MAPÚA UNIVERSITY

DEPARTMENT OF ARTS AND LETTERS

VISION

Mapúa shall be among the best universities in the world.

MISSION

a. The Institute shall provide a learning environment in order for its students to acquire the attributes that will make them globally
competitive.
b. The Institute shall engage in economically viable research, development, and innovation.
c. The Institute shall provide state-of-the-art solutions to problems of industries and communities.

MISSION
PROGRAM EDUCATIONAL OBJECTIVES
a b C
1. To provide students with a solid foundation in mathematics, basic sciences,
physics and general chemistry and their application to engineering, architecture   
and other related disciplines;
2. To complement the technical training of the students with proficiency in oral and
  
written communication;
3. To instill in the students human values and cultural refinement through the
  
humanities and social sciences; and,
4. To inculcate a high ethical standard in the students through its integration in the
  
learning activities.

COURSE SYLLABUS

1. Course Code: GED106

2. Course Title: PURPOSIVE COMMUNICATION

3. Pre-requisite: None

4. Co-requisite: None

5. Credit: 3 units

6. Course Description:

Purposive Communication is a 3-unit course that develops students’ communicative competence in all macro
skills: listening, speaking, reading, and writing. Through multimodal tasks and tools, students learn to
communicate effectively and responsibly to a multicultural audience in both local and global contexts. Further,
it sharpens their ability to critically evaluate messages of all types.

The course applies the Mapúa English Language Test (MELT) in assessing students’ language proficiency.

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7. Student Outcomes and Relationship to Program Educational Objectives

Program Educational Objectives

Student Outcomes
1 2 3 4
An ability apply knowledge of mathematics, science and
(a)    
engineering
An ability to design and conduct experiments, as well as to
(b)    
analyze and interpret data
An ability to design a system, component or process to
(c)    
meet desired needs.
(d) An ability to function on multi-disciplinary teams    
An ability to identify, formulate and solve engineering
(e)    
problems.
(f) An understanding of professional and ethical responsibility    
(g) An ability to communicate effectively    
The broad education necessary to understand the impact
(h)    
of engineering solutions in a global and societal context
A recognition of the need for, and an ability to engage in
(i)    
lifelong learning
(j) A knowledge of contemporary issues    
An ability to use the techniques, skills, and modern
(k)    
engineering tools necessary for engineering practice.

8. Course Outcomes (COs) and Relationship to Student Outcomes

Course Outcomes Student Outcomes*

After completing the course, the student must be able to: a b c d e f g h i j k
1. develop culturally appropriate and sensitive communication
R R D R R
materials;
2. create and present a communication project using various
R R D R R
strategies, materials, and tools; and,
3. write an academic paper on a given topic. D D D R R
* Level: I- Introduced, R- Reinforced, D- Demonstrated

9. Course Coverage

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 COURSE
Week TOPIC TLA AT
OUTCOMES
1 CO1 Communication, Lecture/Discussion  Lecture and
Globalization, and o Course overview discussion
Technology o Definition of purposive  Flipped classroom
communication  Group activity
o Roles of an effective communicator  Group presentation
o Traits of effective communication  SW1 (L)
o Influence of globalization and Video analysis
technology on communication  SW2 (S)
o Examples and impacts of Short presentation
technology-mediated on globalization and
communication technology
o Purposes of communication

Flipped Classroom
o Video: Texting is killing language.
JK!!!1 (Seatwork 1)
o Article: The Flight from
Conversation.2

Group Activity (Seatwork 2)

Create a short presentation on the
impact of globalization and technology
on communication.

2 CO1 Transnational and Lecture/Discussion  Lecture and

Transcultural o Definition of transnational and discussion
Communication transcultural communication  Blended learning
o Cultural nuances and variables in  Flipped classroom
communication  Group presentation
o Importance of transnational and  Q1 (W)
transcultural communication Evaluate an
o Challenges to communicating advertisement that
across cultures is culturally
o Examples of transnational and offensive or
transcultural communication inappropriate, and
adapt the material
Blended Learning to make it culturally
Watch videos on cultural blunders sensitive.
o HSBC Business Ads3
o Intercultural communication
adventure with Little Pilot4
o The most tone-deaf ads ever?5

Flipped Classroom
o Video: “Coolest Monkey in the
Jungle”: The long history of racism
in advertising?6
o Video: Are adverts deliberately
being racist?7

3 CO2 Process, Principles, and Lecture/Discussion  Lecture and

Ethics of o Verbal and non-verbal discussion
Communication communication  Flipped classroom
o Components of the communication  Self-assessment
process  Pair activity
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 o Communication barriers  Group activity
o Ethical considerations in  Group presentation
communication  SW3 (S)
o Application of ethics to Correcting
communication unethical
communication
Flipped Classroom practices
o Article: Muslim job applicant who
refused handshake wins
discrimination case in Sweden8
o Communication Code of Ethics9

Pair Activity
Do a self-assessment of one’s
communication skills, identifying one’s
strengths and weaknesses. Then, share
one’s evaluation with a partner.

Group Activity (Seatwork 3)

Identify real-life situations in which
unethical communication practices are
done and make recommendations for
improvement.

4 CO2 Audience Analysis Lecture/Discussion  Lecture and

o Definition of audience analysis discussion
o Importance of audience analysis  Blended learning
o Steps in doing audience analysis  Pair activity
 SW4 (R)
Blended Learning (Seatwork 4) Audience sensitivity
Use materials from previous lessons or of selected
other materials from the web (e.g., websites
website of their specific course, websites
of different product or even magazine
articles), and analyze as a group
whether the documents are audience-
sensitive and are able to communicate
the message effectively.

Pair Activity
Review websites that advertise
competing products. Compare and
contrast the two sites according to the:
o kind of information they provide;
o prospective audience; and
o effectiveness of the message.

5 CO2 Purposes of Lecture/Discussion  Lecture and

Communication o Purposes of communication: (1) to discussion
obtain, provide, and distribute  Flipped classroom
information; and (2) to persuade  Group activity
and agree  Group presentation
o Impacts of purposeful  Q2 (L)
communication Identify the
audience and the
purpose of the
videos (see 10 and
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 Flipped Classroom 11),
and evaluate
o Video: MacBook Air Introduction by the overall
Steve Jobs10 effectiveness of the
o Video: It’s More Fun in the video materials.
Philippines11  Q3 (W)
Create clear,
coherent, and
effective awareness
campaign materials
for a certain
audience.
 Q4 (S)
Present the
awareness
campaign materials
in class.

6 CO3 Business Lecture/Discussion  Lecture and

Communication o Definition, importance, types, and discussion
examples of business  Blended learning
communication  Flipped classroom
o Doing effective oral presentations  Pair activities
o Overcoming workplace challenges  Q5 (R)
Read an article28 on
Blended Learning workplace
Watch the video, “Giving presentations challenges and
worth listening to,”12 and identify the explore possible
main points of the speaker. solutions to solve
the problems.
Flipped Classroom
o Presentation Aids13
o Practicing for successful speech
delivery14

Pair Activities
o Analyze sample business
communication materials for the
workplace, identify the strengths
and weaknesses of the materials,
and make recommendations for
improvement.
o Write a business communication
material.

CO3 Science and Technology Lecture/Discussion  Lecture and

Communication Definition, importance, and examples of discussion
science and technology communication  Flipped classroom
 Pair activities
Flipped Classroom  Individual activity
o Video: How cancer cells  SW5 (W)
communicate – and how we can Science
slow them down15 communication
o Article: Can “nanowood” replace material
Styrofoam?”16
o Article: An explosive problem with
recycling iPads, iPhones, and other
gadgets17
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 Pair Activities
o Analyze sample science
communication materials for the
workplace, identify the strengths
and weaknesses of the materials,
and make recommendations for
improvement.
o Read and understand the article, 5
principles of science
communication18. Afterwards,
watch a TED-Ed lesson on the
effects of sitting19, and analyze how
the principles of science
communication were applied in the
video.

Individual Activity (Seatwork 5)

Write a science communication material
for a certain audience.

8 CO3 Journalism Lecture/Discussion  Lecture and

o Definition and importance of discussion
journalism  Flipped classroom
o Types and examples of journalism  Group activities
o Fake news and fact checking  Group presentation
 SW6 (L)
Flipped Classroom False news
o Video: How false news can
spread29 (Seatwork 6)
o Article: Ethical journalism: back in
the news20
o Article: How to tell fake news from
real news21
o Article: Fact-checking 10122

Group Activities
o Evaluate a news story from different
sources and identify the similarities
and differences in the information
provided by each news source.
o Write a news article about an event
that happened recently in the
campus.

9 CO3 Academic Writing Lecture/Discussion  Lecture and

o Definition, elements, importance, discussion
and examples of academic writing  Flipped classroom
o Language use  Pair work
o Format and style
o Editing and proofreading
o In-text and reference citations
o Plagiarism and academic
dishonesty

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 Flipped Classroom
o Go the distance: Academic
writing23
o Academic Writing24
o APA Formatting and Style Guide25
o What is plagiarism?26
o Understanding the public domain
and citation27

Pair Activity
Analyze sample academic papers,
identify their strengths and weaknesses,
and make recommendations for
improvement.

10 CO3 Applying the Principles FINAL TASKS FINALS (R, S, W)

of Purposive Write and present an academic paper on Academic Paper
Communication a given topic.
FINALS (L)
Paper-and-pencil test

10. Lifelong-Learning Opportunities

This course allows students to learn the principles of purposive communication, which they can apply in
school and in their respective professions in the future. Likewise, the diverse opportunities provided in
this course will allow students to work independently and collaboratively, giving them the chance to
further strengthen their confidence and interpersonal skills.

11. Contribution of Course to Meeting the Professional Component

General Education Component 80%

Professional Component 20%

12. Textbook

None

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13. Course Evaluation

Student performance will be rated based on the following:

Assessment Tasks Weight Minimum Average for

Satisfactory Performance
CO1 SW1 (L) 2.5% 70%
SW2 (S) 2.5% 70%
Q1 (W) 10% 70%
CO2 SW3 (S) 2.5% 70%
SW4 (R) 2.5% 70%
Q2 (L) 10% 70%
Q3 (W) 10% 70%
Q4 (S) 10% 70%
CO3 Q5 (R) 10% 70%
SW5 (W) 2.5% 70%
SW6 (L) 2.5% 70%
FE (S) 70%
FE (W) 70%
35%
FE (L) 70%
FE (R) 70%
TOTAL 100% 70%

The percentages of the final exam components are as follows:

Listening 20%
Reading 20%
Speaking 30%
Writing 30%

The final grades will correspond to the weighted average scores shown below:

Average Grade Average Grade

0 - 69.99 5.00 82.00 - 84.99 2.00
70.00 - 72.99 3.00 85.00 - 88.99 1.75
73.00 - 75.99 2.75 89.00 - 92.99 1.50
76.00 - 78.99 2.50 93.00 - 96.99 1.25
79.00 - 81.99 2.25 97.00 - 100.00 1.00

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 Other Course Policies

Grounds for a Failing Grade

1. Dishonesty in any of the tasks given

2. Absences of more than 20% of the total meetings in a quarter
3. Failure to take active participation in class activities
4. Failure to submit requirements
5. Failure in graded class activities

14. Other References

Books

o Chaney, L. & Martin, J. (2014). Intercultural Business Communication (6th ed.). NJ: Pearson
Education, Inc.
o Davis, K. W. (2005). Business Writing and Communication. NJ: McGraw-Hill.
o Etherington, B. (2006). Presentation Skills for Quivering Wrecks. London: Marshall Cavendish.
o Harvard Business Review. (2003). Business Communication: 9 steps to help you engage your
audience. MA: Harvard Business School Press.
o Hoogterp, B. (2014). Your Perfect Presentation: Speak in front of any audience anytime
anywhere and never be nervous again. NY: McGraw-Hill Education.
o Langan, J. & Goldstein, J. (2003). English Brushup (3rd ed.). NY: MCGraw-Hill Higher Education.
o Petelin, R. & Durham, M. (2004). The Professional Writing Guide: Writing well and knowing why.
AU: Woodslane Pty. Limited.
o Plata, S., Madrunio, M., Montenegro, M. Yu, P., & Calero, E. (2006). Keys to Critical Reading
and Writing: English proficiency and personal leadership workbook for college students.
Laguna, Trailblazer.
o Roebuck, D.B. (2006). Improving business communication skills. NJ: Pearson Education, Inc.

Websites

1. Texting is killing language. JK!!!

https://www.ted.com/talks/john_mcwhorter_txtng_is_killing_language_jk?language=en
2. The Flight from Conversation. https://www.nytimes.com/2012/04/22/opinion/sunday/the-flight-
from-conversation.html
3. HSBC Business Ads. https://www.youtube.com/watch?v=GOHvMz7dl2A
4. Intercultural communication adventure with Little Pilot.
https://www.youtube.com/watch?v=PSt_op3fQck
5. The most tone-deaf ads ever? http://money.cnn.com/video/media/2017/04/05/tone-deaf-
ads.cnnmoney/index.html
6. “Coolest Monkey in the Jungle”: The long history of racism in advertising?
https://www.dw.com/en/coolest-monkey-in-the-jungle-the-long-history-of-racism-in-advertising/a-
42178938
7. Are adverts deliberately being racist? https://www.bbc.com/news/newsbeat-43554424
8. Muslim job applicant who refused handshake wins discrimination case in Sweden.
https://www.irishtimes.com/news/world/europe/muslim-job-applicant-who-refused-handshake-
wins-discrimination-case-in-sweden-1.3599409
9. Communication Code of Ethics. http://open.lib.umn.edu/publicspeaking/chapter/2-2-ethics-in-
public-speaking/
10. MacBook Air Introduction by Steve Jobs. https://www.youtube.com/watch?v=kvfrVrh76Mk
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 11. It’s More Fun in the Philippines. https://www.youtube.com/watch?v=ADNgEHFDYzo
12. Giving presentations worth listening to. https://www.youtube.com/watch?v=NUXkThfQx6A
13. Presentation Aids. http://open.lib.umn.edu/publicspeaking/part/chapter-15-presentation-aids-
design-and-usage/
14. Practicing for successful speech delivery. http://open.lib.umn.edu/publicspeaking/chapter/14-4-
practicing-for-successful-speech-delivery/
15. How cancer cells communicate – and how we can slow them down.
https://www.ted.com/talks/hasini_jayatilaka_how_cancer_cells_communicate_and_how_we_ca
n_slow_them_down
16. Can “nanowood” replace Styrofoam? https://www.tweentribune.com/article/teen/could-
nanowood-replace-styrofoam/
17. An explosive problem with recycling iPads, iPhones, and other gadgets.
https://newsela.com/read/recycling-explosive-gadgets/id/46037/
18. Five principles of science communication. https://www.socialsciencespace.com/2018/04/five-
principles-of-science-communication/).
19. Why sitting is bad for you. https://ed.ted.com/lessons/why-sitting-is-bad-for-you-murat-dalkilinc
20. Ethical journalism: back in the news. https://en.unesco.org/courier/2017-july-september/ethical-
journalism-back-news
21. How to tell fake news from real news. https://blog.ed.ted.com/2017/01/12/how-to-tell-fake-news-
from-real-news/
22. Fact-checking 101. https://blog.ed.ted.com/2017/03/30/factchecking-101/
23. Go the distance: Academic writing.
http://www.bbc.co.uk/learningenglish/english/gothedistance/academicwriting
24. Academic Writing. https://owl.purdue.edu/owl/general_writing/academic_writing/index.html
25. APA Formatting and Style Guide.
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/ge
neral_format.html
26. What is plagiarism? https://www.plagiarism.org/article/what-is-plagiarism
27. Understanding the public domain and citation.
https://www.plagiarism.org/blog/2018/02/27/understanding-the-public-domain-and-citation
28. These Are the Top 10 Challenges for Employees in the Workplace Rig ht Now.
http://fortune.com/2018/09/17/linkedin-workplace-challenges/
29. How false news can spread. https://ed.ted.com/lessons/how-false-news-can-spread-noah-
tavlin

15. Course Materials

Audio-visual resources
Online materials

16. Committee Members

ALFARO, Aida M.
BRAVO-SOTELO, Karizza P.
CORTEZ, Edna P.
DE UNGRIA, Kathleen Jean P.
FAGARAGAN, Marites T.
HERNANDEZ, Angelina R.
MARTINEZ, Juan Edmund F.
TORRES, Ma. Eliza S.
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