MAPÚA INSTITUTE OF TECHNOLOGY

School of Languages, Humanities and Social Sciences

VISION
Mapua 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.

PROGRAM EDUCATIONAL OBJECTIVES MISSION

Within the five years after graduation, the graduates of Information System
a b C
program shall have:
1. Undertaken projects that show ability to solve complex technical
problems and to work in teams on problems whose solutions lead to   
significant societal benefits.
2. Demonstrated professional computing success via promotions and/or
  
positions of increasing responsibility.
3. Demonstrated life-long learning via progress toward completion of an
advanced degree, professional development or computing related   
training courses and certification/s
4. Undertaken projects that take into consideration safety, health,
environmental concerns and the public welfare, through adherence to   
required codes and laws.
5. Exhibited high standards of professional behaviour and attitude.
  
6. Applied personal standards to achieve excellence.
  

COURSE SYLLABUS

1 Course Code : ENG13

2 Course Title : ENGLISH FOR THE WORKPLACE 2

3 Pre-requisite : None

4 Co-requisite : None

5 Credit/ Class schedule : 3 units; 4.5 hours lecture per week

Course Title: Date Effective: Date Revised: Prepared by: Approved by:
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 The course completes the process of providing the students with a strong
6 Course Description :
grounding on the English communication skills demands of the workplace, a
process began in ENG 12. ENG 13 promotes further development of
communication skills – speaking, listening, writing, and reading – through an
integration of learning tasks with real-world tasks. It covers such areas as basic
business and technical writing, report writing and presentation, cross-cultural
workplace issues, and the job application process. Credit Unit(s): 3 Unit(s). Pre-
requisite: ENG12.

7. Student Outcomes
1 2 3 4 5 6
Student Outcomes
(a) An ability to apply knowledge of computing and mathematics appropriate to the
discipline
(b) An ability to analyze a problem, and identify and define the computing requirements
appropriate to its solution
(c) An ability to design, implement, and evaluate a computer-based system, process,
component, or program to meet desired needs
(d) An ability to function effectively on teams to accomplish a common goal / / / / / /
(e) An understanding of professional, ethical, legal, security and social issues / / / / / /
(f) An ability to communicate effectively with a range of audiences / / / / / /
(g) An ability to analyze the local and global impact of computing on individuals,
organizations, and society
(h) Recognition of the need for and an ability to engage in continuing professional / / / / / /
development
(i) An ability to use current techniques, skills, and tools necessary for computing
practice.
(j) An understanding of processes that support the delivery and management of
information systems within a specific application environment

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

Description abcde f gh i j

Apply research techniques to recognize the problems with existing products

1 IDI D
and services, and propose viable solutions.

Present and critique ideas and concepts, with the intent of analyzing and
2 I DR D
improving them.

3 Exhibit the values of creativity, industry and cooperation. RDD D

Demonstrate confidence and mastery of the technical concepts at play in

4 RRR R
their innovation project.

*Level: I – Introduced, R – Reinforced, D - Demonstrated

9. Course Coverage
Week
CO# Topic TLA AT
Range

1 CO1 Introduction to Technical Discussion((Values Seatwork

Writing Accuracy, Objectivity,
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 Precision)
Concept: It is not enough for General Topic
one to possess technical Introduction to EWP2
knowledge if he were to Technical Writing
succeed in the workplace. One Introduction to EWP2
should know how to impart it. (Technical Writing)
This lesson aims to help Group work activity to facilitate
students: student learning
1. distinguish technical writing
from academic writing from Each group will set a wiki to
creative writing; collaborate online as their
2. define technical writing; project progresses.
3. determine the purpose of Face to Face Meetings per
technical writing; group)
4. identify the main features
and aims of technical writing
and;
5. recognize a technical
document.

The Process of Writing Collaborative Learning(Groups Exercise

Technical Documnets will be provided with an Group
Interactive Document Interaction
This lesson aims to develop in Product Brochure
the students: This is to show how Technical
1. critical thinking skills Communication combines
relevant to the writing process words, graphics and design.)
and the skills to work with Discussion(The teacher will
information. discuss the unique aspects of
the writing process)
CO1, Reading and Collaborative
2
CO2 Discussion(The instructor
provides articles for group
brainstorming activity. The
objective is to develop critical
thinking.)
Small group
projects/assignments(Face to
Face Meeting per group.
In Class Activity
Paired work Exercises
Document Analysis)

3 CO1, Analyzing your Audience Brainstorming(Groups will Assignment

CO2, and Purpose discuss their product innovation One-on-One
CO3 project.) Interview
This lesson aims to bring Discussion(Discuss the Project
students to: techniques on analyzing the Proposal
1. understand the key concepts target audience. Provide
of audience and purpose discussion how to communicate
2. consider the technical across cultures; understanding
background of the target cultural variables.)
audience Small group
3. identify the needs and goals projects/assignments(Study
of the target audience; and Snack Packets and identify the
4. exemplify the ABCs of audience and purpose. Share
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 Technical Writing. findings with the class.)
Technology Integration(Using
BLACKBOARD/ INTERNET
EXERCISE
the group will study two
Websites that advertise
competing products. Members
will compare and contrast the
sites according to theses criteria

a. the kind of information they

provide
b. the use of multimedia
techniques such as animation,
sound or video; and
c. the amount of interactivity
they invite, that is, the extent to
which you can participate in
activities while visiting the site.

Topics will be posted in your

group discussion board and
create a thread. In the thread,
discuss which aspects of the
sites caused the most
difference.

Then in a brief memo to your

instructor, describe and analyze
how the two sites were
perceived by members by the
group.)

4 CO1, Researching Your Subject Discussion(( The teacher will Design

CO2, discuss the research process for Project
CO3 This lesson aims to train the group's product innovation Guided
students to: process) Learning
1. identify relevant and 1. Analyze the product to be Output
irrelevant information; innovated/ services that need to
2. understand the existing be improved.
information about a subject 2. Visualize the deliverable.
and; design a product 3. Determine what information
innovation project. will need to be a part of that
deliverable.
4. Determine what information
the group needs to acquire.
5. Create questions the group
needs answer in their
deliverable.
6. Conduct the product
innovation research.)
Group discussion(Face to Face
Meetings per group.)
Library Research(Conduct
research on Product Innovation
Project.

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 *First of the three out-of-class
activity.)
Technology Integration(Peer
Review on BLACKBOARD
On Product Innovation Idea
USABILITY TESTING of
Product Innovation Proposal
(Inter-class))

Specific Documents and Case Study(Analyze Case Case Study

Applications Studies Report
Product Descriptions and check TOEIC
This lesson aims to: information for clarity and
1. develop understanding of balance.)
the writing situation to Discussion(The teacher will
determine the kind of cover the following
definition and description Kinds of Definitions and
CO1,
needed; Descriptions and the Role of
CO2,
5 2. to provide appropriate and Definitions and Descriptions in
CO3,
clear detailed descriptions various technical
CO4
communication.)
Technology
Integration(Blackboard
Write a 500 - 1000 word
description of a piece of
equipment used in your field.
Include graphics and specify
your audience.)

Communicating Brainstorming(Brochure Design Group

Persuasively / Poster Design Presentation
Produce a layout of product
Concept: One f the goals of brochure)
Technical Communication is Guided Learning
to design a document to Small group
improve communication and projects/assignments(Values
usability. Perseverance, Creativity and
This lesson aims to provide an Critical Thinking
in-depth discussion on:
1. visual communication; Second of the three out-of-class
CO1, 2. basic principles of activity)
CO2, document design; and
6
CO3, 3. practical techniques to
CO4 increase the visual literacy of
technical and professional
communicators.

This activity aims to:

1. help the students decide on
which information should be
included;
2. apply the rudiments of
technical writing;
3. apply the techniques and
principles of document design.

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 Art of Oral Presentations Discussion(The instructor will Oral
give a brief lecture on oral Presentation
This lesson aims to: presentations.)
1. identify the target audience; Guided Discovery
CO2,
2. plan one's presentation; and (Collaborative Approach)(The
7 CO3,
3. deliver one's presentation instructor presents samples of
CO4
videos from TED Talk, and asks
the students to observe how
each speaker delivers their
presentations.)

Connecting with the Public Critique(The instructor presents Group

samples of podcasts on a topic Presentation
This lesson aims to: and students will listen to what 2
1. discuss strategies for they think is the best Reading Test
communicating with the information provided.)
CO2, public or, to be precise, public; Discussion(The teacher will
8 CO3, investors, prospective market, give a lecture on understanding
CO4 state and local officials, the role of connecting with the
community. public and how to present the
2. present new philosophy of information to the public.)
communication: Bottom Up; Group Presentation(Values
that is engaging the public. Presentation of Technical
Product Innovation)

Product Pitch Collaborative Learning Group

Group Presentation(This will Presentation
This lesson aims to provide enable the students to present 3
guidelines on: their innovation by creating and
1. how to craft an effective elevator pitch.
CO3,
9 product pitch using the FAB
CO4
(Features, Advantages and Third of the three out-of-class
Benefits) method; activity)
2. how to work cooperatively
to develop an oral and visual
presentation

CO1, Final Examination Group Final Exam

CO2, Presentation(Presentation of Speaking
CO3, Final Speaking Assessment Product Pitch) Test 3
10
CO4 Final Writing Assessment Poster presentation(Poster or
Final Reading Assessment Brochure Presentation)
Final Listening Assessment

Departmental Examination
11 CO4
This week is alloted for
Departmental Examination

10. Lifelong-Learning Opportunities

Description

Presentation of a project proposal.

Course Title: Date Effective: Date Revised: Prepared by: Approved by:
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 This course aims to provide real-life experiences which professionals especially engineers,
architects, and computer scientists would likely encounter in practicing their chosen careers.
Therefore, it is expected that after finishing this course, they will be more confident and
enthusiastic in sharing whatever knowledge they gained for the benefit of mankind.

11. Contribution of Course to Meeting the Professional Component:

Weight
Description
(%)

Professional Topics 30

General education component 70

12. Textbook :
Description

None

13. Other References

Type Description

Dobrin, S.I., Keller, C.J., and Weisser, C.R. ( 2010). Technical communication in
Books
the twenty-first century. Upper Saddle River: Prentice Hall.

Perelman, L.C., Paradis, J., and Barrett, E. (1998). The Mayfield handbook of
Books
technical & scientific writing. California: Mayfield Publishing Company

Roebuck, D.B. (2006). Improving business communication skills. NJ: Pearson

Books
Education, Inc.

14. Course Materials Made Available

Description

Audio Files

Final Examination for Listening, and Reading

MELT Descriptors for Speaking and Writing

15. Course Evaluation:

Course Weight Min. Ave
AT AT Description Remarks
Outcome (%) (%)

CO 1 A Assignment Document Analysis Exercise 0 0.00

Case Study
CO 1 CSR Reading Seatwork 2.5 2.50
Report

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 CO 1 DP Design Project Product Proposal 3.5 3.50

CO 1 Exr Exercise Exercises 0 0.00

CO 1 FE Final Exam Reading Finals 10 10.00

CO 1 GI Group Interaction Exercises 0 0.00

Group
CO 1 GP Exercises 0 0.00
Presentation

Guided Learning
CO 1 GLO Exercises 0 0.00
Output

One-on-One
CO 1 OIPP Interview Project Listening Seatwork 2.5 2.50
Proposal

CO 1 SW Seatwork Exercises 0 0.00

CO 1 SPTST 3 Speaking Test Exercises 0 0.00

CO 1 TOIEC TOEIC Reading Toeic 5 5.00

CO 2 A Assignment Exercises 0 0.00

Case Study
CO 2 CSR Exercises 0 0.00
Report

CO 2 DP Design Project Exercises 0 0.00

CO 2 Exr Exercise Exercises 0 0.00

CO 2 FE Final Exam Writing Finals 15 15.00

CO 2 GI Group Interaction Exercises 0 0.00

Group
CO 2 GP Speaking Seatwork 2 3.5 3.50
Presentation

Group
CO 2 GP 2 Exercises 0 0.00
Presentation

Guided Learning
CO 2 GLO Exercises 0 0.00
Output

One-on-One
CO 2 OIPP Interview Project Exercises 0 0.00
Proposal

CO 2 OP Oral Presentation Exercises 0 0.00

CO 2 RTST Reading Test Reading Quiz 2.5 2.50

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 CO 2 SPTST 3 Speaking Test Exercises 0 0.00

CO 2 TOIEC TOEIC Writing Toeic 8 8.00

CO 3 A Assignment Listening Seatwork 2.5 2.50

Case Study
CO 3 CSR Writing Seatwork 3.5 3.50
Report

CO 3 DP Design Project Exercises 0 0.00

CO 3 FE Final Exam Listening Finals 10 10.00

Group
CO 3 GP Exercises 0 0.00
Presentation

Group
CO 3 GP 2 Exercises 0 0.00
Presentation

Group
CO 3 GP 3 Exercises 0 0.00
Presentation

Guided Learning
CO 3 GLO Exercises 0 0.00
Output

One-on-One
CO 3 OIPP Interview Project Exercises 0 0.00
Proposal

CO 3 OP Oral Presentation Exercises 0 0.00

CO 3 RTST Reading Test Exercises 0 0.00

CO 3 SPTST 3 Speaking Test Exercises 0 0.00

CO 3 TOIEC TOEIC Listening Toeic 5 5.00

Case Study
CO 4 CSR Exercises 0 0.00
Report

CO 4 FE Final Exam Finals Speaking 15 15.00

Group
CO 4 GP Exercises 0 0.00
Presentation

Group
CO 4 GP 2 Exercises 0 0.00
Presentation

Group
CO 4 GP 3 Exercises 0 0.00
Presentation

CO 4 OP Oral Presentation Exercises 0 0.00

CO 4 RTST Reading Test Exercises 0 0.00

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 CO 4 SPTST 3 Speaking Test Speaking Seatwork 3.5 3.50

CO 4 TOIEC TOEIC Speaking Toeic 8 8.00

16. Grading System

Min Grade Max Grade Grade

0.00 69.99 5.00

70.00 72.99 3.00

73.00 75.99 2.75

76.00 78.99 2.50

79.00 81.99 2.25

82.00 84.99 2.00

85.00 88.99 1.75

89.00 92.99 1.50

93.00 96.99 1.25

97.00 100.00 1.00

Aside from academic deficiency, absences of more than 20% of the total number of meetings during the quarter
will result to a failing grade.

17. Other Course Policies

Title Description

The MELT minimum requirement for a passing grade is 3.5

MELT Score computed from the following: Listening 20% Reading 20%
Speaking 30% Writing 30% Total: 100%

The four macro skills: speaking, listening, writing, and reading,

Assessment
are assessed individually.

Test of English for International Communication (TOEIC)

TOEIC results are used as examination for Listening, Reading, Speaking
and Writing.

Cheating during examinations Absences of more than 20% of the

Grounds for a failing
total meetings in a quater or 7 absences. Failure to take the final
grade
examination with no valid excuse.

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 18. Committee Members:
Members

ALABASTRO, SUSANA (T)

ALFARO, AIDA (MALONZO)

BRAZALOTE, TUMOROH (CARIN)

CLEMENTE, JANET (ESPINA)

CORTEZ, EDNA (PEREZ)

DE UNGRIA, KATHLEEN JEAN (PERALTA)

FALCULAN, MAILAN ANN YANCY (TEMPLANZA)

HERNANDEZ, ANGELINA (REYES)

MANGALUS, JANE (CARLOS)

MARTINEZ, JUAN EDMUND (FERNANDEZ)

MORADA, MA. CASELYN (BORROMEO)

QUINTO, EDWARD JAY (MANSARATE)

RONQUILLO, CLINTON (CASTILLO)

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