Semester Adopted: 1st Sem.

AY: 2018-19
MEDINA COLLEGE Revision Status: 2nd Draft
College of Arts and Sciences Revision Date: January 17, 2018
Recommended by: Dr. Danilo S. Yolim
Maningcol, Ozamiz City, Philippines
Approved by: Dr. Ingrid G. Racoma

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS

Purposive Communication
AY: 2018-2019

INSTITUTIONAL VMGO:
Vision
An educational community of men and women dedicated to the formation of the whole person with professional competence and commitment
to promote local, regional, national, and global development.

Mission
As an institution of higher learning, the college commits itself to offer well-rounded program of liberal education and to provide varied
opportunities for students to grow professionally, spiritually, socially, and culturally.

Goals
In the pursuit of this mission, Medina College is guided by the following commitments:
A. As a Christian community, it welcomes faculty, staff and students with other religious beliefs and respects the religious freedom of every
member while providing opportunities for them to grow in their faith life.
B. As an academic community, it strives to offer quality and responsive education to prepare its graduate for national and global
competitiveness.
C. As a Filipino community, it promotes the formation of the students’ awareness of their civic and social responsibilities and development of
the students’ pride for nation’s rich cultural heritage.

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PROGRAM VMGO:
Vision
The College of Arts and Sciences envisions itself as a provider of transformative education in humanities, natural and social sciences so as
to prepare students professionally in the service to God and country.

Mission
The College of Arts and Sciences of Medina College gives students ample opportunities to develop facilities and mastery in the use of English
and Filipino as core languages. It commits to provide students with holistic training to enhance the practice of their profession.

Program Objectives and its relationship to the Institutional Goals:

It aims to develop well-integrated individuals who:
Institutional Goals
Program Objectives
A B C
a. display oral and written proficiency;
*
b. appreciate one’s literary heritage;
*
c. exhibit excellence and service in their chosen career;
* *
d. readily and creatively respond to the social, political, economic, ecological and moral needs of contemporary Philippine
society; * * *
e. enhance positive Filipino values, national consciousness and solidarity;
*
f. value innovation, resourcefulness and research output.
*

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Course Code: Comm 1
Course Title: Purposive Communication
Course Weight: 3 units (54 hours)
Pre-requisite(s): NONE
Co-requisite(s): NONE

Course Description
Purposive Communication is about writing, speaking, and presenting to different audiences and for various purposes. (CMO 20 s 2013)
Purposive Communication is a three-unit course that develop 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 in
this course may be used in their other academic endeavors, their chosen disciplines, and their future careers as compose and produce relevant oral,
written, audio-visual and/or web-based output for various purposes.

Course Learning Outcomes and its relationship to the Program Objectives:

At the end of the course, the students should be able to:
Program Objectives
Course Learning Outcomes
a b c d e f

Knowledge (K)
1. Describe the nature, elements, and functions of verbal and non-verbal communication in various
and multicultural contexts; * *
2. Explain how cultural and global issues affect communication; * * *
3. Determine culturally appropriate terms, expressions, and images; * * *
4. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing) skills; * * *
5. Summarize the principles of academic texts structure; * * * *
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Skills (S)
1. Convey ideas through oral, audio-visual, and/or web-based presentations for different target
audiences in local and global settings using appropriate registers; * * * *
2. Create clear, coherent, and effective communication materials; * * *
3. Present ideas persuasively using appropriate language registers, tone, facial expressions, and
gestures; * *
4. Write and present academic papers using appropriate tone, style, conventions, and reference
styles; * * *
Values (V)

1. Adopt cultural and intercultural awareness and sensitivity in communication of ideas; * * * * * *

2. Appreciate the differences of the varieties of spoken and written language; * * *
3. Adopt awareness of audience and context in presenting ideas; * * *
4. Appreciate the impact of communication on society and the world. * * *
COURSE CONTENT
Topics Students’ Teaching-Learning Activities (OBE) Learning Time References
Learning Assessment Allotment
Outcomes
I. Communicatio o Describe the
n processes, nature,
nature, and elements, and
ethics functions of
verbal and (Week 1)
non-verbal 1 week
communication
in various and
multicultural
contexts
1. The  Describe An image or video clip that Students 1 hour Madrunio, M., & Martin, I.
communicati what exemplifies communication is evaluate the Purposive Communication – Using
on process communica presented English in Multilingual Contexts. C &
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 and the tion is and image or E Publishing, Inc., Quezon City
elements of how it The elements of communication are video clip (2018)
communicati occurs (K1) discussed
on  Enumerate Students Manalo, P., Fermin, V. Fundamental
the explain what Speech Communication for Filipinos.
elements of is happening National Bookstore, Mandaluyong
communica in the image City (2012)
tion and or video clip
define each Students Gutierrez-Ang, J. Speech Com 101.
element determine Katha Publishing Co., Inc., Quezon
and its the elements City (2008)
function in from the
the image or SyGaco, S. Principles &
communica video clip Competencies in Purposive
tion process Communication. Great Books
(K1) Students Publishing, Quezon City (2018)
explain the
functions of
each
element
2. Types,  Compare Images or video clips of various
forms, and and communication are presented Students 1 hour
models of contrast explain the
communicati verbal and Students examine various situation different
on non-verbal that involves communication types, forms,
communica levels, and
tion (K1) models of
(V2) communicati
 Identify on
non-verbal
cues in
communica
tion (K1)
(S3) (V2)
 Identify
forms or
modes of
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 communica
tion (K1)
(V2)
 Determine
communica
tion models
(K1) (V2)

 Describe
3. Communicat what Students define ethics and integrate it Students 1 hour
ion ethics ethical to communication display (role-
communica play)
tion is (K1) Students are given roles to play in a communicati
(K3) situation where communication ethics on ethics in
 Value are employed different
intellectual given
property situations
rights and and relate
copyrights them to real
(S1) (S3) life
(V1) (V2)
(V4)
 Value
privacy in
communica
tion (S1)
(S3) (V1)
(V2) (V4)
II. Communicatio o Explain how
n and cultural and
Globalization global issues
affect (Week 2)
communication 1 week
o Appreciate the
impact of
communication

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 on society and
the world
1. What is  Explain An image of the globe and an image Students 2 hours Wakat, G., et al. Purposive
globalizatio what depicting the internet are shown explain the Communication. Lorimar Publishing,
n globalizatio Brief discussion on globalization and relevance of Inc., Quezon City (2018)
n is (K2) global/world-wide communication the two
2. Communica  Determine images to Madrunio, M., & Martin, I.
tion the factors Students are instructed gather each other Purposive Communication – Using
Platforms that images that depicts globalization and English in Multilingual Contexts. C &
contribute communication Students E Publishing, Inc., Quezon City
to explain what (2018)
globalizatio globalization
n (K2) is and how it www.facebook.com
 Explain is related to
how communicati www.instagram.com
globalizatio on
n affects www.rappler.com
3. The Internet communica Brief discussion on various Students 1 hour
tion (K2) communication platforms and the draw or
(V2) (V4) internet illustrate on
 Relate a piece of
communica Facebook, Instagram, Rappler, paper a
tion and and/or other internet platforms are picture that
globalizatio discussed depicts
n (V1) (V2) global
(V4) communicati
 Identify on
various
communica Students
tion determine
platforms various
(V2) communicati
 Get on platforms
acquainted
with the Students
internet or explain the
the world- advantages
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 wide-web and
(K2) disadvantag
 Determine es of the
the usage of the
advantages world-wide-
and web
disadvantag
es of the Students
world-wide- explain on
web access an essay
(V1) (V2) how
(V4) mainstream
media
affects our
daily lives
III. Local and o Determine
global culturally
communicatio appropriate
n in terms,
(Week 3)
multicultural expressions,
1 week
settings and images
(sensitivity to
gender, race,
class, etc.)
1. Socio-  Identify Reading and brief lecture on the Students 1 hour Gador, Sunliegh C., Malimas, Mary
Cultural what the socio-cultural dimensions of explain why Ann P., Turano, Charity T. Speak
dimensions socio- communication each socio- Confidently – A Comprehensive
of cultural cultural Worktext in Oral Communication for
communicat dimensions dimension of Senior High School.
ion (gender, of communicati
age, culture, communica on should be SyGaco, S. Principles &
etc.) tion are considered Competencies in Purposive
(K2) (K3) Students are grouped to determine in Communication. Great Books
 Explain and discuss about Filipino traits and communicati Publishing, Quezon City (2018)
each socio- customs ng
cultural Goman, C. K., Communicating
dimension across Cultures.
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 2. Culture, of Students are grouped to research Students 2 hours https://www.asme.org/engineering-
norms, and communica about customs and traits from present in a topics/articles/business-
roles tion (K2) different cultures role-play the communication/communicating-
(K3) (S3) various across-cultures Retrieved 2011.
3. Intercultural  Determine Filipino
or Cross- norms, customs and Madrunio, M., & Martin, I.
cultural beliefs, and traits Purposive Communication – Using
Communicat values of English in Multilingual Contexts. C &
ion the Students E Publishing, Inc., Quezon City
Filipinos demonstrate (2018)
and other s cross-
cultures cultural
(K1) (K3) communicati
(S1) (S3) on in a role-
 Differentiat play
e norms,
beliefs, and
values of
the
Filipinos to
other
cultures
(K1) (K3)
(S1) (S3)
(V1) (V4)
IV. Varieties and o Adopt cultural
registers of and
spoken intercultural
(Week 4)
language awareness and
1 week
sensitivity in
communication
of ideas
1. The  Determine The Three Concentric Circles of Students 1 hour Madrunio, M., & Martin, I.
Concentric the English diagram by Kachru is identify Purposive Communication – Using
Circles of concentric presented which English in Multilingual Contexts. C &
English circles of English is E Publishing, Inc., Quezon City
(2018)
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 English spoken in a
(V1) (V2) country Wakat, G., et al. Purposive
2. World  Identify Students determine which nations or Communication. Lorimar Publishing,
Englishes various countries speak English as native, Students 1 hour Inc., Quezon City (2018)
Englishes second, or foreign language present
used English SyGaco, S. Principles &
3. Philippine throughout terms used Competencies in Purposive
English the globe exclusively Communication. Great Books
(V1) (V2) in the Publishing, Quezon City (2018)
 Classify a Philippines
country’s
English (as Students
native present
language or English
EAN, as terms
second exclusively
language or used in a
ESL, as given
foreign country
language or
4. British VS EFL) (K3) Video clips of British or Australian Students 1 hour
American (V1) (V2) movie scene and American movie differentiate
English scene are shown British from
 Compare American
and English
contrast
British and
American
English
(K3) (V1)
(V2)
V. Evaluating o Evaluate
messages multimodal
and/or images texts critically (Week 5-6)
of different to enhance 2 weeks
types of texts receptive
reflecting (listening,
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 different reading,
cultures viewing) skills
 What is the o Convey ideas
message? through oral,
 What is the audio-visual,
purpose of and/or web-
the based
message? presentations
 How is the for different
message target
conveyed by audiences in
the text local and global
and/or settings using
image? appropriate
 Who is the registers
target o Adopt
audience of awareness of
the audience and
message? context in
 What other presenting
ways of ideas
presenting
the message
are there?
1. Cultural  Determine Students search for texts from Evaluate a 1 hour Wakat, G., et al. Purposive
texts how culture different authors selected text Communication. Lorimar Publishing,
2. Cultural is and compare Inc., Quezon City (2018)
sensitivity embedded Students select a text and determine or relate it to
in texts the author’s socio-cultural the author’s Madrunio, M., & Martin, I.
(K1) (K2) background socio- Purposive Communication – Using
 Appreciate cultural English in Multilingual Contexts. C &
physical background E Publishing, Inc., Quezon City
and (2018)
3. Racism cultural An advertising poster which is Evaluate the 1 hour
differences claimed to be racist is presented to shown http://atlantablackstar.com/2013/
among the class poster and 11/19/9-racist-ads-commercials-
http://atlantablackstar.com/2013/1 explain what
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 people (K3) 1/19/9-racist-ads-commercials-that- makes it that-promotes-negative-images-of-
(V1) (V2) promotes-negative-images-of-black- racist black-people/5/
 Develop people/5/
sensitivity Explain how www.youtube.com
to varied contents of
cultures texts or Ayson. Lecture on LGBT rights,
(K3) (V1) images be well-being.
(V2) considerate https://www2.upmin.edu.ph/
 Develop to race and University of the Philippines
gender culture Mindanao
sensitivity
4. Genderism and respect Genderism in text is introduced and Explain the 1 hour
and gender to other discussed necessity of
sensitivity genders genderism in
(K3) (V1) A lecture on LGBT rights and well- communicati
(V2) being is presented on and how
 Communica A short YouTube video concerning to employ
te gender sensitivity and LGBTQ+ gender
affectively community is played sensitivity
with PWD’s
or Students are asked to express their
differently thoughts and opinions about the
abled (S1) LGBTQ+ community
(S2) (V3)
5. Sensitivity to  Understand Brainstorming and panel discussions Explain how 1 hour
persons with the concept centered on the PWD’s to
disabilities of media communicat
or differently literacy e
able people (K1) (K2) appropriatel
(K3) (V1) y with
(V2) (V3) PWD’s and
(V4) the elderlies
 Develop
etiquette in Determine
using the special
internet privileges for
and/or
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 social the PWD’s
media (S1) and elderlies
(S2) (S3) 1 hour
6. Media (V1) (V2) Group discussions on media literacy, Each group
Literacy (V3) (V4) social media, and netiquette report about
 Evaluate media
7. Netiquette texts or literacy,
images social media,
critically and
based on netiquette
socio-
cultural Students are asked to interview a Students 1 hour
dimensions foreigner currently residing in the report to the
(K2) (K4) Philippines class about
 Communica their
te Students determine the cultural interview
affectively differences of the foreigner to the
and Filipinos
effectively
to other Students determine the challenges
nationalitie faced by the foreigner in interacting
s (K1) (K3) with the Filipinos particularly in
(S1) (S2) communication
(S3) (V1)
(V2) (V3) Students inquire how the challenges
(V4) in communication are overcome
VI. Communicatio o Convey ideas
n aids and through oral,
strategies audio-visual,
using tools of and/or web-
technology based
(Week 7)
presentations
1 week
for different
target
audiences in
local and global
settings using
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 appropriate
registers
o Adopt
awareness of
audience and
context in
presenting
ideas
1. Visual Aids  Determine A sample of a multimedia Students 2 hours SyGaco, S. Principles &
2. Audio-visual the presentation is presented to the class evaluate the Competencies in Purposive
and appropriate multimedia Communication. Great Books
multimedia communica The class are instructed to evaluate presentation Publishing, Quezon City (2018)
presentation tion aid in a the presentation based on the images,
specific texts, video clips, and sounds used Students Manalo, P., Fermin, V. Fundamental
presentatio create their Speech Communication for Filipinos.
n (S1) (S2) Students present their creative own National Bookstore, Mandaluyong
 Design multimedia presentation respectively multimedia City (2012)
communica presentation
tion aids Brief lecture on types of visual, audio- Wakat, G., et al. Purposive
(S1) (S2) visual and multimedia Students Communication. Lorimar Publishing,
(V3) communication aids identify and Inc., Quezon City (2018)
 Use determine
technology the How to Start a Blog in 2019.
in appropriate https://www.eblogstarter.com/
communica communicati
ting on aids on a 10 Characteristics of a Great
effectively specific Blogger.
(S1) (S2) presentation https://www.stayonsearch.com
(V3)
3. Blogging  Create an The websites www.eBlogstarter.com Students 1 hour
effective and www.stayonsearch.com are create a
blogpost for introduced group blog
world-wide and
audience individually
(S1) (S2) contribute
(V1) (V2) blogpost
(V3) (V4)
Page 14 of 22
VII. Communicatio o Convey ideas
n for various through oral,
purposes audio-visual,
 To obtain, and/or web-
provide, and based
disseminate presentations
information for different
 To persuade target
and argue audiences in
local and global
settings using
appropriate
registers
o Create clear,
coherent, and
effective
communication (W. 8-10)
materials 3 weeks
o Present ideas
persuasively
using
appropriate
language
registers,
tones, facial
expressions,
and gestures
o Adopt
awareness of
audience of
context in
presenting
ideas

1. Generating  Generate Brainstorming on a given topic Students 2 hours Wakat, G., et al. Purposive
and ideas generate and Communication. Lorimar Publishing,
through Inc., Quezon City (2018)
Page 15 of 22
 Organizing brainstormi Lecture and discussions on outline for a
Ideas ng, techniques in generating and given topic Houghton, Mifflin. English
2. Information clustering, organizing ideas
gathering sentence Custodio, et al. Study and Thinking
techniques completion Skills. The Art of Note Taking
3. Facts and exercises, Discussion about facts and opinions Quiz on 1 hour
Opinions and determining Madrunio, M., & Martin, I.
freewriting facts and Purposive Communication – Using
(S1) (S2) opinions English in Multilingual Contexts. C &
 Organize E Publishing, Inc., Quezon City
4. Informative, ideas Varied texts are evaluated by the Students 3 hours (2018)
Persuasive, through students determine
and outlining informative, SyGaco, S. Principles &
Argumentati (S2) persuasive, Competencies in Purposive
ve  Gather and Communication. Great Books
Communicat information argumentati Publishing, Quezon City (2018)
ion through ve texts
observation
, interview, Students are
and assigned to
research write their
(K4) own
 Distinguish specified
facts and text
opinions
5. Speech and (K4) Varied short videos of public speeches Students 3 hours
Public  Identify the are presented determine
Speaking different the purposes
types of Brief lecture and discussion on the of various
speech (K4) types of speech speeches
 Employ
various Students
techniques enumerate
in speech the elements
delivery and the
(K4) (S1) types of
speech
Page 16 of 22
 (S2) (S3)
(V1) (V3) Students are
assigned to
prepare their
own speech
VIII. Communicat o Create clear,
ion for work coherent, and
purposes effective
communication
materials
o Present ideas
persuasively
using
appropriate
language (W. 11-13)
registers, 3 weeks
tones, facial
expressions,
and gestures
o Adopt
awareness of
audience of
context in
presenting
ideas
1. Business  Define what Lecture and discussion about Essay on the 1.5 hours Bouing, R. Effective Business
Communicat business business communication relation of Communication. National Bookstore,
ion communica Business Mandaluyong City (2011)
tion is (K1) Students relate Business English and English and
(V2) International English International SyGaco, S. Principles &
 Determine English Competencies in Purposive
the Communication. Great Books
2. The language Various samples of application letters Students 1.5 hours Publishing, Quezon City (2018)
application used in and resumes are presented to the create their
letter and business students for them to evaluate and own cover Madrunio, M., & Martin, I.
resume communica discuss among the group letter and Purposive Communication – Using
tions English in Multilingual Contexts. C &
Page 17 of 22
 around the curriculum E Publishing, Inc., Quezon City
world (K1) vitae (2018)
(V2) (V4)
3. Business  Create a Various business correspondence are Students 1.5 hours Wakat, G., et al. Purposive
corresponde presentable shown and discussed in the class determine Communication. Lorimar Publishing,
nce application the type of Inc., Quezon City (2018)
letter and business
resume (S1) corresponde
(S3) (V3) nce and
 Determine state the
the variety characteristi
of business c and usage
correspond
4. The Job ence (K1) Students are oriented with the Students are 3 hours
Interview (V3) guidelines and tips for a job interview engaged in
5. Business  Determine mock
meetings the Students are given guidelines in interview
purposes of business meetings and proceedings
a specified
6. Business/Pr business A sample business/project proposal is Students are 1.5 hour
oject correspond presented to the class assigned to
Proposals ence (K1) generate a
(V3) The sample is evaluated and persuasive
 Get discussed essay
oriented proposing a
with job project
interviews
(K1) (K2)
(V2)
 Familiarize
situations
in business
meetings or
proceedings
(K1) (K2)
(V2)

Page 18 of 22
  Present a
business/p
roject
proposal
(S1) (S2)
(S3) (V3)
IX. Communicatio o Write and
n for present
academic academic
purposes papers using
appropriate
tone, style,
conventions,
and reference
styles
o Adopt
awareness of
audience of
context in
presenting (W. 14-18)
ideas 5 weeks
o Convey ideas
through oral,
audio-visual,
and/or web-
based
presentations
for different
target
audiences in
local and global
settings using
appropriate
registers
1. What is an  Determine Lecture on academic text and its Explain 1 hour What is academic writing?.
academic the characteristics what is an https://library.leeds.ac.uk/info/14
text characterist academic
Page 19 of 22
2. Characteristi ics of an text and its 011/writing/106/academic_writing
cs of an academic characteristi Retrieved 2018.
academic text (K5) c
text  Differentiat Barrot, J., Sipacio, P.. Communicate
3. Academic e an Various samples of texts are Differentiate 1 hour Today – English for Academic &
text VS other academic presented for the class to evaluate academic Professional Purposes for Senior
forms of text from texts to High School
texts other forms other forms
of texts Wakat, G., et al. Purposive
4. Types of (K4) (K5) Sample reaction, position, concept, Students 3 hours Communication. Lorimar Publishing,
academic (V2) scientific papers are presented for the write Inc., Quezon City (2018)
texts  Identify the class to evaluate reaction,
(reaction, types of position and SyGaco, S. Principles &
position, academic Lecture and discussion on the nature concept Competencies in Purposive
concept, text (K4) and characteristics of each type of papers Communication. Great Books
technical/sci (V2) academic text Publishing, Quezon City (2018)
entific  Determine
papers) the nature Madrunio, M., & Martin, I.
5. Intellectual and Lecture and discussion on intellectual Short quiz 1 hour Purposive Communication – Using
Property purpose of property rights, copyrights, and on the given English in Multilingual Contexts. C &
Rights a particular plagiarism lecture E Publishing, Inc., Quezon City
academic (2018)
6. Citing text (K4) The different citation styles are Citing 2 hours
sources (K5) (V2) discussed sources Bullock, R. & Goggin, M. The Norton
 Value exercises Field Guide to Writing. 3rd ed. W.W.
intellectual Norton and Company (2013)
7. Literary property A piece of literature is handed to the Students 2 hours
Analysis rights (V3) class determine
(V4) the gist of
 Appropriate Discussion on literary analysis and the given
ly cite literary review piece of
sources in literature
writing and are
ideas (K5) asked to
(S4) (V3) present an
(V4) outline and
summary
Page 20 of 22
  Value the
8. Writing a importance Sample research proposals are shown Students 3 hours
research of citing to the class for them to evaluate and write their
proposal sources review own
(V3) (V4) research
 Analyze Discussions on the guidelines on proposal
and writing a research proposal
evaluate a
piece of Students’ research proposals are
literature critiqued
(K4) (K5)
9. The research  Learn how A sample research paper is shown to Students 2 hours
paper to write a the class enumerate
research the different
proposal The different parts of the research parts of the
(K3) (K5) paper is introduced and inspected research
(S1) (S4) paper and
 Identify the explain each
parts of a
research Students
paper (K3) label the
(K5) parts of a
 Determine given
how a research
research paper
paper is
written
(K3) (K5)
(V2) (V4)

Page 21 of 22
COURSE EVALUATION

Course Requirements: Grading System (cumulative):

Grade Limit
1. Attendance (not more than ten (10) days of Attendance-----------------------20%
Highest Lowest
unexcused absences)
Oral/Written Report------------20%
2. Portfolio Prelim 90 75
3. Major Examinations (Prelim, Midterm, Semi- Seatwork/Quizzes---------------20%
Midterm 92 72
final, & Final)
Major Exams---------------------40%
Semi-final 94 70
Total------------------------------100%
Final 96 70

Prepared by: Noted by: Approved by:

RYANN B. LABAD DANILO S. YOLIM, EDD, LLB INGRID G. RACOMA, PHD

Faculty Dean of College of Arts & Sciences Vice President for Academic Affairs

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