INSTITUTE OF TEACHER EDUCATION

SYLLABUS IN PURPOSIVE COMMUNICATION

I. VISION : We shall be the premier academic community through quality education and training.

II. MISSION : We provide: holistic, responsive, and globally recognized academic and training programs.

III. GOALS : Guided by its vision and mission, the college aims:

1. To provide quality education by promoting academic excellence at all levels.

2. To maintain partnerships with other academic institutions and organizations thereby forming alliances with the industry to promote
entrepreneurship and global competitiveness.
3. To create a strong research culture among all levels of the institution.
4. To exercise sound socio-civic practices.

IV. PROGRAM SPECIALIZATION OUTCOMES

1. Articulate and discuss the latest techniques in teaching.

2. Effectively educate students by using modern technologies.
3. Work effectively and independently by the help of computers
4. To give students a quality education.

V. COURSE CODE : GE5

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VI. COURSE TITLE : PURPOSIVE COMMUNICATION
VII. 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 develops student’s comuunicative ompetence 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 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-baseed output for various purposes.

VIII. COURSE OBJECTIVES

At the end of the course, the student should be able to:

Knowledge

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 text structure
6.
Skills
1. Convey ideas through oral, audio-visual, and/or web-based presentations for different target audiences in local and global sttengs
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 style
Values
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

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 4. Appreciate the impact of communication on society and the world

IX. COURSE CONTENT

Desired Students Course Content/ Instructional Evidence of performance Assessment Remarks

Learning Outcomes Duration Delivery

**Describe the nature, • Communicati * Lecture and class Random Calling

elements, and on processes, discussion on Recitation
principles, elements and types of The instructor informs the class
functions of verbal and Log
and ethics communication that students will be selected at
non-verbal
*Group work on random to respond to a Analytic
communication in identifying elements question.The teacher gives the Rubric
various and of communication in
question to the class then calls a
multicultural contexts various texts Objective type of
student at random after
sufficient time (say 10 seconds). written test
Afterwards, another student is
selected at random to comment
on the first student’s response

* Explain how cultural • Communicati *Class discussion of Jigsaw *Reaction paper

and global issues affect on and essay, “Flight from and/or discussion
communication Globalization conversation” or Students are directed to read forum on the impact
* Appreciate the impact video “Connected but topics assigned to them. When of globalization on
of communication on alone” and “How the reading has been how people
society and the world social media can make completed, the students meet communicate, and
history” or “Wiring a vise versa
for approximately 20 minutes
web for global good”
with others assigned to the
same topic. They discuss the

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material, identify the most
important learning points, and
return to their "home groups"
to instruct the others about
information in which they have
become an "expert". Each
student takes turns teaching
what he or she has learned to
the other "home group"
members

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* Determine culturally • Local and Global *Lecture and Think, Pair, Share *Quiz and seatwork on
appropriate terms, Communication in class discussion using culturally
expressions, and images multicultural on using The instructor appropriate terms,
(sensitivity to gender, settings culturally asks the expressions, and images;
race, class, etc.) • Varieties and appropriate students to find varieties and registers of
registers of spoken terms, a partner before language
* Adopt cultural and and written expressions, and *Research and report on
a question is
intercultural awareness language images; varieties various cultural and
and sensitivity in and registers of raised. Let the intercultural modes of
communication of ideas language pair discuss its communication
*Class discussion responses. (e.g.,words/gestures/
of cultural used in a particular region
appropriateness Allow each pair to illicit or country to show
in responses from all respect) and/or various
communicating members of the class and issues in communication
as tackled in engage them in a wider (e.g., use of politically
film/video discussion demonstrating correct words in today’s
*Exercise on world; gender sensitivity
the many different
using culturally through language)
appropriate perspectives
terms,
expressions, and
images
*Interview
invited
speakers/studen
ts

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* Evaluate multimodal • Evaluating *Lectue and class All Write 8Invitation for people to
texts critically to messages and/or discussion on Round join cause-oriented events
enhance receptive images (e.g. critical reading Robin using various media suc as
pictures, and listening email, social media, print
(listening, reading,
illustrations) of *Exercise on Students form and/or electronic
viewing) skills analyzing advertisements
different tyoes of groups. Each
texts reflecting content of
*Convey ideas through member of
different cultures various texts
oral, audio-visual, the group
(regional, Asian,
and/or web-based Western, etc) responds
presentations for 1. What is the orally to the
different target message? task. If
audiences in local and 2. What is the
purpose of the Teammates
global settings using
message? agree, all
appropriate registers
3. How is the message students
*Adopt awareness of conveyed by the record the
text and/or image?
audience and context answer on
4. Who is the target
in presenting ideas audience of the their own
message? paper.
5. What other ways of
presenting the
message are there?

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*Convey ideas through • Communication *Lecture and Assignment *Oral, audio-visual, and/or
oral, audio-visual, aids and strategies class discussion web based presentations
using tools of on preparing Assign students to promote cultural values
and/or web-based
technology audio visual and topics to (e.g. respect for elders,
presentations for
web-based read in bayanihan spirit, etc.)
different target presentations advance.
audiences in local and *Group work and
global settings using class discussion
appropriate registers on identifying
problems with Random
*Adopt awareness of the research Calling
audience and context presentation in
in presenting ideas the video The instructor
informs the
class that
students will
be selected
at random to
respond to a
question.

The teacher gives the

question to the class then
calls a student at random
after sufficient time (say
10 seconds). Afterwards,
another student is selected
at random to comment on
the first student’s response

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*Convey ideas through * Communication for *Lecture and Assignment *Public announcements
oral, audio-visual, and/or various purposes class discussion (audio/video, social
Assign students
web-based presentations on informative, media) about disaster
1. to obtain, provide, and topics to
for different target and preparedness
disseminate information read in
audiences in local and argumentative
advance. *Editorial about
global settings using 2. to persuade and argue communication
environmental issues
appropriate registers
*Lecture and
*Formal One-minute
*Create clear, coherent, discussion of Random Speech based on current
and effective Types of Calling
issues (Extemporaneous)
communication materials Speeches and
Public Speaking The instructor
*Present ideas informs the
(Read,
persuasively using class that
Memorized,
appropriate language students will
Impromptu/Exte
registers, tone, facial be selected
mporaneous)
expressions, and gestures at random to
*Short exercises: respond to a
*Adopt awareness of
asking for question.
audience and context in information
presenting ideas The teacher gives the
through inquiry
letter or question to the class then
interview, calls a student at random
response to after sufficient time (say
queries, incident 10 seconds). Afterwards,
reports another student is selected
at random to comment on
the first student’s response

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*Create clear, coherent, • Communication for *Lecture and Assignment *Workplace documents
and effective work purposes (e.g. class discussion (e.g. minutes, memo)
healthcare, on effective Assign students *Written and/or oral
communication
education, business communication topics to presentation (group
materials
and trade, law, and oral read in reporting) of a medical
*Present ideas media, science and presentations in advance. case/ business proposal/
technology) the workplace media campaign
persuasively using
*Analysis of proposal/program or
appropriate language different project proposal for
registers, tone, facial communication Simultaneous addressing a health
expressions and materials Roundtable issue/problem (using
gestures *Writing communication aids and
exercises on Teacher asks a question or strategies-tools of
*Adopt awareness of communication poses a problemwhich has technology)
audience and context materials for the multiple answers. In
in presenting ideas in workplace (e.g.
teams, students each write
communicating ideas minutes,memo.r
equests,business a response on their
/technical/incid ownpiece of paper.
ent Students then pass their
reports,letters) papers clockwise so each
teammate can addto the
prior response.

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*Write and present *Communication for *Lecture and Assignment *Analysis Papers (e.g.,
academic papers using academic purposes (e.g. class discussion literary analysis, political
Assign students
appropriate tone, style, research-based journal or on science analysis paper)
topics to
conventions and magazine article, etc.) communication and/or Technical Papers
read in
reference styles for academic (for journal article or
advance.
purposes magazine article) on
*Adopt awareness of
political,social,cultural,
audience and context in *Independent
economic or health,
presenting ideas research (topic Simultaneous environment issue
proposal, Roundtable
*Convey ideas through literature *Academic Presentations
oral, audio-visual, and/or Teacher asks a question or
review, data (e.g., paper presentations
web-based presentations poses a problemwhich has
gathering, data for a local/international
for different target multiple answers. In
analysis) conference; lecture
audiences in local and teams, students each write presentations for a
global settings using a response on their local/international forum)
appropriate registers ownpiece of paper. of analysis/technical
Students then pass their paper*Final project:
papers clockwise so each Multimodal Advocacy
teammate can addto the campaign (print, audio,
prior response. visual, web-based)
addressing current issues
tackled in previous tasks
(e.g., good governance,
responsible citizenship,
disaster preparedness,
environmental
preservation, poverty
reduction, etc.)

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X. REFERENCES:

LCD projector or manila paper

*Audio and/or video clips of various media (e.g TV commercials; movies; newscasts; etc.)
*Texts from newspapers, magazines, journals
*See http://www.healthknow
ledge.org.uk/public-health-textbook/organization-management/5a-understanding-itd/effective-communication
Chase, R. & Shamo, S. (2013). Elemens 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 3 rd ed. Sage Publications.

*Bilber, D. & Conrad S. (2009). Register, genre, and style. Cambridge: Cambridge Univ.Press.
Bullock, R. & Goggin, M. (2013). The Norton Field Guide to Writing 3 rd edition. W.W. Norton and Company.

ADDITIONAL /SUPPLEMENTARY MATERIALS

http://promeng.eu/downloads/training-materials/ebooks/soft-skills/effective-communication-skills.pdf
https://www.vuu.edu/Uploads/files/SampleMeetingMinutes.pdf
https://www.monash.edu.au/lls/llonline/writing/medicine/reflective/5.xml
http://tawanmandi.org.af/knowledge-portal/Media/Workplace_communication_chapter_in_communications.pdf
http://www.dol.gov/odep/topics/youth/softskills/Communication.pdf

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 XI. PERFORMANCE INDICATORS AND EVIDENCES PERFORMANCE

DESIRED STUDENT LEARNING OUTCOME EVIDENCE OF PERFORMANCE PERFORMANCE STANDARDS

Knowledge Submission of consolidated and reconstructed Criteria:

lectures. 60% - Qualitative Output
Describe the nature, elements, and functions of
35% - Quantitative Output
verbal and non-verbal communication in various
and multicultural contexts 5% - Time of Submission
Explain how cultural and global issues affect
communication Criteria:
Determine culturally appropriate terms, 60% - Qualitative Output
expressions, and images Verbalization of understanding about 35% - Quantitative Output
Evaluate multimodal texts critically to enhance Purposive Communication 5% - Time of Submission
receptive (listening, reading, viewing) skills;
Summarize the principles of academic text
structure
Skills
Convey ideas through oral, audio-visual, and/or
web-based presentations for different target
audiences in local and global sttengs using
appropriate registers
Create clear, coherent, and effective
communication materials
Present ideas persuasively using appropriate Criteria:
language registers, tone, facial expressions, and Submission of consolidated and 60% - Qualitative Output
gestures reconstructed lectures. 35% - Quantitative Output
Write and present academic papers using 5% - Time of Submission
appropriate tone, style, conventions, and
reference style
Values

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Adopt cultural and intercultural awareness and Criteria:
sensitivity in communication of ideas 60% - Qualitative Output
Appreciate the differences of the varieties of 35% - Quantitative Output
spoken and written language Verbalization of understanding about
5% - Time of Submission
Adopt awareness of audience and context in Purposive Communication
presenting ideas
Appreciate the impact of communication on
society and the world

XII. GRADING SYSTEM

PRELIM GRADING PERIOD = CLASS STANDING (60%) + MAJOR EXAMINATION (40%)

MIDTERM GRADING PERIOD = CLASS STANDING (60%) + MAJOR EXAMINATION (40%)

FINAL GRADING PERIOD = CLASS STANDING (40%) + MAJOR EXAMINATION (60%)

FINAL GRADE = PRELIM GRADE + MIDTERM GRADE + FINAL GRADE

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XII. COURSE REQUIREMENTS

Class Standing 60% (Prelims & Midterms) Class Standing 40% (Finals)
Attendance Attendance
Seatwork/ Assignments/ Journal Reading Seatwork/Assignments/ Journal Reading
Quizzes Quizzes
Recitations Recitations
Group Activities (Reaction Papers) Compendium (Reactions Papers and other Activities)
Major Examination 40% Major Examination 60%

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 XIII. COURSE POLICIES AND GUIDELINES

1. Students should always log-in to the facebook group regularly to retrieve supplementary learning materials such as handouts, take home activities,
worksheets and the like. In addition, the students can also post their concerns about the subject/lesson.
2. Students are expected to study their lessons before entering the class to maximize class participation.
3. Eating and chewing gums inside the classroom is not allowed.
4. Requirements such as assignments/projects should be submitted on time. Failure to meet the deadline would mean demerit of 10% from the actual
grade on a daily basis.
5. Coordinate with the professor within the given consultation hours regarding concerns about the subject requirements.
6. Use of cellphones and other gadgets is strictly prohibited inside the classroom unless highly needed.
7. Practice “Clean as you Go” (CLAYGO).
8. Non-compliance to the requirements given will be marked as incomplete from the course.
9. Students who failed to take quizzes or major examination should comply within one week after the date of examination and are required to present
an excuse letter stating non-compliance to the said activity before taking a special exam.
10. Please refer to the Student’s Handbook concerning the following: tardiness; absences; acquisition of special quizzes, activities & major examination

XI. CONSULTATION HOURS

Days Time Room

Mon-Fri 8:00 AM – 11:00 AM ITED FACULTY RM.

Prepared by: Reviewed/Verified/ Approved by:

Dr. Vilma Esparrago Dr.Vilma V. Esparrago
Faculty VPAA
Adapted by:
Jeric Pangilinan David
Faculty

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