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Republic of the Philippines

Polytechnic University of the Philippines


CALAUAN, LAGUNA

Course Title Purposive Communication

Course Code ENGL 10063

Course Credit Three (3)

Pre-requisite(s) None

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 multicultural audience in local or global contexts with focus on the effective use of the English Language,
the world’s Lingua Franca. 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. It also aims to familiarize learners on the varieties of Englishes and lexicons from different English-speaking
countries for effective global communication.

2nd Floor, North Wing PUP A. Mabini Campus Anonas Street, Sta. Mesa, Manila
716-7831 Locals 270, 217, 229, 277 website: www.pup.edu.ph e-mail: cal@pup.edu.ph

“THE COUNTRY’S 1st POLYTECHNICU”


Institutional Learning Outcomes Program Learning Outcomes Course Objectives
1. Creative and critical thinking After finishing the AB English Language Studies At the end of the course, the students are expected
2. Effective communication program, its graduates are expected to: to:
3. Strong service orientation 1. articulate a comprehensive and contextualized KNOWLEDGE
4. Passion to life-long learning understanding of English language systems and 1. describe the nature, elements, and functions of
5. Sense of nationalism and global responsiveness their development; verbal and nonverbal communication in various
6. Community engagement 2. communicate in English fluently, accurately, multicultural contexts;
7. Adeptness in responsible use of technology ethically, and creatively in diverse social, 2. explain how cultural and global issues affect
8. High level of leadership and organizational cultural, academic, and professional settings; communication;
skills 3. demonstrate leadership and organizational skills 3. describe the different communication climates
9. Sense of personal professional ethics in English language learning in the diverse local of ENL, ESL, and EFL contexts;
and global social, cultural, academic, and 4. determine and use culturally- and politically-
professional settings; appropriate terms, expressions, and images in
4. participate effectively in multimodal the English language;
communication situations where language 5. compare and contrast varieties of English
systems vary; lexicons for global communication;
5. produce well-written texts for various academic 6. evaluate multimodal texts critically to enhance
and professional purposes; receptive (listening, reading, viewing) skills;
6. lay groundwork for advanced and continuous and
studies on the English language and its varieties 7. determine academic text structure/discourses in
used in diverse local and global contexts; and English.
7. integrate technology in teaching and learning SKILLS
English. 1. Convey ideas through oral, audio-visual, and/or
web-based presentations for different target
audiences in local and global setting using
appropriate English language registers;
2. create clear, coherent, and effective
communication materials;
3. present ideas persuasively using appropriate
tone, style, and reference styles in English; and
4. write and present academic papers using
appropriate tone, style, and reference styles in
the English language.

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VALUES
1. Adopt cultural and intercultural awareness and
sensitivity in communication of ideas;
2. appreciate the differences of the varieties of
spoken and written English;
3. adopt awareness of audience and context in
presenting ideas of materials in the English
language; and
4. appreciate the impact of communication to
different societies and the world.

Course Learning Plan

Schedule Learning Outcomes Topic(s) Methodology Resources Assessment


Week 1 Describe the nature Course orientation Lecture and class Course syllabus Quizzes and
and functions of 1. Mission and Vision of discussion on seatwork identifying
verbal and nonverbal PUP elements and types of LCD projector or manila paper elements of
communication in 2. Course content and communication 1. Audio and/or video clips of various media communication
various multicultural requirements (e.g., TV commercials, movies, newscasts, (e.g., sender,
contexts of both 3. Classroom policies Group work on etc.) message, channel,
English and non- and regulations identifying elements 2. Texts from newspapers, magazines, receiver, effect)
English speaking 4. Grading system of communication in journals
countries in the world. various texts
Communication Resources
processes, principles, and www.healthknowledge.org.uk/ publichealth Graded recitation
ethics of English and http://promeng.edu/downicads/
non-English Speaking training-materials
Countries Chase, R. & Shamo, S. (2013). Elements of
Effective Communication, 4th ed. Washington,
Utah: Plain and Precious Publishing.
Week 2 Explain how cultural Communication and Class discussion of LCD projector or manila paper Reaction paper
and global issues globalization essay, “Flight from and/or discussion

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affect communication. Conversation,” or Resources forum on the impact
videos, “Connected “Communicating a multicultural society and of globalization on
Appreciate the impact but alone,” and “How world” how people
of communication in Social Media can “Flight from conversation” communicate, and
various societies and make history,” or http://www.nytimes.com/2012 vice versa.
the world. “Wiring a web for /04/22/opinion/s
global good.”
Week 3 Describe the Global culture climate Class discussion Videos of speakers from English-speaking Reflection paper on
communication countries (available via Youtube) the importance of
climate of different Hand-outs on communication climate one’s awareness of
countries when using the culture climate
both their mother of different English-
tongue and the speaking countries.
English language as
Lingua Franca.
Week 4-5 Determine culturally- Local and global Lecture and class Researches/academic papers on local and Quiz and seatwork
and politically- communication in discussion on using global communication in multicultural setting on using culturally
appropriate terms, multicultural settings culturally- and appropriate terms,
expressions, and politically-appropriate Resources expressions, and
images (sensitivity to terms, expressions, Baker, W. (2012). From cultural awareness to images; varieties
gender, race, class, and images; varieties intercultural awareness: culture in ELT. ELT and registers of
etc.). and registers of Journal, 66(1). 62-70. language
language
Research and
reports on various
cultural and
intercultural modes
of communication
(e.g., words/gestures
used in a particular
region or country to
show respect) and/or
various issues in

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communication
(e.g., use of
politically correct
words in today’s
world; gender
sensitivity through
language)
Week 6 Adopt cultural and Varieties and registers of Class discussion of LCD projector, laptop, speakers Infomercial on the
intercultural spoken and written cultural varieties of the
English language

awareness and English language appropriateness in Images of people communicating in different Group presentation
On different cultures
sensitivity in communicating as languages esp. Asian culture
communication of tackled in film/video
ideas when using the
English language and
its varieties.
Week 7 Midterm examinations

Week 8-9 Compare and contrast World Englishes and Exercise on Lecture videos on World Englishes Quiz and seatwork
World Englishes in global communication culturally-appropriate on using culturally
terms of lexicon and terms, expressions, LCD projector, speakers appropriate terms,
semantics and images expressions, and
Brainstorming on list of English words from images, varieties
Use the variety of Interview invited different English-speaking countries and registers of
English in different speakers/students language
contexts Kirkpatrick, A. (2007). “World Englishes:
Implications for International Communication
and English Language Teaching.” English in
the World: Global Rules, Global Roles.
Cambridge University Press.
Week 10-11 Evaluate multimodal Evaluating messages Lecture and class LCD Projector or manila paper Invitation for people
texts critically to and/or images (e.g. discussion on critical to join cause-
enhance receptive pictures, illustrations) of reading and listening Invited students/speakers from various oriented events
(listening, reading, different types of texts continents communicating in a multilingual using various media
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viewing) skills. reflecting different Exercises on setting (e.g. “Lost in Translation”) such as e-mail,
cultures (regional, Asian, analyzing content of social media, print,
Convey ideas through Western, etc.) various texts Authentic texts about cultural sensitivity form and/or electronic
oral, audio-visual 1. What is the various media (text messages, e-mail advertisements.
and/or web-based message? messages, social media messages, newspaper,
presentations for 2. What is the purpose magazine, and journal articles, print and
different target of the message? electronic advertisement
audience in local and 3. How is the message
global settings using conveyed by the test Resources
appropriate registers and/or image? TED Talks in the Arab world
in the English 4. Who is the target https://ceisalanguaages.wordpress.com/201501
language. audience of the See http://www.really-
message? learnenglish.com/language-register
Adopt awareness of 5. What other ways of wwww.kwintesstial.co.uk/culturalsensitivity
audience and context presenting the html
in presenting ideas. message are there? https://mindspaceintuition.files.wordpress.com
Dainton, M. & Zelley E. (2015). Applying
communication theory for professional life. A
practical introduction, 3rd ed. Sage
Publications.
Biber, D. & Conrad S. (2009). Register, genre
and style. Cambridge: Cambridge Univ.
Mooney, A. Peccei, J.S., La Belle, S., et al,
(2010). Language, society, and power: An
introduction, 3rd ed. London: Routledge.
Week 12 Convey ideas through Communication aids and Lecture and class LCD projector or manila paper Oral, audio-visual,
oral, audio-visual, strategies using tools of discussion on and/or web-based
and/or web-based technology preparing audio visual Texts, video/audio clips from various sources presentations to
presentations for and web-based promote cultural
different target presentations Adler, R., Elmhorst, J.M., & Lucas, K. (2012) values (e.g., respect
audiences in local and Communicating at work: Strategies for for elders,
global settings using Group work and class success in business and the professions. NY: bayanihan spirit,
appropriate registers. discussion on McGraw Hill etc.)

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identifying problems
Adopt awareness of with the research
audience and context presentation in the
in presenting ideas. video.
Week 13 Create clear, coherent, Communication for Lecture and class LCD projector or manila paper Public
and effective various purposes discussion on announcements
communication informative, Sample texts (inquiry letter, police reports, (audio/video, social
materials using the persuasive, and political speeches, letters of appreciation, etc) media) about
English language. argumentative disaster
communication preparedness

Lecture and Editorial about


discussion of types of environmental
speeches and public issues
speaking (memorized,
impromptu, Formal one-minute
extemporaneous) speech based on
current issues
(extemporaneous)
Week 14 Present ideas Communicate to Short exercises asking Photocopies of actual persuasive and Handwritten drafts
persuasively using persuade and argue for information argumentative letters for analysis of letters
appropriate language through inquiry letter Computerized
registers, tone, facial or interview, response letters edited by
expressions, and to queries, incident peer
gestures reports
Week 15 Write and present Communication for Lecture and class LCD projector or manila paper Analysis papers
academic papers using academic purposes (e.g. discussion on (e.g. literary
appropriate tone, research-based journal or communication for analysis, political,
style, and reference magazine article, etc.) academic purposes science analysis
styles. paper) and/or
Independent research technical papers (for
(topic proposal, journal article) on
literature review, data political, social,

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gathering, data cultural, economic,
analysis) or health,
environment issue

Academic
presentations (e.g.,
paper presentations
for a
local/international
conference, lecture
presentations for a
local/international
forum) of
analysis/technical
paper

Final project:
Multimodal
advocacy campaign
(print, audio, visual
web-based)
addressing current
issues tackled in
previous tasks
Week 16 Review week Brainstorming
through graphic
organizers
Week 17 Final examinations

Week 18 Roundup activities


Summary and synthesis of lessons
Future directions

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Sample Rubric in Assessing Paragraphs/Compositions
(Adapted from Gepila, 2014)

CRITERIA EXEMPLARY SATISFACTORY DEVELOPING BEGINNING


88-100% 76-87% 75% 65-74%
Content  C is well focused on its topic  C is focused on its topic  C sometimes strays away from its  C poorly focuses on its topic
 C is well substantiated with very  C substantiates topic with relevant topic  C fails to substantiate topic with
relevant details details  C shows substantiation of topic numerous irrelevant details
 C paints a picture of subject  C creates a clear image of subject less than what is expected with  C fails to create image of subject
 C clearly shows the voice of  C shows the voice of learner/writer some irrelevant details  C does not show the voice of
learner/writer  C creates an image of subject learner/writer
 C somehow shows the voice of
learner/writer

Thesis Statement  C’s thesis statement is clearly  C’s thesis statement is stated on  C’s thesis statement is somehow  C’s thesis statement is unclear
stated the output clearly stated
Organization  C is well organized with very  C is organized with effective  C is organized with some lapses in  C is not organized with
effective association of parts and association of parts and logical the association of parts and inconsistent presentation of ideas
logical presentation of ideas presentation of ideas presentation of ideas  C uses very few transitional
 C excellently uses transitional  C uses transitional words and  C uses limited transitional words devices that make the output less
words and phrases that make the phrases that contribute to its and phrases that contribute to its clear than expected
whole output cohesive cohesion clarity
Language use and  C shows learner/writer’s wide  C shows appropriate use of  C shows appropriate use of  C shows some inappropriate use of
editing range of vocabulary used English vocabulary English vocabulary with minor English vocabulary that hinder
appropriately  C uses appropriate rhetorical deviations that hinder clear clear understanding of output
 C excellently uses appropriate patterns and devices understanding of output  C shows major issues in the use of
rhetorical patterns and devices  C shows learner/writer’s  C shows lapses in the use of some rhetorical patterns and devices
 C shows learner/writer’s mastery of understanding of rules in writing: rhetorical patterns and devices  C shows major deviations from
spelling English words, as well as spelling, use of punctuations,  C shows minor deviations from rules in writing, especially in
use of punctuations, capitalization, capitalization, and paragraph rules in writing, especially in spelling, use of punctuations,
and paragraph format format spelling, use of punctuations, capitalization, and paragraph
capitalization, and paragraph format
format
TOTAL:

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Course Grading System

MIDTERM GRADE 50% FINAL GRADE 50%


Class standing 67% Class standing 67%
Recitations/class participation Recitations/class participation
Quizzes Quizzes
Activities Activities
Attendance Attendance
Midterm examinations 33% Midterm examinations 33%
TOTAL 100%

Required Readings
Adler, R., Elmhorst, J.M., & Lucas, K. (2012) Communicating at work: Strategies for success in business and the professions. NY: McGraw Hill
Baker, W. (2012). From cultural awareness to intercultural awareness: culture in ELT. ELT Journal, 66(1). 62-70.
Biber, D. & Conrad S. (2009). Register, genre and style. Cambridge: Cambridge University.
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.
Kirkpatrick, A. (2007). “World Englishes: Implications for International Communication and English Language Teaching.” English in the World: Global Rules,
Global Roles. Cambridge University Press.
Mooney, A. Peccei, J.S., La Belle, S., et al, (2010). Language, society, and power: An introduction, 3rd ed. London: Routledge.

Other References
Axelrod, R.B. & Cooper. C.R. (2011). Axelrod and Cooper’s Concise Guide to Writing, 5th Ed. Boston: Bedford/St. Martin’s
Gepila, Jr., E.C. (2014). Examining the Composition Writing Competency of PUP Laboratory High School Grade Seven Students for Improving Teaching Writing
Methodologies. Unpublished Master’s Thesis. Philippine Normal University, Taft, Manila.
Solomon, B.A. & Felder, R.M. (2009). Index of Learning Style Questionnaire. www.engr.ncsu.edu

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Prepared by Reviewed by

Assoc. Prof. Carlos A. Garcia


DEFLL Purposive Communication Trainees 2017
(Lyceum of the Philippines University) Chairperson, Department of English and Foreign Languages and Linguistics

Enhanced by:

CHARLYNE M. FLORES
Polytechnic University of the Philippines

Approved by

Dr. Evangelina S. Seril


Dean, CAL

Dr. Manuel M. Muhi


Vice President for Academic Affairs

2nd Floor, North Wing PUP A. Mabini Campus Anonas Street, Sta. Mesa, Manila
716-7831 Locals 270, 217, 229, 277 website: www.pup.edu.ph e-mail: cal@pup.edu.ph

“THE COUNTRY’S 1st POLYTECHNICU”

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