome
WEEK 8 CLO 10 Convey ideas through oral, Communication Lecture online on Texts, video/audio clips from various Oral, audio-visual,
audio-visual, and/or web-based aids and strategies preparing audio visual sources and/or web-based
presentations for different using tools of and web-based See presentations to promote
target audiences in local and technology presentations http://creatingmultimodaltexts.com/ cultural values (e.g.,
global settings using “The world’s worst research respect for elders,
appropriate registers presentation” bayanihan spirit,etc.)
https://www.youtube.com/watch?
CLO 8 Adopt awareness of audience v=nSGqp4bZQY
Timefra Course Intended Learning Outcome Topics Teaching Learning Resources
Adler, R., Elmhorst, J.M., & Lucas, K. Assessments
me/ Learning and context in presenting ideas Activities (2012). Communication at work:
Session Outcome Strategies for success in business and the
WEEK CLO 11 Create clear, coherent, and Communication Lecture through online on professions.
Video of “Giving Presentations
NY: MacGraw Hill. worth Workplace documents
13-15 9
WEEK effective communication
MIDTERM EXAMINATION for work purposes effective communication Listening to”: Gordon Kangas at (e.g., minutes; memo)
WEEK CLO 10 materialsideas through oral,
Convey (e.g., healthcare,
Communication and oral online
Lecture presentations
for in SampleTEDxtexts
Talks (youtube)
(inquiry letter, police Written and/or oral
announcements
10-12 CLO 12 audio-visual, and/or web-based education,
for various the workplace Sample communication
informative, persuasive reports, political speeches, letters materials
of from presentation (group
(audio/video, social
Present ideas persuasively
presentations for different business
purposes and Analysis of different
and argumentative different workplace
appreciation, etc) settings (e.g., reporting)
media) of adisaster
about medical
using appropriate
target audiences inlanguage
local and trade, law,provide,
to obtain, media, communication materials Seeminutes memo, requests,
communication case/business
preparedness
registers, tone, using
facial science and business/technical/incident reports, proposal/media
CLO 8 global settings and disseminate Lecture on Types of http://www.omafra.gov.on.ca/english/rural/fa Editorial about
expressions registers
appropriate and gestures technology)
information Writing exercises
Speeches and Public on letters)
cts/03-033.htm campaign proposal/
environmental issues
to persuade and communication
Speaking (Read, materials See programOne-minute
Formal or project
CLO 11 Adopt awareness
Create of audience
of clear, coherent, and argue for the workplace (e.g., http://www.capmembers.com/media/cms/l2lm
Memorized, See proposalbased
Speech for addressing
on current
effective communication ideas
and context in presenting minutes, memo, requests, https://wwwvuu.edu/Uploads/files/Sa
Impromptu/Extempora od2_ch8_effective_communication_63afca89 aissues
health issue/problem
in communicating ideas
materials business/technical/inciden mpleMeetingMinutes.pdf
neous) 70d43.pdf (using communication
(Extemporaneous)
t reports, letters) SeeSee aids and strategies-tools
Paperwork on asking
http://hplengr.engr.wisc.edu/Prof_Comm.pdf
http://www.monash.edu.au/iis/llonline/ of technology)
CLO 12 Present of ideas persuasively information through
Seewriting/mediceine/reflective/5.xml
using appropriate language inquiry letter or http://www.pearsonhighered.com/samplechap
registers, tone, facial interview, response to See
ter/0205524214.pdf
http://www.tawanmandi.org.af/knowle
CLO 8 expressions, and gestures queries, incident Searless, G. (2014).
reports. dgeportal/Media/Workplace_communi
Workplace Communication: The
cation_chaoter_in_communications.pd
Adopt awareness of audience Basics.Boston: Allyn & Boston, 6th ed.
and context in presenting ideas f
Dainton,
See M. & Zelley E. (2015).
Applying communication theory for
http://www.dol.gov/odep/topics/youth/
professional life. A 3rd ed,. Sage
softskills/Communication.pdf
Publications
Dainton, M. & Zelley E. (2015).
Lucas, S. (2011).
Applying The art of public
communication theory for
speaking. NY: McGraw Hill.
professional life. A practical
Video of “The Most
introduction Important
3rd edition., SageCannot be
Said”: Eddie Calasanz
Publications. at
TEDxADMU(youtube)
Searles, G. (2014).
Workplace Communication:
TheBasics. Boston:Allyn & Bacon, 6th
ed.
Timefra Course Intended Learning Outcome
me/ Learning
Session Outcome
WEEK CLO 13 Write and present academic
16-17 papers using appropriate tone,
style, conventions and
CLO 8 reference styles
CLO 10 Adopt awareness of audience
and context in presenting
communication ideas
Convey ideas through oral,
audio-visual, and/or web-based
presentations for different
target audiences in local and
global settings using
appropriate registers
WEEK 18 FINAL EXAMINATION
Topics Teaching Learning Resources Assessments
Activities
Communication Independent research Produced modules on Bullock, R. & Analysis Papers (e.g.,
for academic (topic proposal, literature Goggin, M. (2013). The Norton Field literary analysis,
purposes (e.g., review, data gathering, Guide to Writing 3rd edition. W.W political science analysis
research-based data analysis) Norton and Company. paper) and/or Technical
journal or See Papers (for journal
magazine article, http://english28payte.weebly.com/uplo article or magazine
etc.) ads/3/8/2/94063/nortonfieldguide2.pdf article) on political,
See social, cultural,
http://www4.stat.ncsu.edu/~reich/st81 economic or health,
0A/oral.pdf environment issue
See Academic Presentations
http://pne.people.si.umich.edu/PDF/ho (e.g., paper
wtotalk.pdf 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 (e.g.,
good governance,
responsible citizenship,
disaster preparedness,
environmental
preservation, poverty
reduction, etc.)
IV. REFERENCES:
Purposive Communication required Readings and other Materials

Adler, R., J.M., & Lucas. Communicating at Work: Strategies for Success in Business and the Professions. NY: McGraw Hll, 2012.
Bullock, R., and Goggin, M. The Norton Field Guide to Writing. 3rd ed. W.W. Norton and Company, 2013.
Chase, R. and Shamo, S. Elements of Effective Communication. 4th ed. Washington, Utah: Plain and Precious Publishing, 2013.
Dainton, M. and Zelley E. Applying COMMUNICATION Theory for Professional Life. A Practical Introduction. 3rd ed., Sage Publications,
2015.
Lucas, S. The Art of Public Speaking. NY: McGraw Hill, 2011.
Mooney, A., Peccei, J.S., La Belle, S, et.al. Language, Society and Power: An Introduction. 3rd ed. London: Routeledge, 2010.
Searles, G. Workplace Communication: The Basics. 6th ed. Boston: Allyn & Bacon, 2014.

PURPOSIVE COMMUNICATION Suggested Readings and References

Abrams, R. Successful Business Plan: Secrets and Strategies. Redwood, CA: Planning Shop, 2010.
Axelrod, R. & Cooper, C. The St. Martin’s Guide to Writing. 10th ed. Bedford/St. Martin’s, 2013.
Biber, D. & Conraad S. Register, Genre, and Style. Cambridge: Cambridge University Press, 2009.
Lehman, C. & DuFrene, D. Business Communication. Mason, Oh: South- Western Cengage Learning, 2011.
Miller, K. Communication Theories: Perspectives, Processes and Contexts. 2nd ed. NY: McGraw Hill, 2004.
Anderson, K. & Tomkins, P. Practicing Communication Ethics: Development, Discernment and Decision- making. Routeledge, 2015.
Wallace, C. Critical Reading in Language Education. Basingstoke and New York: Palgrave McMillan, 2005.
Zoleta et.al. (2018). Purposive Communication. Mindshapers Co. INC.
 V. COURSE REQUIREMENTS:
1. Midterms, and Final Examination
2. Quizzes, Unit test and exercises

VI. GRADING SYSTEM

Class Standing 60%

Quizzes/Oral Presentation/Activities/Projects/Attendance
Examinations 40%
Midterm and Final

Final Grade: 50% Midterm Grade + 50% Final Grade

Prepared by:

FE T. DUGAY ARLENE JOY LLANTADA KEVIN JAY L. ARIENDA MELIZA JOY DELA CRUZ
COS Faculty COS Faculty COS Faculty COS Faculty
Date: ________ Date: ________ Date: ________ Date: ________

Reviewed by:

CESAR F. DE GUZMAN JR. MARVELYN D. IGNACIO

Campus GEC Coordinator OIC- BEED Program Chair
Date: ________ Date: ________

Approved by:

RONALD OCAMPO, Ph, D. CHERYL F. OLVIDA

OIC- Dean, College of Teacher Education Campus Director for Instruction
Date: ________ Date: _______

VII. APPENDICES
Rubrics for oral presentation
Criteria Poor (1-2) Fair (3) Satisfactory(4) Very Satisfactory(5)
Organization No apparent organization. Evidence There is some organization, The presentation has a focus The presentation is carefully
is not use to support assertions. but the speaker occasionally and provides some reasonable organized and provides convincing
goes off topic. Evidence used evidene to support evidence to support conclusions
to support conclusion is weak. conlcusions.

Content The content is inaccurate or overly
general. Listeners are unlikely to
learn anything or may be misled.
The content is sometimes The content is generally The content is accurate and
inaccurate. Listeners may accurate and reasonably comprehensive. Listeners are likely to
learn some isolated facts, but complete. Listeners may gain new insights about the topic.
the are unlikely to gain new develop a few insights about
insights about the topic. the topic.

Delivery The speaker appears anxious and The speaker occasionally The speaker is generally The speaker is professional, relaxed,
uncomfortable and reads notes, appears anxious or relazed and comfortable. and comfortable and interacts
rather than speaks. Listeners are comfortable, and may Listeners are generally effectively with listeners.
ignored. occasionally read notes, rather recognized and understood.
than speak. Listeners are often
ignored or misunderstood.

Total Score

Rubrics for Assessing Case Studies, Reflections, and Written Reports

Criteria Excellent (5) Very Satisfactory (4) Satisfactory (3) Fair (2) Poor (1)
Organization The ideas are arranged
logically, flow smoothly
from one to another, and
are clearly linked to each
other.
The reader can fully follow
the arguments and line of
reasoning.
Content The issue/topic is
addressed.
Shows a thoughtful, in-
depth analysis of the topic/
information.
Reader gains important
insights.
Writing The paper is free of errors
mechanics (grammar, spelling,
punctuation, etc.)
Total Score
The ideas are arranged The ideas are arranged The ideas are not coherent The ideas/arguments are
logically, flow logically. and linked to each other. generally unclear.
smoothly from one to The reader can The ideas/arguments are not
another. somewhat follow the consistently clear throughout
The reader can follow arguments and line of the report.
the arguments and line reasoning.
of reasoning.
Information provided Analysis of information Analysis of information is The reader is misinformed.
reasonable thought. is basic or general at vague or not clear.
Reader gains some times. Reader is confused.
insights. Reader gains few
insights.
The paper is almost The paper has some The paper has plenty of Reconstruction or rewriting
free of errors (1-3 errors on grammar, errors on grammar, spelling, of the paper is needed.
errors, grammar, spelling, punctuation, punctuation, etc.
spelling, punctuation, etc.
etc.)