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Syllabus Purposive - Summarized

Purposive Communication (Pangasinan State University)

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PANGASINAN STATE UNIVERSITY

Bayambang, Pangasinan
BACHELOR OF SECONDARY EDUCATION.

COURSE SYLLABUS
1st Semester, A.Y. 2024-2025

COURSE INFORMATION
COURSE CODE GE 4
COURSE TITLE Purposive Communication
COURSE TYPE □ Lecture
COURSE CREDIT 3 units
CLASS HOURS 54 hours
COURSE PREREQUISITE/
None
CO-REQUISITE
COURSE SCHEDULE F2f schedule
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To be a leading industry-driven State University in the ASEAN region by 2030.
The Pangasinan State University, shall provide a human-centric, resilient, and sustainable academic environment to produce dynamic,
UNIVERSITY MISSION
responsive, and future-ready individuals capable of meeting the requirements of the local and global communities and industries.
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 are
OUTCOMES 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.

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3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing 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
● Articulate a comprehensive and contextualized ● Explain how the English language works in the context of
view of the English language system and historical, social, cultural, and political factors.
development (PO 19)

● 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)

● Facilitate English language learning in diverse

social, cultural, academic, and professional
settings (PO 21)

● Preserve and promote “Filipino historical and

cultural heritage” (PO 11)

● Work effectively and independently in multi-

disciplinary and multi-cultural teams (PO 9)

2. Continuous Innovative Learner

● Demonstrate through institutional mechanisms, ● Explain clearly and logically how the English language
system, policies, and processes which are

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reflective of transparency, equity, participatory changes in response to various factors.

decision making, and accountability (PO 1)
● Act in recognition of professional, social, and
ethical responsibility (PO 10)

● Apply analytical and interpretive skills in the study

of texts (PO 14)

● Use appropriate theories and methodologies

critically and creatively (PO 17) ● Listen/speak/read/write/view situations, participate
effectively in oral communication situations where
● Effectively communicate orally and in writing using language systems vary.
both Mother Tongue and English and Filipino (PO
8)

● Communicate in English (both oral and written)

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

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

● Exhibit life-long learning and global competence ● Engage in English language research relevant to the
proficiency in communication skills, school and workplace settings.
inter/interpersonal skills, entrepreneurial skills,
innovative mindset, research and production
initiatives and capability in meeting industry
requirements of local, ASEAN and international
human capital market through relevant and

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comprehensive programs (PO 4)

● Contribute to the generation of new knowledge by

participating in various research and development
projects (PO 24)

● 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.

COURSE OUTCOMES

PROGRAM OUTCOMES CODE (PO)

COURSE OUTCOMES (C0)
At the end of the course, the student should be able to: PO PO PO PO PO PO PO PO PO PO PO PO PO PO PO
1 4 5 8 9 10 11 14 16 17 19 20 21 23 24
1. Describe the nature, elements, and functions of verbal and
non-verbal communication in various and multicultural P P P P P P P I P P P P P P P
contexts; (SDG 4: Quality Education)
2. Explain how cultural and global issues affect P P P P P P P P P P P P P P
I
communication; (SDG 4: Quality Education)
3. Determine culturally appropriate terms, expressions, and P P P P P P P D P P P P P P P
images; (SDG 4: Quality Education)
4. Evaluate multimodal texts critically to enhance receptive P
P P P P P P P P P P P P P P
(listening, reading, viewing) skills; (SDG 4: Quality Education)
5. Summarize the principles of academic texts structure; (SDG P
P P P P P P P P P P P P P P
4: Quality Education)

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6. Convey ideas through oral, audio-visual, and/or web-based

presentations for different target audiences in local and global P P P P P P P P P P P P P P P
settings using appropriate registers; (SDG 4: Quality
Education)
7. Create clear, coherent, and effective communication
materials; (SDG 4: Quality Education) D P P P P P P D P P P P P P P
8. Present ideas persuasively using appropriate language
registers, tone, facial expressions, and gestures; (SDG 4: D P P P P P P D P P P P P P P
Quality Education) D
9. Write and present academic papers using appropriate tone, P P P P D P P P P P P P
style, conventions, and reference styles; (SDG 4: Quality P P
Education)
10. Adopt cultural and intercultural awareness and sensitivity in D P P P P P P P P P P P P P P
communication of ideas; (SDG 4: Quality Education)
11. Appreciate the differences of the varieties of spoken and
D P P P P P P P P P P P P P P
written language; (SDG 4: Quality Education)
12. Adopt awareness of audience and context in presenting D P P P P P P P P P P P P P P
ideas, (SDG 4: Quality Education) and
13. Appreciate the impact of communication on society and the
world. (SDG 4: Quality Education) P P P P P P P P P P P P P P

I. (Introduced) P. (Practiced) D. (Demonstrate)

COURSE LEARNING PLAN

Course Learning Activities Learning Materials

Learning Outcomes Topics Hours Assessment
Outcome/s (Face-to-Face) and Platform

At the end of the lessons, the I. Orientation 1 Class Orientation

● Modified ● Class Recitation
pre-service teacher (PST) should A. VMGO Lecture
be able to: Handouts
B. PSU Core Competencies
a) Explain the relevance of the ● Class Reflection
C. Course Overview
course to the attainment of ● Social Media
D. Course Expectations/Requirements
the University’s VMGO.
E. Grading System
b) State relevant information
about the course to
manifest an understanding
of its overall objectives.

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CO 1, CO12, At the end of the lesson, the Chapter 1: COMMUNICATION

● Study Guide ● Small Group discussion
CO13 students should be able to: PROCESS, PRINCIPLES, AND ETHICS 6 Lecture and class discussion
on elements, types and ethics
a) Describe the nature, A. Components of Communication of communication ● Modified ● Role Playing showing the
components, process, principles B. The Communication Process
and ethics of communication in C. Principles of Communication handouts communication process,
Group work on identifying
various multicultural contexts; D. Types of Communication elements of communication in principles, and ethics
according to Mode various text ● Web-linked
b) Identify the types of E. Types of Communication references
communication in relation to According to Context Round-Robin Brainstorming to
communication mode, context, F. Types of Communication show the process of
and purpose and style, and According to purpose and style communication
G. Ethics of Communication
c) Practice effective
communication skills
CO1, CO2, At the end of the lesson, the Chapter 2: COMMUNICATION AND 7
● Study Guide ● Write a reflection paper
CO10, CO12 students should be able to: GLOBALIZATION Lecture and class discussion
on Communication and about the research
a) Define global A. What is Globalization Globalization journal on
● Modified
communication and its B. Impacts of Globalization on
handouts
“Communication and
emergence; Communication Globalization: Media,
C. Impact of Globalization: A challenge Culture, and Society in
b) Appreciate the impact of to Communication ● Web-linked the 21st Century” by
communication on society and references Muraca, P at al.
⮚ Issue on the
the world;
imbalanced on Global
c) Analyze the impact of communication
globalization to communication ⮚ The Power of ICT
and the great challenge it
offers; ⮚ Social Media and its
Applications
d) Discuss the power of
information and ⮚ Functions of Social
communications technology Media
( ICT) in making global
communication a reality; ⮚ Proper Uses of Social
Media
e) Identify social media
applications, their uses, and
functions in global
communication

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CO2, CO3, At the end of the lesson, the Chapter III: LOCAL AND GLOBAL 6 Lecture and class discussion
● Study Guide
CO4, CO8, students should be able to: COMMUNICATION IN on local and global
CO10, MULTICULTURAL SETTINGS communication in multicultural
CO12,CO13 a) Define intercultural settings ● Modified
communication and discuss its A. Intercultural Communication
nature and characteristics; B. Dimensions of Cultural handouts
Focus group discussion on
Differences global community and cultural
b) Identify the cultural C. Nonverbal and Intercultural awareness and sensitivity ● Web-linked
dimensions applied to cross- Communication references
cultural communication, and D. Barriers in Intercultural
Communication
c) Present the barriers in E. The Global Community
intercultural communication and F. Cultural Awareness and
find ways on how to overcome Sensitivity
them towards effective human G. Gender Sensitivity
interaction in multi-cultural H. Political Correctness
settings.
CO3, CO4, At the end of the lesson, the Chapter IV : VARIETIES AND 6 Lecture and class discussion Reflect and Share Activity:
● Study Guide
CO8, CO12, students should be able to: REGISTERS OF SPOKEN AND on varieties and registers of Listen to one TED talks videos
CO13 WRITTEN LANGUAGE spoken and written language about communication and share
a) Demonstrate understanding of ● Modified your comments/reactions to the
the concept of the varieties of A. Varieties of English class.
handouts
English in Asian Contexts; B. Language Varieties
C. Language Registers
b) Determine culturally D. British English vs. American ● Web-linked
appropriate terms, expressions, English references
and images (sensitivity to gender,
race, class, etc.);

c) Distinguish and explain the

varieties of language forms in
terms of language, genre, and
style, and

d) Analyze the use of language

registers in different situations
and context.

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Midterm 1
hour

Total number of hours 27

hours

CO3, CO4, At the end of the lesson, the Chapter V: EVALUATING MESSAGES 6 Quiz
● Study Guide
CO11, students should be able to: AND/ OR IMAGES Lecture and class discussion
CO12, CO13 on critical reading and Situational Analysis
a) Evaluate multimodal texts A. Linguistics Landscapes listening ● Modified
critically to enhance receptive B. Geosemiotics Critical Thinking Essay
(listening, reading, viewing) skills; handouts
C. Kinds of Signs Exercises on analyzing
D. Online Landscapes content of various texts
b) Convey ideas through oral, E. General Criteria for Evaluating ● Web-linked Small Group Discussion
audio-visual, and/or web-based messages Evaluating Messages in a references
presentations for different target social experiment: watch a
audiences in local and global video titled “ Homeless
settings using appropriate Muslim Experiment “ posted
registers, and by Karim Jovian in Youtube
and answer the following
c) Adopt awareness of audience questions:
and context in presenting ideas. 1. What is your
personal feeling
about the
Muslim with a
message in his
placard? Are
you convinced
that the Muslim
needs help?
Explain.
2. What was the
message
imparted by the
video?
3. Give one
message that
may cause such
indifference from
the crowd.
4. At what point in
the video was
there a change
of interaction?
5. What was the

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real story behind

the Muslim
posing as a
homeless man?
What did the
Muslim do after
the scene with
the placard?

CO3, CO4, At the end of the lesson, the Chapter VI: COMMUNICATION AIDS 4 Quiz
● Lecture and class ● Study Guide
CO6, CO7, students should be able to: and STRATEGIES USING TOOLS OF
CO8, TECHNOLOGY discussion on preparing
CO12,CO13 a) Identify communication aids audio-visual and web- Video or PowerPoint
● Modified
and strategies using the tools of A. Communication Aids and Tools based presentation presentation making
handouts
technology; B. Use of Audiovisual Materials
C. Effective Oral Presentation ● Group work and class Audio-Visual Production
b) Convey ideas through oral, D. Effective Presentation of Written ● Web-linked
discussion on identifying
audio-visual, and web-based or Report references
problems with the
online presentations; E. 4 P’s in Effective Presentation
F. Technology Tools and research presentation in
the video
c) Explain the use of audio-visual Strategies
materials in effective presentation
based on the GAME strategy; ● Form into groups of five
and make a short
d) Analyze the elements and audiovisual presentation
techniques of effective oral and using personal gadgets.
written presentation; Choose from any of ff.
topics (1) The beauty of
e) Discuss the 4 Ps of effective nature (2) Garbage -an
presentation, and eye sore (3) Little things
mean a lot-some simple
f) Assess the various steps of doing good (4)
presentation technology tools in surviving depression (5)
achieving effective promoting personal
communication. hygiene

CO6, CO8, At the end of the lesson, the Chapter VII: COMMUNICATION FOR 6 Lecture and class discussion Deliver an impromptu,
● Study Guide
CO12, CO13 students should be able to: GENERAL PURPOSES on communication for general informative, or persuasive
purposes. speech.
a) Discuss the principles of A. Principles and Types of

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effective public speaking; Speeches

● Modified
B. Non-verbal Communication
b) Identify the type of speeches; C. Connecting with the Audience handouts
D. Impromptu Speaking
c) Determine situations where E. Informative Speaking ● Web-linked
public speaking can take place, F. Persuasive Speaking
references
and

d) Deliver a speech effectively.

CO7, CO9, At the end of the lesson, the Chapter VIII : COMMUNICATION FOR 4 Lecture and class discussion Write a sample application
● Study Guide
CO12, CO13 students should be able to: WORK PURPOSES on communication for work letter.
purposes.
a) Identify the features of A. Letters, Memos, and E-mails ● Modified
effective letters, memos, e-mails, B. Minutes of the Meeting Attend a meeting of an
handouts
minutes of the meeting, C. Proposals and Reports organization in your school or
proposals, and reports, and a council in your community.
As a requirement, you need to ● Web-linked
seek permission from the references
b) Write effective minutes of person in charge before
the meeting and an effective attending such a meeting. Tell
proposal them that the minutes that you
will be preparing are for
academic purposes alone.
You may use a recorder if
allowed to do so.
Form a group of three to four
members each. Then, 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
minutes of the meeting.
CO7, CO9, At the end of the lesson, the Chapter IX: COMMUNICATION FOR 6 Lecture and class discussion Write a position paper and/or
● Study Guide
CO12, CO13 students should be able to: ACADEMIC PURPOSES on communication for case report.
academic purposes.
A. The Basic Standards ● Modified
a) Explain the basic standards
of Academic Integrity
of academic integrity and B. Citation Techniques and handouts
language, and principles of Bibliographical Methods
research; C. Principles of Research ● Web-linked

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D. Referencing and Note-Taking references

b) Apply strategies in citing E. Writing Position Papers
references, note-taking, and F. Writing Case Reports
how to write bibliography, and

c) Write a position paper

and/or a case report.

FINAL EXAMINATION 1 hour

Total no. of Hours 27 hours

COURSE REFERENCES AND SUPPLEMENTAL READINGS

A. Books b. Electronic Sources

Adler, R, Elmhorst, J.M.• & Lucas. (2012). Communicating at Work: Strategies for Success in Muraca, P. et al. (2024). Communication and Glocalization: Media,
Business and the Professions. NY: McGraw Hill. Culture, and Society in the 21st Century. Retrieved from
Balon, W., Bernales, R. and Biligan, R. (2018). Purposive Communication in Local and Global https://www.frontiersin.org/research-topics/51243/communication-and-
Contexts. Malabon City: Mutya Publishing House, INC. glocalization-media-culture-and-society-in-the-21st-century/overview
Barrot, J. and Sipacio, P. (2018). Purposive Communication in the 1 st Century. Quezon City: C &
E Publishing Inc.
Chase, R. and Shamo, S. (2013). Elements of Effective Communication. 4th ed. Washington, Ideas about Communication (ted.com)
Utah: Plain and Precious Publishing.
Dagdag, L., Padilla, M. & Roxas, F. (2018). Communicate and Connect! Purposive
Communication. Malabon Cty. Mutya Publishing House, Inc.
Henson, R. (2018). Purposive Communication Crafting Messages with Intentions. Quezon City: C
&E Publishing Inc.
Lucas, S. (2011). The Art of Public Speaking. NY: McGraw Hill.
Madrunio, M. & Martin, I. (2018). Purposive Communication Using English in Multilingual
Contexts. Quezon City: C& E Publishing Company, Inc.
Miller, K. (2004). Communication Theories: Perspectives, Processes, and Contexts. 2nd ed. NY:
McGraw Hill.

COURSE REQUIREMENTS and GRADING SYSTEM

A. Written Outputs
1. Reaction Paper Grading System: Computation of Final Grade:
2. Workplace documents A. Midterm/Final Examination - 40%
B. Class Standing - 30% 1/3 Midterm Grade + 2/3 Final Grade
3. Written Report
b.1.Quizzes, Attendance based submissions Level of success or cutoff grade = 60%
(Formative assessments) 10%
COURSE SYLLABUS IN CREATIVE WRITING b.2. Unit/Chapter (Summative Tests) 20%
11
C. Performance-based assessment - 30%
100%
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B. Performance Outputs
1. Class Participation
2. Reporting
3. Class Presentation
Reflection Paper Rubric
RUBRICS
Excellent (10) Good (7) Satisfactory (5) Needs Improvement (3)
Writing Development and The paper indicates progress. The paper indicates some The paper indicates minor The paper indicates little to no
Process It reflects a high level of progress or effort during the progress or effort during the progress or effort during the
awareness of the process unit. unit. unit.
involved in writing (outline, It reflects awareness of the It reflects some awareness of It reflects little to no awareness
editing, implementation of process involved in writing the process involved in writing of the process involved in
suggestions from peer feedback (outline, editing, implementation (outline, editing, implementation writing (outline, editing,
and teacher's comments) of suggestions from peer of suggestions from peer implementation of suggestions
feedback and teacher's feedback and teacher's from peer feedback and
comments) comments) teacher's comments)
Entry Choices Student clearly justifies his/her Student mostly justifies his/her Student somewhat justifies Student does not justify his/her
choices of entry and how these choices of entry and how these his/her choices of entry and how choices of entry and how these
choices have contributed to the choices have contributed to the these choices have contributed choices have contributed to the
development/representation of development/representation of to the development/representation of
his/her writing. his/her writing. development/representation of his/her writing.
Entries demonstrate a variety of Entries demonstrate some his/her writing. Entries demonstrate no variety
assignments given over the unit. variety of assignments given Entries demonstrate little variety of assignments given over the
over the unit. of assignments given over the unit.
unit.
Personal Reflection Reflection clearly demonstrates Reflection demonstrates how Reflection somewhat Reflection does not demonstrate
how aware the student has aware the student has become demonstrates how aware the how aware the student has
become about his/her writing, about his/her writing, what has student has become about become about his/her writing,
what has improved, and what improved, and what still requires his/her writing, what has what has improved, and what
still requires work, including work, including comparisons improved, and what still requires still requires work, including
comparisons between rough between rough and final drafts. work, including comparisons comparisons between rough
and final drafts. Student can identify and explain between rough and final drafts. and final drafts.
Student can clearly identify and his/her strengths and Student somewhat identifies Student does not identify and
explain his/her strengths and weaknesses in the various entry and explain his/her strengths explain his/her strengths and
weaknesses in the various entry choices. and weaknesses in the various weaknesses in the various entry
choices. entry choices. choices.
Writing Skills & Mechanics Minor, grade-appropriate errors Several mechanical errors are Mechanical errors strongly
No errors in grammar, sentence in grammar, sentence structure, not appropriate to grade level, affect the overall reading of the
structure or spelling. or spelling. but not strongly affecting the portfolio.
overall reading of the portfolio

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Presentation Speaks clearly throughout the Speaks clearly throughout most Speaks clearly for some of the Speaks clearly for little to none
presentation with appropriate of the presentation with presentations with appropriate of the presentations with
volume, eye contact, visual aids, appropriate volume, eye volume, eye contact, visual aids, appropriate volume, eye
and respects time constraints. contact, visual aids, and and respects time constraints. contact, visual aids, and respect
Includes all required respects time constraints. Includes some required for time constraints.
components. Includes most required components. Includes little to no of the
components. required components.

RUBRIC FOR REPORTING

Excellent Good Fair Poor

(15 pts.) (10 pts.) (5 pts.) (0 pt.)

Organization Excellent Good Fair Poor

20 %
•Students present a •Students develop logical •Pattern is vague and ill- •Student does not address
sophisticated, logical, and sequence which audience can conceived; lacks clear structure, pattern or the pattern is illogical
interesting organizational follow. making it hard for the audience to
sequence which audience can follow
easily follow.

Delivery Excellent Good Fair Poor

20 %
•Students maintain eye •Students maintain eye contact •Students occasionally use eye •Students present information
contact with audience and most of the time and voice are contact and voices are low. with no eye contact.
clear, correct, precise clear.
pronunciation of terms is used •Students incorrectly pronounce or •Students mumble, incorrectly
so that all audience members •Student pronounces most words seem unfamiliar with terms. pronounces or use terms, and
can hear presentation. correctly. speak too quietly for students in
•Audience members have difficulty the back of class to hear.
•Student is very enthusiastic •Most audience members can hearing presentation.
and fluid. hear presentation. Student •Body language is too
Presentation demonstrates creates a fluid presentation. •Students are somewhat fluid in distracting.
mastery of grammar, usage, presentation.
mechanics and spelling. •Presentation demonstrates •Presentation contains

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control of grammar, usage, •Presentation contains some frequent, severe errors in

mechanics and spelling. intrusive errors in grammar, grammar, usage, mechanics
usage, mechanics and and spelling.
spelling.

Creativity Excellent Good Fair Poor

15 %
• Analysis and presentation • Analysis and presentation are • Analysis and presentation are • Analysis and presentation are
are highly engaging to the engaging to the audience and somewhat engaging but not rarely engaging and not
audience, and precisely appropriate to the selection. always appropriate to the appropriate to the selection.
attuned to • Analysis and presentation selection. • Analysis and presentation
the selection. demonstrate a fair degree of • Analysis and presentation demonstrate little creativity and
• Analysis and presentation creativity and originality. demonstrate limited, occasional originality.
demonstrates a high degree of • Presentation is generally creativity and originality. • Presentation is not appropriate
creativity and originality. appropriate to the audience. • Presentation is only sometimes to the audience.
• Presentation is exactly tuned appropriate to the audience.
to the audience.

Content Excellent Good Fair Poor

45 %
• Information shows expertise •Students give accurate and •Students give mostly accurate •Student gives inaccurate or
in textual understanding, use sufficient information with and sufficient information, with insufficient information and
of terms, and in establishing attention to context and has solid some attention to context student fails to address context.
context within the passage understanding of terms.
and in the text as a whole. • The analysis demonstrates some • An incomplete and sometimes
• A good understanding of the but incomplete understanding of inaccurate understanding of the
• The analysis demonstrates a assignment. the assignment. assignment is demonstrated.
clear, complete understanding
of the assignment. • The analysis demonstrates a • An incomplete understanding of • No purpose and focus are
clear purpose and focus. the topic is demonstrated. presented.
• The analysis demonstrates a
very clear purpose and focus. • Analysis includes a synopsis of • The analysis has an unstated • Analysis may not include a
the topic. purpose and focus. synopsis of the topic.
• Analysis seamlessly includes
a synopsis of the topic. • Analysis includes an • Presentation shows little or an
incomplete/inaccurate synopsis of inaccurate understanding of the
the topic. topic.

• Few ideas and arguments are • Few ideas and arguments

presented.

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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.
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 (Face-to-face Class)

1. Attendance in the class signifies readiness to participate in class discussions and activities.
2. A student is responsible for his/her absence; no make-up projects will be given.
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.
4. Requirements must be submitted within the designated date of submission.
5. Missed quizzes, activities and exams are given consideration, provided that the student concerned presents a valid reason for absence in black and white. If no valid
reason is presented, the missed work will be equivalent to 5.0.

Technology Agreement
1. The use of electronic devices such as laptops, tablets and cell phones inside the classroom is ONLY ALLOWED WITH MY PERMISSION. Charging of your electronic devices is
prohibited inside the class. Please make sure they are fully charged before bringing them to class.

2. Cell phones and other devices need to be set in silent mode. For emergency purposes, please request to take the call/answer the text message outside the classroom.

Academic Honesty and Class Conduct

1. Cheating in Examination and Quizzes (Article 14, Section 1-n of PSU Handbook):

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1st Offense : Automatic grade of 5.00 in the particular examination where cheating occurred; referral to guidance counselor.
nd
2 offense : Automatic grade of 5.0 if done on the same subject and/or other subjects and suspension for one semester.
rd
3 offense : Automatic grade of 5.0 in the subject/s and suspension of one semester to dismissal from the institution.

Additional Information:

1. A Messenger Group Chat will be created for the subject specifically which will be used for immediately answering queries.

2. A Closed Facebook Group will be created for posting of announcements, syllabus, assignments, rubrics, directions, videos or links of instructional materials.

3. All assignments encoded in MS Word shall be submitted to the teacher’s email: ______________________ or unless otherwise indicated by the instructor.

4. Please indicate in the subject of the email your name and the activity (e.g. DELA CRUZ_JUAN_Activity_1)

5. All documents and/or photos shall be renamed bearing your name and the activity (e.g. DELA CRUZ_JUAN_Activity_1) for purposes of monitoring of submission
and on-time passing.
REVISION HISTORY

REVISION NUMBER DATE OF REVISION DATE OF IMPLEMENTATION HIGHLIGHTS OF REVISION

2022-01 September 7, 2022 September 19, 2022 (AY 2022-2023)
● Updating of syllabus format

● Inclusion of activities/ assessments

in the face to face classes.

● Inclusion of rubric/s for the

activities/ assessments.

● Update of hours per topic/chapter

● Update of the classroom policies

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2023-01 February 12, 2023 February 20, 2023 (AY 2022-2023)

● Updated syllabi based on the

prescribed format

● Modified, updated, and enhanced

learning activities and assessments

to target course outcomes and
program outcomes

2024-01 August 8, 2024 August 19, 2024

● Included SDGs in the course

outcome relevant to each topic

● Changed subtopics of Chapters 2,8,

and 9

● Improved learning activities by

aligning them with topics

● Adjusted the number of hours

based on the revision

● Removed online activities in

response to the full implementation

of f2f classes.

PREPARATION AND REVIEW NAME SIGNATURE DATE SIGNED

Adopted and Enhanced by: August 14-15, 2024
Focal Person (Common Program) MAE ANNE P. GONZALES, PhD
Faculty (Stand-alone Program)

Reviewed by the Committee: VEMMA MAE GUINTO-OLIVAR, PhD August 14-15, 2024
Chair, General Education Department

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Endorsed by the Council of Deans and Chairs: August 16, 2024

FACULTY CONTACT INFORMATION

NAME MAE ANNE P. GONZALES

DESIGNATION Assistant Professor 1
MOBILE PHONE NUMBER 09460299950
E-MAIL ADDRESS [email protected]
CONSULTATION
Thursday-Friday, 9:00-10:30 AM
SCHEDULE
OFFICE LOCATION Languages Department
Prepared by: Checked by: Recommended by: Approved:
MAE ANNE P. GONZALES, PhD VEMMA MAE GUINITO-OLIVAR, PhD MITZY M. MACARAEG, PhD GUDELIA M. SAMSON, DPA

Faculty Department Chairperson College Dean Campus Executive Director

Certified for Campus/University Utilization for A.Y.2024-2025

WEENALEI T. FAJARDO, PhD MANOLITO C. MANUEL, EdD

Director for Curriculum and Instruction Vice President for Academics and Student Services

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