NORTHWESTERN UNIVERSITY

Laoag City
.
SYLLABUS NWU - ACA - 010

College of Teacher Education

1ST Semester SY 2019-2020

Course Code : ENGL 101

Course Title : PURPOSIVE COMMUNICATION
Credit Units : 3 units
Time Allotment : 54 hours
Pre-requisite : N/A

I. Vision

NORTHWESTERN UNIVERSITY envisions itself to be a premier institution of learning in Asia committed to Excellence and
Ethical Formation for Global Relevance

II. Mission

NORTHWESTERN UNIVERSITY is dedicated to develop individuals to become Highly Competent, Socially Responsible and
Ethically Upright leaders.

.
III. Institutional Objectives

Concomitant to its role as a University in which higher learning, research and community extensions are developed and nurtured,
Northwestern University adopts the following objectives where excellence as a way of life is its rallying point.

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1. To provide a strong educational foundation by offering and maintaining comprehensive basic/general education programs and
strengthening pillars of knowledge in the academe in order to produce functional graduates who will be able to meet the needs of both
local and global markets.
2. To train and develop students and employees for responsible leadership, effective citizenship and social responsibility through the
inculcation of the ideals of democracy and positive values, manifested by a great concern for their fellow men.
3. To provide a strong and comprehensive human resource development program for professional advancement and to remain
competitive in changing times.
4. To align and harmonize the research and extension programs with the local, regional, national and global thrust.
5. To explore and expand linkages with local and international agencies.

IV. Program Objectives

Specifically, the program will help the student to:

1. Possess broad knowledge of language and literature for effective learning;

2. Use English as a local language in a multilingual context as it applies to the teaching of language and literature;
3. Acquire extensive reading background in language, literature, and allied fields;
4. Demonstrate proficiency in oral and written communication;
5. Shows competence in employing innovative language and literature teaching approaches, methodologies, and strategies;
6. Use technology in facilitating language learning and teaching;
7. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language and literature;
and
8. Display skills and abilities to be a reflective and research-oriented language and literature teacher.

V. Course Description :

Purposive Communication is a three-unit course that develops students’ communicative competence and enhances their
cultural and intercultural awareness through multimodal tasks that provide them opportunities for communicating effectively and
appropriately to 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

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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.

VI. Course Outcomes and Relationship to Program Outcomes/ Student Outcomes:

Program Outcomes
After finishing the course, the student must be able to:
A B C D E F G
Course Outcome 1. Recite and discuss the IPVMO and Core Values of the University, VMO of L L L L L L L
the college, Program Educational Objectives and Outcomes, and University policies.

Course Outcome 2. Describe the nature and concepts of Purposive Communication L L L L L L L

Course Outcome 3.At the end of the course, the students should be able to:
a. Knowledge
a.1. Analyze “texts” critically L L L L L L L
a.2 Demonstrate proficient and effective communication L L L L L L L
a. 3 Use basic concepts across the domains of knowledge L L L L L L L
a.4 Demonstrate critical, analytical, and creative thinking L L L L L L L
a.5 Apply different analytical modes in problem solving L L L L L L L
b. Values
b. 1Appreciate the complexity of the human condition O O O O O O O
b.2 Interpret the human experience from various perspectives O O O O O O O
b.3 Examine the contemporary world from both Philippine and global O O O O O O O
perspectives
b.3 Take responsibility for knowing and being Filipino O O O O O O O
b.4 Reflect critically on shared concerns O O O O O O O
b.4 Generate innovative practices and solutions guided by ethical O O O O O O O
standards
b.5 Make decisions based on moral norms and imperatives O O O O O O O

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Appreciate various art forms
b.6 Contribute aesthetics
b.7 Advocate respect for human rights
b.8 Contribute personally and meaningfully to the country’s development O O O O O O O
c. Skills
c.1 Work effectively in a group
c.2 Apply computing tools to process information effectively O O O O O O O
c.3 Use current technology to assist and facilitate learning and research L L L L L L L
c.4 Negotiate the world of technology responsibly L L L L L L L
c.5 Create solutions to problems in various fields
c.6 Manage one’s knowledge, skills, and values for responsible and P P P P P P P
productive living P P P P P P P
c.7 Organize one’s self for lifelong learning O O O O O O O

O O O O O O O

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Note: L = Learned P = Practiced O = Opportunity to learn

Program Outcomes:

Program Outcomes:
To achieve its vision and mission, the College of Teacher Education in compliance to CMO 74 series 2017 – Policies and Guidelines for
Bachelor of Elementary (BEEd) and CMO 75, series of 2017 – Policies and Guidelines for Bachelor of Secondary Education (BSEd)
adopts the following objectives:
1. To be conscious of its significant role in the early realization of the social, economic, and spiritual development goals of the
institution.
2. To value high moral and integrity and abide by ethical principles in the pursuit of both professional and personal actuations.
3. To develop the culture of research among its teachers and students.
4. To develop the esprit ‘de corps among the NWU community.
5. To increase social awareness and instills real meaning of social concern among CTE students through active involvement in the
outreach activities.
6. To apply principle of human rights as a foundation for sound citizenship.
7. To appreciate the essence of sportsmanship among students through their active participation in school-related competitions.

VII. COURSE PLAN

Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame

At the end of the unit, the
students must have memorized,
accepted and expressed the
VMO of the university, core
values, the college and the
program educational objectives
and program outcomes of the
department.
 University Vision and Mission
 ISO and Accreditation General
Concepts
 Program Educational Objectives
 Program Outcomes
 University Policies
 Core Values
 The students will memorize  Recitation Day 1
the vision and mission  Discussion
statementsof the university
as well as that of the college.
 The students will memorize
the program educational
objectives and program
outcomes.

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Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame
 The class will be arranged
into groups and discuss the
VMO and program outcomes
within groups.

At the end of the semester, the Class Management Policies Daily D.O.L. Reading logs Week 1-18
students should be able to: Activities Reading Logs Journals (Every day for
1. gain mastery of the 1. D.O.L. Journals D.O.L. the whole
policies that affect their 2. Reading logs Exercises semester)
attendance and grades; 3. Journal writing
2. demonstrate daily oral 4. Idioms
language (D.O.L.) 5. Tongue twisters
lessons proficiently;
3. write daily reading log
effectively; and
4. present oral reports
with confidence
At the end of the semester, the I. Communication Processes, Lecture and discussion Quizzes Week 1
students should be able to: Principles and Ethics
Powerpoint/LCD projector Seatwork
1. describe the nature, 1. Components of
elements and functions, Communication Group work on identifying Recitation and
principles and ethics of 2. The Communication Process elements of communication in analysis of audio
verbal and non-verbal 3. Principles of Communication various texts and/or video clips
communication in 4. Ethics of Communication
various and Audio and/or video clips of Recitation and
multicultural contexts. various media (TV commercials; analysis of
movies; newscasts; etc.) newspaper,
magazines and

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Learning Outcomes
At the end of the semester, the II. Communication and
students should be able to:
1. explain how cultural
and global issues affect
communication; and
2. appreciate the impact of
communication on
society and the world.
At the end of the semester, the
students should be able to:
1. determine culturally
appropriate terms,
expressions and images
(sensitivity to gender,
race, class, etc.); and
2. adopt cultural and
intercultural awareness
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Topics Teaching-Learning Activities Assessment Tools Time Frame
Texts from newspapers, journals
magazines, journals
Class discussion of essay “Flight Quizzes Week 1
Globalization from Conversation” or
“Connected, but alone” and Seatwork
1. What is globalization? “How social media can make
2. Impacts of Globalization on history” or “Writing a web for Recitation and
Communication global good” analysis of audio
3. Impacts of Globalization on and/or video clips
Global Communication Video “Connected, but alone” in
TED talks
Video “How social media can
make history”
Video “Writing a web for global
good”
III. Local and Global Lectures and discussion on using Quiz and seatwork Week 2-3
Communication in culturally appropriate terms,
Multicultural settings expressions and images, Recitation and
varieties and registers of analysis of film and
1. A world of Diversity language video clips
2. The Global Community
3. Cultural Awareness and Discussion of cultural Reflection paper
Sensitivity appropriateness in
4. Political Correctness communicating as tackled in Research and report
film/video on various cultural
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Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame
and sensitivity in IV. Varieties and Registers Of and intercultural
communication of Spoken And Written Language Films and videos showing modes of
ideas. different speakers from various communication
1. Language Varieties regions communicating in a and/or various
2. Language Registers multilingual setting (e.g. Lost in issues in
3. Types of Language Registers Translation) communication

Watch “Pop culture in the Arab

World” in TED talks

At the end of the semester, the V. Evaluating messages and/or Lecture and class discussion on Quiz and seatwork Week 4-5
students should be able to: images of different types of critical reading and listening
texts reflecting different Recitation
1. evaluate multimodal cultures (regional, Asian, Authentic texts about cultural
texts critically to Western, etc.) sensitivity from various media Reflection
enhance receptive (text messages; email message;
(listening, reading, 1. Linguistic Landscapes social media messages;
viewing) skills; 2. Geosemiotics newspaper magazine and journal
2. convey ideas through 3. Kinds of Signs articles; print and electronic
oral, audio-visual, 4. Online Landscapes advertisements)
and/or web-based
presentations for Exercises on analyzing content
different target of various texts
audiences in local and
global settings using Invitation for people to join
appropriate registers; cause-oriented events using
and various media such as email,
3. create awareness of social media, print and/or
audience and context electronic advertisements

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Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame
and context in
presenting ideas

At the end of the semester, the VI. Communication aids and Lecture and class discussion on Seatwork Week 6-7
students should be able to: Strategies preparing audio visual and web-
1. convey ideas through based presentations Group work
oral, audio-visual, 1. Kinds of Communication
and/or web-based Strategies Group work and class discussion Quiz
presentations for 2. Factors to Consider in on identifying problems with the
different target Developing a Communication research presentation in the Analysis audio and
audiences in local and Strategy video video clips from
global settings using various sources
appropriate registers; Powerpoint/LCD projector
and Texts, video/audio clips from Reflection of clips
2. adopt awareness of various sources from various
audience and context in sources
presenting ideas See “The world’s worst research
presentation”

Oral, audio-visual, and/or web-

based presentations to promote
cultural values (e.g. respect for
elders, bayanihan spirit, etc.)

Preliminary Examination
September 16-21, 2019

At the end of the semester, the VII. Communication for various Lecture and class discussion Powerpoint/LCD Week 8-10

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Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame
students will be able to: purposes projector
1. convey ideas through Short exercises: asking for
oral, audio-visual, 1. Purposes of Communication information through inquiry
and/or web-based a. Informative letter or interview, response to
presentations for b. Persuasive queries, etc.)
different in local and c. Argumentative
global settings using d. Editorial Formal one-minute speech based One-minute
appropriate registers; on current issues speaking activity
2. create clear, coherent, 2. Reading for Purposive
and effective Communication Using Sample texts Analysis and
communication Newspaper Public announcements reflection on audio
materials; a. Getting the information (audio/video, social media) and/or video clips
3. present ideas quickly about disaster preparedness Writing activity
persuasively using b. Writing effective lead Seatwork/ Group
appropriate language sentences work
registers, tone, facial c. Writing feature stories
expressions, and d. Creating new movie Quizzes
gestures; and titles
4. adopt awareness of e. Analyzing persuasive Writing activity
audience and context in techniques
presenting ideas. f. Recognizing elements of
ads
g. Distinguishing fact from
opinion
h. Interpreting editorial
cartoons
i. Analyzing the editorials
j. Looking at significance
of news

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Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame
k. Deciding what is
newsworthy

3. The Writing Process

1. Qualities of effective
writing
4. Paragraph/Essay
1. Recognizing topic
sentence
2. Supporting details
3. Concluding
sentence/paragraph

5. Public Speaking
1. Memorized
2. Impromptu
3. Extemporaneous
6. Interview

At the end of the semester, the VIII. Communication for Lecture and class discussion on Seatwork Week 11-12
students should be able to: work purposes effective communication and
1. create clear, coherent oral presentations in the Quizzes
and effective 1. Workplace Communication workplace
communication; 2. Business Letters Recitation
2. present ideas 3. Memos Lecture and Discussion
persuasively using 4. Minutes Analysis and
appropriate registers, 5. Incident Reports Analysis of different Reflection of video
tone, facial expressions communication materials clips
and gestures; and

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Learning Outcomes
3. adopt awareness of
audience and context in
presenting ideas in
communicating ideas
At the end of the semester, the IX. Communication
students should be able to:
1. write and present
academic papers using
appropriate tone, style,
conventions and
reference styles;
2. adopt awareness of
audience and context in
presenting ideasl; and
3. convey ideas through
oral, audio-visual,
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Topics Teaching-Learning Activities Assessment Tools Time Frame
Video of “Giving Presentations Written outputs
Worth Listening to” by Gordon business letters,
Kangas at TED Talks (Youtube) minutes of the
meeting and
Writing exercises on memos
communication materials for the
workplace
Sample communication
materials from different
workplace settings
Midterm Examination
October 25-31, 2019
for Lecture and class discussion on Analysis papers Week 13-18
Academic Purposes communication for academic (literary analysis,
purposes political science
1. Academic Research analysis paper)
2. Research Proposal Independent research (topic and/or Technical
proposal, literature review, data Papers (for journal
gathering, data analysis) article or magazine
article) on political,
Discussion social, cultural,
economic or health,
environment issue)
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Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame
and/or web-based Academic
presentations for presentations
different target (paper
audiences in local and presentations for a
global settings using local/international
appropriate registers. conference; lecture
presentations for a
local/international
forum) of
analysis/technical
paper

Output on
multimodal
Advocacy
campaign (print,
audio, visual, web-
based) addressing
current issues
tackled in previous
tasks (good
governance,
responsible
citizenship, disaster
preparedness,
environmental
preservation,
poverty education,
etc.)

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Learning Outcomes Topics Teaching-Learning Activities Assessment Tools Time Frame
Final Examination
December 09-14, 2019

VIII. COURSE REQUIREMENTS

1. Major examinations
2. Quizzes
3. Projects
4. Regular Attendance
5. Active Participation in Class
6. Daily oral language note
7. Reading log
8. Journal Writing

IX. GRADING SYSTEM

PRELIM
Prelim Grade = (Class Standing x 60%) + (Prelim Exam x 40%)

MIDTERM
Midterm Grade = (Class Standing x 60%) + (Prelim Exam x 40%)

ENDTERM
Endterm Grade = (Class Standing x 60%) + (Prelim Exam x 40%)

FINAL GRADE
Final Grade
PRELIM GRADE + MIDTERM GRADE + ENDTERM GRADE
3

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Note: Class Standing includes any/all of the following:

Recitation, quizzes/test, homework, seatwork, class reports, projects, etc.
 
X. CLASSROOM MANAGEMENT RULES

Classroom Management

4.2.1 At the beginning of the term, the faculty member should orient students in class about the school vision, mission and objectives,
the CHAMPS culture, school policies on the grading and the rating system, use of the library and other
facilities, ISO Certification concepts and objectives, etc.

4.2.2. Faculty members are responsible for the monitoring and recording of student attendance so that data on enrolment, tardiness,
absences and withdrawal of enrolment from school can be easily and speedily checked. The policy on student attendance should
be strictly enforced to prevent giving credit to students who do not meet the minimum attendance requirements.

In consonance with the provisions of the Manual of Regulations for Private Higher Education, faculty members should be guided
by the policy on student attendance/monitoring of absences, to wit: a student who incurs absences of more than twenty percent
(20%) of the prescribed number of lecture/laboratory class hours before midterm examination, shall be dropped and not be given
credit for the course or subject.

4.2.3. The faculty member is expected to be always adequately prepared before entering his class. Teaching strategies and techniques
should be appropriate to the topic at hand and should promote mutual interaction between the teacher and student/pupils.
Judicious use of audio-visual equipment and other ICT infrastructures is encouraged.

The faculty member should utilize remedial/homework and other related tasks to assist students/pupils who are unusually
incapable to meet the regular requirements of the subject or for the particular year/grade level.

4.2.4. The faculty member should keep in mind that mastery of the subject matter is a pre-requisite for effective teaching. He should
update his knowledge and skills through continuing education, reading related materials, attending seminars and the like.

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4.2.5. The faculty member should acquaint himself with the latest methods and techniques of instruction. Creativity is encouraged to
arouse the students’/pupils’ interest and to develop their potential to the fullest.

4.2.6. Requirements for the curriculum such as field trips, seminars, etc. should, as much as possible, be scheduled on weekends or at
the end of the semester or summer so that students/pupils shall not incur absences in their other classes.

4.2.7 Smoking, eating, and selling inside the classroom are prohibited. The faculty member shall ensure that the black/white board is
cleaned and that all lights and fans are turned off before leaving the classroom.

Source:Faculty Manual, Article IV-The Faculty, Section 4. Classroom Management

XI. BIBLIOGRAPHY

References:

Adler, R., Elmhorst, J.M. & Lucas, K. (2012) Communicating at work: Strategies for success in business and the professions. NY:
McGraw Hill.
Biber, D. & Conrad S. (2009). Register, Genre and Style. Cambridge. Cambridge University.
Bullock, R. & Goggin, M. (2013) The Norton Field Guide to Writing. 3rd edition. W.W. Norton and Company.
Bernales, Rolando A. (2018) Purposive Communication in Local and Global Context. Mutya Publishing House Inc. Malabon City.
Cayetano, Leah Reese P. (2018) Purposive Communication in the Modern Society. EAS Publishing House Inc. Coloocan City
Chase, R. &Shamo, S. (2013). Elements of Effective Communication. 4th ed. Washington, Utah: Plain and Precious Publishing.
Dainton, M. &Zelley E. (2015). Applying Communication Theory for Professional Life.A Practical Introduction.3rd ed. Sage
Publications.
Lucas, S. (2011) The art of speaking. NY: McGraw Hill.
Mooney, A. Peccei, J.S., La Belle, S. et. Al. (2010) Language, society and power.An introduction, 3rd ed. London.Routledge.

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Searles, G. (2014) Workplace Communications: The Basics Boston: Allyn & Bacon, 6thed.

Websites:
https://www.healthknowledge.org.uk/public-health-textbook/organiztion-management/5a-understanding-itd/effective-communication
https://promeng.eu/downloads/training-materials/ebooks/softskills/effective-communication-skills.pdf
https://www.nytimes.com/2012/04.22.opinion/sunday/the-flight-from-conversations.html?_4=0
https://www.ted.com/talks/sherry_turkle_alone_together
https://www.ted.com/talks/clay_shirky_how_cellphones_twitter_facebook_can_make_history
https://www.ted.com/talks/shereen_el_feki_pop_culture_in_the_arab_world
https://www.really-learn-english.com/langauge-register.html
https://www.icaltefl.com/category/varieties-of-english
https://www.britishcouncil.org//blog/which-variety-english-should-you-speak

Prepared by:

Yolanda S. Lao RoshelleMacadangdang Rosie Rios Joan Jesusa B. Velasco

Jonathan Paguirigan Ildefonso Gonzales III John JufelSimpliciano Roland Constantino

JerickGuiang Shirley Mina Marshall Felix Josue

Reviewed by: Recommending approval by: Approved by:

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Yolanda S. Lao Dr. Maricon M. Guillermo Dr. Chita A. Gonzales

OIC, LLD Dean, CAS Acting VPAA

Date Submitted: ______________________

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