LA SALLE UNIVERSITY

Ozamiz City

LA SALLE UNIVERSITY VISION AND MISSION

Preamble

La Salle University-Ozamiz is a recognized catholic University established by the Brothers of Christian Schools. Inspired by the charism of St.
John Baptist De La Salle, the University community together and by association, provides quality, human, Christian education by teaching minds,
touching hearts and transforming lives.

Vision

La Salle University is a leading learner-centered, catholic University and center of excellence in Mindanao, accessible to all, especially the
poor and the youth-at-risk.

Mission
To realize this Vision, we commit ourselves to:

 providing a learner-centered education committed to life-long learning;

 recruiting and retaining highly qualified faculty and staff;
 generating new knowledge to address the needs of the community, church and society; and,
 producing Lasallians who have the spirit of faith, zeal for service, and communion in mission.

Objectives
To realize its Vision, accomplish its Mission, and attain its Goal, the university endeavors to:

 empower the faculty and staff through professional enhancement and post graduate studies;
 provide quality Christian education to the poor and youth-at-risk;
 become the resource of the society in generating new knowledge; and
 produce faith-filled, service-oriented, and socially-responsible graduates.
Core Values
Inspired by the teaching of St. John Baptist De La Salle, the members of the university community shall live by these core values.

Faith
LSU nurtures a community with unwavering belief in God.
Service
LSU leads to promote a just, safe, and progressive society.
Communion
LSU collaborate with all in improving peoples’ quality of life in the light of gospel values.

COLLEGE OF ARTS AND SCIENCES VISION AND MISSION

Vision

The college of Arts and Sciences lays the groundwork and hub of knowledge to produce well-rounded professionally competent, humane and
moral individuals who as Filipino Lasallians appreciate social and natural realities in a general sense.

Mission

As LSU’s hub of learning, the College provides transformative Christian education in the humanities, natural and social sciences to
prepare the students in their professional life to serve God and society.

Goals and Objectives

 Promote Filipino values and culture through realistic discussions of Philippine literature and instill to students the significance of
creative inquiry to human experience across various world perspectives;
 Help students develop proficiently their English and Filipino reading, writing, speaking and thinking skill; and
 Develop the multi-intelligences of the students through meaningful/significant classroom teaching-learning activities.
 SYLLABUS

GENERAL DESCRIPTION:

Subject Code :
Course Title : Principles and Theories of Language Acquisition and Learning
Units : 3 units
Requisite : None

COURSE DESCRIPTION:

This course introduces the major theories of first and second language acquisition and how the to processes are related.

Principles of and Theories of Language Acquisition and Learning is a three-unit course which will able to investigate how psychological, social
cultural and linguistic factors affect students’ second language learning and how to develop ones own teaching strategies that reflect what
constitutes language and how it is learned.

INSTITUTIONAL OBJECTIVES:

At the end of the course, the students are expected to:

1. Employ personal and professional skills in solving problems and making decisions.
2. Exhibit social responsibility to address needs and problems.
3. Engage in lifelong learning to improve quality of life.
4. Transmit ideas responsibly and proficiently in written, oral and other forms of communication.
5. Assess judiciously national and global issues and challenges.
6. Work competently at par with international standards.
7. Participate actively in the promotion of faith and life.
8. Conduct publishable relevant research related to specific fields.
Program Intended Learning Outcomes

Learning Graduate Attributes Performance Indicators

1. Analytical/Critical thinker - Anticipates, identify, and addresses possible communication

concerns and/or issues.

- Analyze and discuss examples of cross-cultural conflicts in a

variety of situations while developing an understanding of
barriers to effective intercultural communication; intercultural
sensitivity in terms of beliefs, values, and norms; and an
understanding of intercultural competence.

- Analyze how language functions to reflect, shape, and create

reality within the various social institutions and organizations
of society
2. Articulate, effective, efficient, resourceful and creative - Demonstrates effectiveness, efficiency, resourcefulness, and
communicator in both written and oral communication creativity in conveying ideas in different communication
situations.

- Improves communication skills through cross-cultural awareness

to create effective social and global atmosphere which prevent
cultural biases and stereotypes.

- Demonstrate an ability to negotiate the complexities of language

analysis using skill and grace in everyday situations.
3. Socially responsible individual - Displays ethical communicative behaviors in various
communication context.

- Develop mastery of culture as a concept and of the fundamentals

of cross-cultural awareness including race, gender, class and
cultural phenomena and a higher sensitivity to cultural
differences.

- Recognize the multi-faceted power of language within the

everyday lived experience of interpersonal interaction and
display sensitivity to language issues both interpersonally
(micro) and in society at large (macro)
COURSE LEARNING OUTCOMES& MAP

Upon completion of the course, the students will be able to:

A. Cognitive

INSTITUTIONAL LEARNING OUTCOMES

COURSE OUTCOMES
ILO1 ILO2 ILO3 ILO4 ILO5 ILO6 ILO7 ILO8

* * *
1. Explain how language acquired by humans
* * * *
2. Determine the best method to learn or teach language
3. Explain how the different parts of the brain fulfill specific language-related *
functions
Legend: I-Introduced (The student gets introduced to concepts/principles
P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different settings with minimal supervision

B. Psychomotor

INSTITUTIONAL LEARNING OUTCOMES

COURSE OUTCOMES
ILO1 ILO2 ILO3 ILO4 ILO5 ILO6 ILO7 ILO8

* * * *
1. Compare various theories of foreign language learning and teaching.
2. Apply knowledge gained from the course towards an increased understanding of the * * * *
teaching practice.
3. Initiate, conduct, and finalize small scale research projects related to topics * * * *
covered.
Legend: I-Introduced (The student gets introduced to concepts/principles
P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different settings with minimal supervision
C. Affective

INSTITUTIONAL LEARNING OUTCOMES

COURSE OUTCOMES
ILO1 ILO2 ILO3 ILO4 ILO5 ILO6 ILO7 ILO8

1. Develop awareness of theories relating to the acquisition of first and additional * *

languages.
* * * *
2. Develop awareness of current teaching approaches and methodologies.
3. Develop good understanding of the extent of the contribution of linguistics and related * * * *
disciplines to foreign language teaching.

Legend: I-Introduced (The student gets introduced to concepts/principles

P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different settings with minimal supervision

COURSE OUTLINE AND TIMEFRAME

Week Scope and Sequence
Week 1 1. Nature of Language
1.1 Role of English Language
1.2 Definition
1.3 Importance of Teaching English Language

Week 2 2. Theories of Origin of Language

2.1 Bow-Wow Theory
2.2 Sing-song Theory
2.3 Ding-Dong Theory
2.4 Pooh-pooh Theory
2.5 Yo-He-Ho Theory
2.6 Biblical Theory
2.7 Gesture/Natural Source
2.8
Week 3 3. First Language vs. Second Language

Week 4 4. Acquisition vs. Learning

Week 5 5. Competence vs. Performance
Week 6 6. Language and the Brain
6.1 Parts of the Brain
6.2 Critical Age Hypothesis
 Week 7 7. Stages in Language Acquisition
7.1 Pre-linguistic
7.2 Linguistic
Week 8-14 8. Theories of Language Acquisition
8.1 Accommodation Theory
8.2 Behavioristic Theory
8.3 Acculturation Theory
8.4 Cognitive Theory
8.5 Discourse Theory
8.6 The Monitor Model
8.7 Social Interaction Theory
8.8 5Krashen’s Hypothesis
8.9 The Variable Competence
8.10 The Universal Hypothesis
8.11 The Neurofunctional Theory
Week 15-18 9. Learning in classroom settings
9.1 Input
9.2 interaction
9.3 output
10.Learner characteristics
9.4 age
9.5 aptitude
9.6 motivation
9.7 Learning styles and strategies
COURSE OUTLINE

LEARNING PLAN

Week Hours Desired Learning Course Textbook/ Strategy/Activities Assessment Instructio

Outcome Content/Subject References (with page Tasks/Tools nal
Matter no.)/ Materials
Online References
Week 1 3 hrs 1. Define language Nature of Lecture and class Perform a short PowerPoint
Language discussion on the simulation presentati
2. Describe and flow of illustrating common on, Hand-
understand the roles www.bhojvirtualunivers communication. usage of language outs,
of language ity.com (e.g. purchasing of Wyteboard
3. Explain the need and Group dynamics on goods at & Marker
importance of Samaranayke, S. n.d. describing the role supermarkets, paying
language www.academia.edu of language bills at designated
payment centers,
4. Construct a model Reciprocal asking for a
that illustrates the questioning on the particular location
characteristics and various or information).
function of a characteristics of
language Language Draw communication
model based on the
simulation
illustrating everyday
life conversations.
Week 2 3 hrs 1. Describe and Theories of Group discussion on Debate on where PowerPoint
distinguish the Origin of the origin of language really presentati
different theories Language Xia, Y. 2014. language. originated and what on, Hand-
of language www.academy.publicatio sets people apart outs,
2. Describe the n .com Group Observation and from animals. Wyteboard
connection among the analysis on different & Marker
theories of language proposition given
Nath, BJ. 2010. from the debate.
3. Explain the origin https:files.eric.ed.go
of language v
according to Yule

4. Evaluate what sets

humans apart from
animals
Week 3 3 hrs 1. Expalin the First Language Ipek,H. 2009 Perform a simulation PowerPoint
differences between vs. Second https://files.eric.ed. Lecture and of the usage of First presentati
first and second Language gov Discussion and Second Language on, Hand-
language in a classroom outs,
2. Compare and Contrast Film viewing on films setting. visual
First and Second or documentaries that media
Language present First player
Language and Second
3. Recognize the Language
influence of
multicultural
settings in language
acquisition

4. Assess the usage of

First language in
the second language
classroom

Week 4 3 hrs 1. Elaborate the Acquisition vs Krashen, SD. 1981. Panel discussion Create a slogan for Hand-outs,
difference between Learning www.sdkrashen.com conducted by selected the picture puzzle props for
Acquisiton and student chairpersons that illustrates the the panel
Learning acquisition and discussion
learning. Then, the , cut-out
2. Demonstrate Picture puzzle to group members shall pictures.
knowledge about Zascerinska, J. determine whether the take part in the
Language acquisition 2010.https://files.eri situation illustrates discussion of the
and Learning c.ed.gov acquisition or slogan in the class.
learning.
3. Illustrate a
situation where
Language acquisition
and another
situation for
Language Learning

2 hr 1. Distinguish the Competence vs Newby, D.2011. Question wall Write a synthesis Hand-outs,
underlying knowledge Performance http://www.enl.auth.gr strategy about the paper based on the Wyteboard,
Week 5 of language reality of Language discussion on how to marker,
(Competence) from knowledge and make a distinction post-it
the way language is Language in practice. between Performance papers.
used in practice Then class will be and Competence in
(Performance) broken into small Language.
 2. Illustrate a groups to come up
distinction between with answers posted
competence and on the wall.
performance Instructor synthesis

Week 6 3 hrs 1. Examine the Language and the Lecture-discussion Paper and pen
relationship between Brain Crain.S. n.d. on: comprehensive quiz.
linguistic theories www.linguisticssociety a. the concept of
and actual language .org Language and Brain Debate on the topic
use by children and b. the relationship about Language and
adults of Language and Brain.
Brain
2. Discuss the
difference between Instructor-guided
adult language analysis on the
structure from a language structure of
child language Adult and Child
structure

A recorded radio
3. Use appropriate program from a local
register depending FM/AM station where
on the communication Students are to write
situation and the words which are
audience language of children
or language of the
adult.

Week 7 3 hrs 1. Identify the stages Stages in Krashen & Terell.1983. Lecture and Execute a mapping Hand-outs,
of First and Second Language www.ascd.org discussion of the where students will map, props
Language Acquisition Acquisition first and Second indicate on the map
Language Acquisition certain stages that
2. Analyze each stage are manifested from
of First and second Student will comment the situation
language acquisition on how each stage
influenced the
language development
3. Distinguish of the child.
instructional
strategies for Instructor will
Language Learners synthesize the
students’ opinions
and answers.
Week 6 1. Identify the Theories of Lecture-Discussion on Interview a parent of PowerPoint
8-14 hrs different theories Language the different a 5 year old child. ,
 of language Acquisition Aljoundi,EK.2014.www.r theories of language Out of the interview, handouts,
esearchgate.net identify which theory post-it
2. Recognize the Group dynamics the child commonly papers,
importance of each determining the developed or Wyteboard/
theory importance of each influenced and chalkboard
theory and its formulate research ,
process problems. Then, write chalk/mark
3. Explain the an academic paper er
different aspects of following the format
the process by which given.
children learn to
understand and speak
the language

Week 2 1. Identify Input in Learning in Zhang,S.2009.The Role Triple 10 Strategy: a Present a graphic handouts,
15 hrs Second Language Classroom of Input, Interaction, group of students organizer using the post-it
learning Settings Output.http://files.er will be given topics different types of papers,
ic.ed.gov in which they will input SLA Wyteboard/
2. Determine the prepare a PowerPoint chalkboard
importance of presentation ,
Availability and consisting of 10 chalk/mark
Accessibility as important points to er
elements of input be placed in 10
slides to be
3. Illustrate and presented in 10
explain the various minutes.
types of input in
SLA

4. Explain the role of

interaction in SLA
Week 3hr 1. Determine the Learners’ Kirschner.n.d.Learner Group dynamics to Present a role play
17-18 different learners’ Characteristics Characterictics. generate data and on the different
characteristics www.academia.edu information on the types of learners in
various their academics,
2. Explain the characteristics of social , and
importance of each the learners emotional.
characteristic in
the learning of Think and search
Second language strategy. Students
acquisition will be given hand-
3. Demonstrate the outs about the topic.
learner Students will be
characteristics in given time to read
 their academic, the hand-out.
social and emotional Afterwards the
lives. instructor is going
to raise a series
higher order
questions about the
topic read.

Prepared:

MS. KAY C. RIVERA

Faculty, Languages Department
Classroom Policies:
1. Students are expected to cooperate with routine classroom procedures. Creating chaos inside the classroom should be avoided.
2. Courtesy requires the student to secure the teacher’s permission to leave the classroom when necessary.
3. Students under the influence of drugs and/or liquor are strictly prohibited from entering the classroom/campus.
4. Use of cell phones during classes is strictly prohibited.
5. PE uniforms should be worn only during PE classes.

Policy on Absences:

1. Every student is required to be in actual attendance from the first day of classes. Classes missed because of late enrollment are
considered absences.
2. A student is considered “late” if he is not in the classroom when attendance is checked. Three (3) instances of tardiness are regarded as
one (1) absence.
3. A student is considered “absent” if he/she arrives fifteen (15) minutes after the bell rings.
4. A student should secure an admission slip for three (3) absences from the College Deans.
5. Absence due to sickness or accidents, if a student is sick during class days, he/she will ask a slip from the University Clinic.
6. Excused absences do not absolve the students from doing the work covered by the class during his absences.
7. Any student who without the permission of the instructor leaves the classroom when the class is going on shall be marked absent.
8. Any student is liable to failure or disqualification in any subject he is taking when he has incurred:
a. Seven (7) unexcused absences for TTh and Ten (10) for MWF.

Grading System:

Bases for Grading System

The grades of the students are based on quizzes or short tests, recitation, homework or term paper, etc., and the periodical tests.

Grade limits in each period are as follows

Highest Grade Lowest Grade
Preliminary 100 65
Midterm 100 65
Pre-Final 100 65
Final 100 65

The passing score is 70% of the perfect score.

Computation of Periodical Grades

 Quizzes, recitation, assignments, themes, practicum, etc., are given 2/3 weight and the periodic test is given 1/3 weight in the
computation of a periodical grade.

2 1
MidtermGrade= ClassStandi ng+ Exam
3 3

2 1
TemporaryFinalGrade= ClassStanding+ Exam
3 3

midtermgrade+ temporaryfinalgrade
FinalGrade=
2
Performance Task: Students will be part of a simulation activity that presents different communication situations needed in professional work.

Rubric for Simulation

Criteria Excellent Satisfactory Good Poor

Introduction Gets attention, clearly Meets any three of the Meets any two of the four Meets only one of the
identifies topic, four criteria criteria four criteria
establishes credibility,
previews the main points
Body Main points are clear, well Main points are somewhat Main points need clarity Main points
supported, and sources are clear, and support lack of are not clear and have
documented some support, and some sources and documentation no support
documentation and no sources or
documentation
Conclusion Reviews main points, brings Reviews main points, Brings closure Does not bring closure;
closure, memorable brings the audience is left
closure hanging
Eye Contact Eye contact with audience Eye contact with audience Eye contact with audience Little or no eye contact
virtually all the time less than 80% of the time less than 75% of the time
(except for brief glances at
notes)
Use of Language Use of language contributes Use of language does not Use of language causes Use of language is
to effectiveness of the have negative impact, and potential confusion, inappropriate
speech, and vocalized pauses vocalized pauses (um uh and/or vocalized pauses
(um uh er etc.) not er etc.) not distracting (um uh er etc.) are
distracting distracting
Body language Body language, gestures, and Body language, Body language, Body language, gestures,
facial expressions gestures, and facial facial expressions and and
adds greatly to the message expressions compliment gestures lack variety and facial expressions are
message spontaneity lacking or inappropriate
 Clarity Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or cannot
distinctly all the time with distinctly nearly all the distinctly most of the be understood with more
no mispronounced words time with no more than time with no more than two than three mispronounced
one mispronounced word mispronounced words words
Time Within allotted time Within 10% of allotted Within 20% of allotted Not within 20% of
time time allotted time

Performance Task: Students will submit an academic paper utilizing the IMRAD method on a topic related to the student’s discipline.

Rubric for Academic Paper

Criteria Excellent Outstanding Satisfactory Good Poor

(41 – 50) (31 – 40 ) (21 – 30) (11 – 20) (1 – 10)
Ideas Interesting, Clearly states a . Presents central Thesis may be too vague Lacks a thesis or
demonstrates thesis/central idea idea in general terms, or obvious to be central idea and may
but may have minor often depending on developed effectively. neglect to use sources
sophistication of lapses in platitudes or clichés. Paper may misunderstand where necessary.
thought. Central development. Begins Usually does not sources.
idea/thesis is clearly to acknowledge the acknowledge other
complexity of views. Shows basic
communicated, worth central idea and comprehension of
developing; limited the possibility of sources, perhaps with
enough to be other points of lapses in
view. Shows careful understanding. If it
manageable. Paper reading of sources defines terms, often
recognizes some but may not depends on dictionary
complexity of its evaluate them definitions.
critically.
thesis: may acknowledge Attempts to define
its contradictions, terms, not always
qualifications, or successfully.
limits and follow out
their logical
implications.
Understands and
critically evaluates
its sources,
appropriately limits
and defines terms.

Organization Uses a logical Shows a logical May list ideas or May have random No appreciable
and structure appropriate progression of arrange them randomly organization, lacking organization; lacks
rather than using any
Coherence to paper's subject, ideas and uses evident logical internal paragraph transitions and
purpose, audience, fairly structure. May use coherence and using few coherence.
thesis, and sophisticated transitions, but they or inappropriate
transitional are likely to be transitions. Paragraphs
disciplinary field.
devices; e.g., may sequential (first, may lack topic sentences
Sophisticated second, third) rather
move from least to or main ideas or may be
transitional sentences more important than logic-based. too general or too
often develop one idea idea. Some logical While each paragraph specific to be
from the previous one links may be may relate to central effective. Paragraphs
or identify their faulty, but each idea, logic is not may not all relate to
logical relations. It paragraph clearly always clear. paper's thesis.
guides the reader relates to paper's Paragraphs have topic
central idea. sentences but may be
through the chain of overly general, and
reasoning or arrangement of
progression of ideas. sentences within
paragraphs may lack
coherence.

Support Uses evidence Begins to offer Often uses Depends on clichés or Uses irrelevant details
appropriately and reasons to support generalizations to overgeneralizations or lacks supporting
effectively, providing its points, perhaps support its points. for support or offers evidence entirely. May
using varied kinds May use examples, but little evidence of any be unduly brief.
sufficient evidence and
of evidence. Begins they may be obvious or kind. May be personal
explanation to not relevant. Often
to interpret the narrative rather than
convince. evidence and explain depends on unsupported essay, or summary
connections between opinion or personal rather than analysis.
evidence and main experience or assumes
ideas. Its examples that evidence speaks
bear some relevance. for itself and needs
no application to the
point being discussed.
Often have lapses in
logic.
Style Chooses words for their Generally, uses Uses relatively vague May be too vague and Usually contains many
precise meaning and words accurately and and general words, may abstract, or very awkward sentences,
uses an appropriate effectively, but may use some inappropriate personal and specific. misuses words, employs
level of specificity. sometimes be too language. Sentence Usually contains several inappropriate language.
Sentence style fits general. Sentences structure generally awkward or ungrammatical
paper's audience and generally clear, corrects, but sentences; sentence
purpose. Sentences are well structured, and sentences may be structure is simple or
varied, yet clearly focused, though some wordy, unfocused, monotonous.
structured and may be awkward or repetitive, or
carefully focused, not ineffective. confusing.
long and rambling.

Mechanics Almost entirely free of May contain a few Usually contains Usually contains either Usually contains so many
spelling, punctuation, errors, which may several mechanical many mechanical errors mechanical errors that
and grammatical errors. annoy the reader but errors, which may or a few important it is impossible for the
not impede temporarily confuse errors that block the reader to follow the
 understanding. the reader but not reader's understanding thinking from sentence
impede the overall and ability to see to sentence.
understanding. connections between
thoughts.

Modeled after rubric used in the UC Davis English Department Composition Program
Performance Task: Students will be given topic to debate.

Rubric for Debate

Criteria (Affirmative Side) Excellent Satisfactory Good Poor

1. Organization & Clarity:  Completely clear Mostly clear and Clear in some parts Unclear and
and orderly orderly in all but not overall disorganized
Main arguments and responses are outlined in a presentation parts throughout
clear and orderly way.
2. Use of Argument:  Very strong and Many good arguments Some decent Few or no real
persuasive given, with only arguments, but some arguments given, or
Reasons are given to support the resolution arguments given minor problems significant problems all arguments given
throughout had significant
problems
3. Use of cross-examination and rebuttal:  Excellent cross- Good cross-exam and Decent cross-exam Poor cross-exam or
exam and defense rebuttals, with and/or rebuttals, rebuttals, failure
Identification of weakness in Negative team’s against Negative only minor slip-ups but with some to point out
arguments and ability to defend itself against team’s objections significant problems problems in Negative
attack.  team’s position or
failure to defend
itself against
attack.
4. Presentation Style:  All style features Most style features Few style features Very few style
were used were used were used features were used,
Tone of voice, clarity of expression, precision convincingly convincingly convincingly none of them
of arguments all contribute to keeping convincingly
audience’s attention and persuading them of the
team’s case.
Criteria (Negative Side)
1. Organization & Clarity:  Completely clear Mostly clear and Clear in some parts Unclear and
and orderly orderly in all but not overall disorganized
Main arguments and responses are outlined in a presentation parts throughout
clear and orderly way.
2. Use of Argument:  Very strong and Many good arguments Some decent Few or no real
persuasive given, with only arguments, but some arguments given, or
Reasons are given against the resolution arguments given minor problems significant problems all arguments given
throughout had significant
problems
3. Use of cross-examination and rebuttal:  Excellent cross- Good cross-exam and Decent cross-exam Poor cross-exam or
exam and defense rebuttal, with only and/or rebuttal, but rebuttal, failure to
Identification of weakness in Affirmative team’s against Affirmative minor slip-ups with some point out problems
arguments and ability to defend itself against team’s objections significant problems in Affirmative
attack.  team’s position or
failure to defend
 itself against
attack.
4. Presentation Style:  All style features Most style features Few style features Very few style
were used were used were used features were used,
Tone of voice, clarity of expression, precision convincingly convincingly convincingly none of them
of arguments all contribute to keeping convincingly
audience’s attention and persuading them of the
team’s case.

Consultation Hours:

Days Time Venue/Room

Mondays, Wednesdays and Fridays 03:00 – 05:00 pm Department of Languages and Communications
(depends on a dated appointment) (depends on a dated appointment) Office, 3/F SC Building, LSU Main Campus

Prepared: Approved: Noted:

MS. KAY C. RIVERA MR. JEZREEL FAITH C. MONTES, MA MR. NOEL ALAMIN, REB

Faculty Member Chairperson, Department of Languages and Communication Dean, College of Arts and Sciences
 I have read the course syllabus and I understand that I have to comply with the requirements of the
course and the expectations from me as a student of ENG323 during the _____ Semester of SY
. I am fully aware of the consequences of non-compliance with the abovementioned requirements and
expectations.

_______________________------------------------------------------------------______________________

Printed name and signature of student

Date

I have read the course syllabus and I understand that I have to comply with the requirements of the course
and the expectations from me as a student of ENG323 during the _____ Semester of SY . I am
fully aware of the consequences of non-compliance with the abovementioned requirements and expectations.

_______________________------------------------------------------------------______________________

Printed name and signature of student

Date