Document No.
:
STUDENT ESSAY FORM (StEF)
Effective Date:
DATE SUBMITTED: January 27, 2023
COURSE / SECTION: CWTS101/B3
ACTIVITY TITLE: Term-End Essay Assessment
CASE STORY TITLE: One’s Responsibility Part-2
PRE-CWTS101 (EXPECTATION, NOTION AND IDEA)
Give your thoughts on what are your roles in the different interpersonal dynamics such as family, groups
and community.
Student’s Answer
These different examples of interpersonal dynamics are very important in the development of one’s
character as they are direct influences of a person. One’s family is essentially their first form of
socialization and contact beginning from the day that they were born. Your family is the one who teaches
you the fundamentals of life and in turn, influences who you are. My role in this case is the one who helps
ensure good interpersonal relationships and ties between family members and most importantly, a
member who cares and respects their family. As for friends, my role is to maintain a sense of camaraderie
between us, and to support them in all their endeavors in life and provide guidance to them as a friend as
they would do for me. Lastly, my main role in a group is to have a common goal that is beneficial for all of
us and to ensure that our goal is met.
POST-CWTS101 (REALIZATION, INSIGHT AND LEARNINGS)
Give your thoughts on the learnings you gained through this course and its relation to your duties
as a citizen and active member of society.
Student’s Answer
The purpose of this essay is to reflect on the learnings offered in the Civic Welfare and Training Service
(CWTS) course. This course aims to provide students with the skills and strategies they need to think
critically, solve problems effectively, and communicate clearly and persuasively. The course is not only
beneficial for this specific course but also for courses such as history, social studies, politics, and ethics.
The course is divided into three main components: critical thinking, problem-solving, and effective
communication. The critical thinking component teaches students how to assess and evaluate
information, arguments, and assertions in order to make informed judgments and conclusions. This
includes identifying and evaluating the authenticity and dependability of sources, detecting and avoiding
logical fallacies and biases, and using critical thinking skills in real-world situations.
The problem-solving component instructs students on how to identify and characterize issues, produce
and evaluate viable solutions, and execute the best answer. Students learn how to apply problem-solving
tactics such as brainstorming, root cause analysis, and the scientific method to real-world problems.
The effective communication component educates students on how to speak effectively and persuasively
in a range of circumstances. Students learn how to frame good arguments, use evidence and logic to
support their assertions, and effectively express their message using proper tone, vocabulary, and
nonverbal indicators. They also learn how to communicate successfully in a variety of mediums, such as
writing, speaking, and visual presentations.
Document No.:
STUDENT ESSAY FORM (StEF)
Effective Date:
Throughout the course, students can apply their learning to real-world settings and receive feedback on
their progress. The course also provides chances for students to communicate and work in groups,
allowing them to practice and improve their critical thinking, problem-solving, and communication skills in
a supportive and participatory setting. The goal of this course is to provide students with the skills and
resources they need to think critically, solve problems effectively, and communicate persuasively in a
range of situations. By the conclusion of the course, students will have a better understanding of how to
approach and solve issues, analyze, and convey information, and collaborate successfully with others.
Submitted by: Verified by:
Anzano, Adrian Paolo B. Mario S. Mission Jr.
2022108287
STUDENT’S NAME AND NUMBER FACILITATOR
