Course Code: Eng 101

Course Title: Purposive Communication

Republic of the Philippines

ABRA STATE INSITUTE OF SCIENCES AND TECHNOLOGY

VISION
A university that produces graduates who are academically competitive, locally responsive and globally sustained

MISSION
We are committed to be agents in the development of Abra through enhanced instruction, creative and innovative researches and projects for public and community services
towards globally competitive professionals who contribute to the realization of a nation that enjoys strongly rooted comfortable and secure life.

CORE VALUES

N obility -Learned and educated

E ntreprenuership -Productivity and self-reliance
W isdom -Love of God
A ction -Performance-focused
S incerity -High commitment to duty
I ntegrity -Personal transformation
S ervice -Client-orientation
T eamwork -Coordinated group work

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 COLLEGE GOALS
1. To produce quality graduates who are locally and globally competitive.
2. To develop/generate new knowledge and verify client-oriented technologies and other solutions to development problems.
3. To disseminate and showcase client, responsive technologies and other solutions to development problems towards an improved welfare of local communities.
4. To engage in viable Income Generating Products (IGPs) to augment the finances of the college.
5. To transform ASIST as a dynamic and responsive, learning and performing, organization efficiently and effectively managing its resources.
QUALITY POLICY
The Abra State Institute of Sciences and Technology commits a continual improvement of its system process to ensure effective and efficient delivery of the services towards
sustained clientele satisfaction.

DEPARTMENT OBJECTIVES
1. To develop students become highly competent teachers for the elementary/secondary level, equipped with the necessary knowledge, skills and values in teaching the
different;
2. To develop research, production, and service-oriented teachers.
3. To develop graduates who take care of the environment and utilize resources wisely and economically.

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 COLLEGE OF TEACHER EDUCATION
Teacher Education Department

Outcomes-Based Teaching and Learning Plan

Course Title Purposive Communication Course Code Eng 101

Credit Units 3 Course Pre/Co- None

requisites
Course Description Purposive Communication is about speaking, writing, and presenting to different audiences and for various purposes. (CMO 20 s
2020) Purposive Communication is a three-unit course that develop 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 and global context. It equips students with tools for critical evaluation of a variety of
texts and focuses on the power language and the impact of images to emphasize the importance of conveying messages responsively.
The knowledge, skills and insight that students gain from this course may be used in their other academic endeavors, their chosen
disciplines, and the future careers as they compose and produce relevant oral, written, audio-visual and web-based output for various
purposes.

Course Learning Outcomes At the end of the course, pre-service teachers should be able to:
(CLO) 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
SKILLS
1. Convey Ideas through oral, audio-visual, and/or web-based presentations for different target audience in local and global
settings 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 styles
VALUES

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 1. Adopt cultural and intercultural awareness and sensitivity in communication of ideas
2. Appreciate the difference of varieties of spoken and written language
3. Adopt awareness of audience and context in presenting ideas
4. Appreciate the impact of communication on society and the world

PROGRAM OUTCOMES AND COURSE MAPPING GRID

Code PO Common to All PO Specific for BEED

Descriptive Title
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

PROFESSIONAL EDUCATION COURSES

Prof Ed 60 The Child and Adolescent Learner and I1 I1 I1 I1 I1 I1 I1 I2 I5 I5 I5 P3 I5 I5 I I
Learning Principles
Prof Ed 61 The Teacher, school Community, and I2 I2 I1 I1 I1 I2 I1 I1 I5 I5 I5 P3 I5 I5 I I
Prof Ed 62 Foundations of Special and Inclusive P2 P2 P3 P3 P4 P2 P2 P4 I5 I5 I5 I5 I5 I5 I I
Education
Prof Ed 63 The Teaching Profession P4 P4 P3 P3 P3 P4 P4 P4 P2 P2 P2 P2 P2 P2 P2 P2
Prof Ed 70 The Teacher and the Curriculum P2 P2 P2 P2 P2 P2 P2 P2 D1 D1 D1 D1 D1 D1 D1 D1
Prof Ed 71 Building and Enhancing Literacy Skills P2 P2 P2 P2 P2 P2 P2 P2 D4 D4 D4 D4 D4 D4 D4 D4
Across the Curriculum
Prof Ed 72 Technology for Teaching and Learning 1 D2 D2 D3 D2 D3 D3 D3 D3 P2 P2 P2 P2 P2 P2 P2 P2
Prof Ed 73 Assessment in Learning 1 D2 D2 D2 D2 D3 D3 D3 D3 P2 P2 P2 P2 P2 P2 P2 P2
Prof Ed 74 Assessment in Learning 2 D2 D2 D2 D2 D3 D3 D3 D3 P2 P2 P2 P2 P2 P2 P2 P2
Prof Ed 75 Facilitating Learner Centered Learning D2 D3 D3 D2 D3 D3 D4 D4 P2 P2 P2 P2 P2 P2 P2 P2
Prof Ed The Andragogy of Learning Including P2 P2 P2 P2 P2 P2 P2 P2 P1 P1 P1 P1 P1 P1 P1 P1
Principles of Trainers’ Methodology I
Prof Ed 76 Curriculum Development and Evaluation D2 D3 D3 D2 D3 D3 D4 D4 P2 P2 P2 P2 P2 P2 P2 P2
with Emphasis on Trainers Methodology
II

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Prof Ed Technology for Teaching and Learning 2 D2 D2 D3 D2 D3 D3 D3 D3 P2 P2 P2 P2 D2 D5 D2 D2
Prof Ed 80 Field Study 1 D5 D5 D5 D5 D5 D5 D5 D5 P2 P2 P2 P2 P2 D5 D5 D5
Prof Ed 90 Field Study 2 D5 D5 D5 D5 D5 D5 D5 D5 P2 P2 P2 P2 P2 D5 D5 D5
Prof Ed 100 Teaching Internship D5 D5 D5 D5 D5 D5 D5 D5 P2 P2 P2 P2 P2 P2 P2 P2
MAJOR/CONTENT COURSES 1 2 3 4 5 6 7 8 1 2 3 4 5 6
ESCI 1 Teaching Science in the Primary Grades I1 D1 P1 D1 D3 D3 P3 P4 D3 D4
(Biology and Chemistry D1 D2 P2 D2 P3 I1
ESCI 2 Teaching Science in the Intermediate I1 D2 I1 I1 I1 D2 P1 P2 D3 D4
Grades (Physics, Earth and Space Science) D1 D2 P2 D2 I1 P2

ESSC 1 Teaching Social Studies in the Primary D3 D4

Grades (Philippine History and Government) I1 I2 P3 P1 P2 D2 D3 P4 D2 D2 P2 D2 P1 P1

ESSC 2 Teaching Social Studies in the Intermediate I1 I2 D3 D4

Grades (Culture and Basic Geography) P3 P1 P2 D2 D3 P4 D2 D2 P2 D2 P1 P1

EFIL 1 Pagtuturo ng Filipino sa Elementarya 1 I1 I2 P3 D3 I1 D2 P2 P4 D3 D4

(Estraktura at Gamit ng Wikang Filipino) I3 P2 P2 D2 I1 D3
EFIL 2 Pagtuturo ng Filipino sa Elementarya 2 I1 D2 I1 I1 I1 D2 P1 P2 D3 D4
(Panitikan ng Pilipinas) D1 D2 P2 D2 I1 P2
EMATH 1 Teaching Math in the Primary Grades I1 I2 D3 D4
P3 P1 P2 D2 D3 P4 D2 D2 P2 D2 P1 P1
EMATH 2 Teaching Math in the Intermediate Grades I1 D2 P2 I2 I1 D2 D3 P4 D2 D2 P2 D2 I1 D3 D3 D4
ETLE 1 Edukasyong Pantahanan at Pangkabuhayan I1 I2 D3 D4
(1) P3 P1 P2 D2 D3 P4 D2 D2 P2 D2 P1 P1
ETLE 2 Edukasyong Pantahanan at Pangkabuhayan I1 I2 D3 D4
with Entrepreneurship P3 P1 P2 D2 D3 P4 D2 D2 P2 D2 D3 P1
EMUSIC Teaching Music in the Elementary Grades I1 D2 I1 I1 I1 D2 P1 P2 D1 D2 P2 D2 D3 P2 D3 D4
EARTS Teaching Arts in the Elementary Grades I1 D2 D2 D2 I1 D3 P3 P2 D1 D2 D3 D3 D3 D3 D3 D4
EPEH Teaching PE and Health in the Elementary D3 D4
Grades I1 D2 D2 D1 P1 D3 P3 P2 D1 D3 D3 D3 D2 D3
E Eng 1 Teaching English in the Elementary Grades D3 D4
(Language Arts) I1 D2 D2 D2 P1 D3 P3 P2 D2 D2 D3 D3 D2 D3

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E Eng 2 Teaching English in the Elementary Grades I1 I2 D3 D4
Through Literature P3 P1 P2 D2 D3 P4 D2 D2 P2 D2 P1 P1
EMTB-MLE Content and Pedagogy for the Mother D3 D4
Tongue I1 D1 P1 D1 D3 D3 P3 P4 D2 D2 P2 D2 P3 D2
EVED Good Manners and Right Conduct D3 D4
(Edukasyon sa Pagpapakatao)
ERES Research in Education I3 D2 D4 D4 D4 D3 P4 P4 D3 D4 P3 D3 P2 D4 D3 D4
ETTL Technology for Teaching and Learning in the D3 D4
Elementary Level I1 D2 P3 D3 P3 D4 P4 P4 P4 P4 P4 D4 P4 D2

Codes:
I1 = Introduced Initial Outcome I2 = Introduced Continuing Outcome I3 = Introduced Professional Outcome I4 = Introduced Across Discipline Outcome I5 = Introduced Terminal Outcome
P1 = Practiced Initial Outcome P2 = Practiced Continuing Outcome P3 = Practiced Professional Outcome P4 = Practiced Across Discipline Outcome P5 = Practiced Terminal Outcome
D1 = Demonstrated Initial Outcome D2 = Demonstrated Continuing D3 = Demonstrated Professional D4 = Demonstrated Across Discipline D5 = Demonstrated Terminal Outcome
Outcome Outcome Outcome

Legend:
PO Common to All
1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
2. Demonstrate mastery of subject matter/discipline
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
4. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners
5. Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities

PO Specific for BEED

1. Demonstrate in-depth understanding of the diversity of learners in various learning areas
2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes
4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional
6. Manifest a desire to continuously pursue personal and professional development

COURSE INTENDED LEARNING OUTCOMES AND PERFORMANCE INDICATORS GRID

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 COURSE INTENDED LEARNING OUTCOMES
Produce coherent and Deliver persuasive and
effective communication well-structured oral,
Demonstrate an materials for academic audio-visual, and web-
understanding of Exhibit ethical, and professional based presentations
PERFORMANCE INDICATORS communication principles culturally sensitive, and purposes. tailored to specific
in diverse cultural and audience-aware (LEPT TOS. 1.1. Use the audiences. (LEPT TOS.
global contexts. communication English language with ease in 1.2. Use the English
practices. effective communication.) language confidently for
special purposes

Identify various types of learners and provide them with appropriate, P2 P2 P3 P3

culturally-relevant learning activities and experiences.
Develop and utilize relevant materials that match the learners’ learning P3 P3 P3 P3
styles, goals, and culture.
Select instructional strategies for the development of learners’ critical I2 P2 D1 D1
and creative thinking skills.
Utilize appropriate technologies to achieve the learning outcomes. P2 P2 D1 D1
Apply theories of learning in designing learning-teaching experiences P2 P3 P3 P3
Explain subject matter content clearly, accurately and P2 P2 D2 D2
comprehensively.
Relate current content with past and future lessons. P2 P2 P3 P3
Integrate recent developments in education and in the specific field to P2 P2 P3 P3
enrich learning.
Provide examples from real life to make learning meaningful. P2 D2 D2 D2
Utilize appropriate teaching-learning methods and technology for P3 D2 D3 D3
specific subject matter content.
Keep abreast with educational issues, trends, and practices vis-a-vis P3 P3 D1 D1
local and global context to provide relevant
Design authentic assessment, evaluation instruments and alternative P4 P4 P4 P4
assessment tools.
Interpret assessment results and use these to improve learning and P4 P4 P4 P4
teaching.

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Keep accurate and updated records of the learners’ performance using P4 P4 P4 P4
technology tools where feasible and appropriate.
Provide timely feedback of assessment results to parents and other P4 P4 P4 P4
stakeholders.
Demonstrate skills in creative and critical thinking, logical reasoning, P4 P4 P4 P4
problem solving, and decision making in various classroom situations
Create learning experiences that develop the learners’ higher order P4 P4 P4 P4
thinking skills
Provide opportunities that develop the learners’ communication skills P4 P4 P4 P4

Use tools and technology to enhance learning and teaching. P4 P4 P4 P4

Act according to the norms of the teaching profession in dealing with P4 D2 D3 D3

students, parents, colleagues and other stakeholders.
Manifest positive personal and professional qualities of a teacher P4 D2 D3 D3

Observe integrity and professionalism in handling issues, conflicts, and P4 P4 P4 P4

controversies related to student welfare as well as parents’ and
community concerns
Pursue personal growth and professional development through P4 P4 P4 P4
attendance in seminar-workshops, participation in demo-fests,
conducting action research, and other education-related activities
Participate actively in the school’s community outreach activities. P4 D2 D3 D3

Codes:
I1 = Introduced Initial Outcome I2 = Introduced Continuing Outcome I3 = Introduced Professional Outcome I4 = Introduced Across Discipline Outcome I5 = Introduced Terminal Outcome
P1 = Practiced Initial Outcome P2 = Practiced Continuing Outcome P3 = Practiced Professional Outcome P4 = Practiced Across Discipline Outcome P5 = Practiced Terminal Outcome
D1 = Demonstrated Initial Outcome D2 = Demonstrated Continuing Outcome D3 = Demonstrated Professional Outcome D4 = Demonstrated Across Discipline Outcome D5 = Demonstrated Terminal Outcome

Liminal Period (MIDTERM) UNIT 1: CLASSROOM ORIENTATION

Essential Learning

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Week Desired Competencies Declarative Knowledge Functional Knowledge Suggested Teaching/Learning Assessment Tasks (ATs)
(OUTCOME) (INPUT) (INPUT) Activities (TLAs) (OUTPUT)
(PROCESS)
1 Demonstrate DISCUSSION OF THE VMGO Discussion of Teaching/Learning Activity: Recite or sing the VMGO of the College
familiarization with the OF THE COLLEGE - Vision Discussion
grading system, course - Mission Play/listen to the VMGO song
outline and course - Goals
requirements - Objectives Input Material/Resources
School prospectus fliers, student
manual, ASIST website

Output Materials
Students illustrate the VMGO of the
College through drawings, songs, and
pictures

Liminal Period (MIDTERM) UNIT 2: COMMUNICATION PRINCIPLES IN DIVERSE CULTURAL AND GLOBAL CONTEXTS
Essential Learning
Week Desired Competencies Declarative Knowledge Functional Knowledge Suggested Teaching/Learning Assessment Tasks (ATs)
(OUTCOME) (INPUT) (INPUT) Activities (TLAs) (OUTPUT)
(PROCESS)
Communication: Identify and explain the Teaching/Learning Activity: Understand and explain basic
Demonstrate an Definition, Process, and communication process - Guided class discussion concepts and types of
understanding of Types and distinguish between communication
communication different types of Input Material/Resources
principles in diverse communication. - Teacher-led input sessions - Quiz on communication elements
cultural and global and types
contexts. Output Material/s - Diagram labeling task
- Diagram analysis of communication - Short reflection: "What is
models communication to me?"

- Role-playing different
Types of Communication Analyze the effectiveness communication types - Group presentation: Demonstrating

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 and purpose of different - Video analysis of real-life types of communication through
communication types in communication scenarios skits or examples
real-world scenarios. - Cultural comparison activities - Peer evaluation rubric
Multicultural Recognize and compare - Case studies Demonstrate awareness of cultural
Communication; Cultural cultural communication - Intercultural communication games differences and communication
Habits styles and customs in - Invite guest speakers from different practices
multicultural settings. cultural backgrounds Reflective journal: Compare
personal culture vs another
- Case analysis: Communication
breakdown due to cultural
misunderstanding

Bilingual and Multilingual Analyze challenges and - Language diversity mapping Appreciate and discuss the
Communication strategies in (students mark languages spoken in importance of language diversity in
bilingual/multilingual their community) communication
communication; recognize - Scenario simulation: bilingual
code-switching and interactions - Infographic: Benefits of being
language variety. multilingual
- Mini-presentation: Strategies for
effective multilingual communication

Liminal Period (MIDTERM) UNIT 3: ETHICS IN COMMUNICATION

Essential Learning

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Week Desired Competencies Declarative Knowledge Functional Knowledge Suggested Teaching/Learning Assessment Tasks (ATs)
(OUTCOME) (INPUT) (INPUT) Activities (TLAs) (OUTPUT)
(PROCESS)
Ethics in Communication Identify ethical and Teaching/Learning Activity: - Written reflection: “What does it
Exhibit ethical, unethical communication Discussion mean to be ethical in
culturally sensitive, and behaviors; distinguish communication?”
audience-aware between responsible and Group discussion on real-life ethical - Case analysis with recommended
communication irresponsible messaging. dilemmas in media or workplace ethical action
practices. - Case study analysis
- Code of ethics review for media or
organizations

Cultural Sensitivity in Adjust tone, content, and Simulation activities: Culturally - Role-play activity: Navigating a
Communication style to respect cultural sensitive vs. insensitive responses cross-cultural conversation
values and norms of - Cultural do’s and don’ts - Short quiz on cultural norms and
different audiences. presentation respectful communication practices
- Multicultural dialogue practice
Audience Awareness in Tailor messages according - Task: Rewrite a message (e.g.,
Message Design to audience’s background, - Analyze sample speeches or ads email or speech) for two distinct
context, and purpose. for audience targeting audiences
- Audience profiling activity - Group presentation: “How to speak
- Rewrite task for different audiences to your audience”

Input Material/Resources
Articles or short clips on unethical
vs. ethical communication

Sample public speeches, ads, or

political messaging

Organization communication policies

and ethical codes (e.g., PRSA, APA)

Case studies involving cross-cultural

misunderstandings

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 Output Materials
Reflection papers
Case analysis reports
Revised messages adapted to
different audiences
Role-play recordings or evaluations

Liminal Period (MIDTERM) UNIT 4: COMMUNICATION MATERIALS FOR ACADEMIC AND PROFESSIONAL PURPOSES
Essential Learning
Week Desired Competencies Declarative Knowledge Functional Knowledge Suggested Teaching/Learning Assessment Tasks (ATs)
(OUTCOME) (INPUT) (INPUT) Activities (TLAs) (OUTPUT)
(PROCESS)
Communication for Work Identify the structure, tone, Teaching/Learning Activity: Create structured, professional
Produce coherent and Purposes and format of Discussion communication materials for the
effective communication in - Workplace Scavenger Hunt: Find workplace
communication professional settings. and decode samples of memos,
materials for academic reports, or business emails - Task: Write a professional email or
and professional - Who Said It Best?: Compare memo based on a workplace
purposes. tone/style in sample job emails via scenario
(LEPT TOS. 1.1. Use group voting - Rubric-based assessment of tone,
the English language format, and clarity
with ease in effective
communication.) Gather Information; Gather relevant - Research Race: Teams compete to Plan and organize content
Organize Your Content information from reliable find the most credible sources online effectively for academic/professional
sources and organize - Build-a-Paper: Organize content writing
ideas logically. using index cards and move them
around to structure a report or essay - Outline submission of a short
academic or workplace report
- Source credibility quiz
- Organized idea map or mind map

Academic and Business Apply clear and coherent Dear Future Me: Write a formal letter Produce effective academic and

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 Writing Techniques writing techniques to your future self (academic goal business communication using
(implicit) appropriate for various setting) proper structure, tone, and style
professional/academic - Resume & Cover Letter Workshop:
tasks. Peer-editing stations + elevator pitch - Final output: Resume and cover
booth presentation letter with revisions
- Short formal academic paper or
Input Material/Resources report submission
Sample business letters, emails, - Peer and teacher feedback rubrics
resumes
Credible website samples (e.g.,
government sites, educational
portals)
Sticky notes, index cards, flipcharts
(for organizing content)
Canva or Google Docs templates for
professional documents
Videos on resume writing, interviews,
formal writing tips

Output Materials
Professional email, memo, or letter

Academic paper or business report

outline
Resume and cover letter

Source log or credibility evaluation

sheet

Idea map or visual organizer

Liminal Period (MIDTERM) UNIT 5: ORAL, AUDIO-VISUAL AND WEB-BASED PRESENTATIONS

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 Essential Learning
Week Desired Competencies Declarative Knowledge Functional Knowledge Suggested Teaching/Learning Assessment Tasks (ATs)
(OUTCOME) (INPUT) (INPUT) Activities (TLAs) (OUTPUT)
(PROCESS)
Communication Tools Teaching/Learning Activity:
Deliver persuasive and Technologies Discussion
and well-structured
oral, audio-visual, Podcasts; Identify appropriate digital - Tool Time Challenge: Teams Choose and use appropriate
and web-based Blogging/Vlogging; Email tools for specific choose a communication tool and communication tools effectively for
presentations communication purposes pitch it for a scenario (e.g., company different audience needs
tailored to specific and audiences. update, job application, campaign)
audiences. (LEPT - Email Etiquette Game: Fix the - Create a sample email, vlog, or
TOS. 1.2. Use the wrong email! blog post tailored to a specific
English language audience
confidently for - Peer-assessed presentation of
special purposes) digital content

Types of Public Speeches Differentiate types of - Speech Charades: Group picks a Understand and tailor speech type
speeches (informative, speech type and presents a short, and message to suit a specific
persuasive, entertaining) exaggerated version for others to audience and goal
and identify their purpose guess
and audience focus. - Audience Match-Up: Match speech - Speech outline: Purpose,
purpose to audience type audience, and content plan
- Group mini-presentation using
randomly assigned speech types
and settings

Use appropriate verbal and non-

Tips and Strategies in Apply strategies to - Power Pose Practice: Use TED verbal cues to speak confidently in
Public Speaking and Job manage anxiety, use body Talk-style body language warm-ups various speaking situations
Interviews language, and speak - Interview Roulette: Students role-
confidently. play interview Q&A in rotating "hot STAR method video-recorded
seat" rounds responses to mock interview
questions

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 - Peer and teacher rubric-based
feedback

-Speech Lego: Students write intro, Deliver persuasive, well-structured

How to Ace Your Speech: Plan and organize speech body, and conclusion on colored speeches with clear organization
A Step-by-Step Guide content for clarity, cards, then assemble their speech in and confident delivery
Define the Purpose coherence, and groups
persuasion. - Rehearse & Record: Record drafts - Final oral or video-recorded
and get feedback speech with visuals (e.g., slideshow,
props)
- Self-assessment: What worked?
What to improve?

Tips for Job Interviews; Structure responses to - STAR Bingo: Complete STAR Respond to interview questions
The STAR Method interview questions using technique phrases in a classroom effectively using structured,
Approach the STAR (Situation, Task, bingo card purposeful responses
Action, Result) technique. - Mock Interview Game Show:
Compete in a fun Q&A challenge in - STAR-based written and oral
teams responses
- Scored mock interview
performance with class and
Input Material/Resources instructor feedback
Sample emails, vlogs, speech
scripts

Digital tools: Canva, Google

Slides, video editors, podcast
platforms

Speech/video recording tools

(smartphones, laptops)

Interview question cards,

speech purpose cards

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 Rubrics, bingo cards,
audience profiles
Output Materials

Podcast/blog/vlog samples
Email drafts or video scripts
Public speaking plan/outline
Final speech presentation (oral or
recorded)
STAR interview response write-ups
Peer/self-assessment forms

Basic Readings:
Balintao, J. M. ( 2024). Purposive Communication, New Edition

Extended Reading

Course Assessment Performance/Product/Output/Recitation - 45% Mid Term Grade – 33.3%

Written Work - 30% Final Term Grade – 67.7%
Examination - 20% FINAL GRADE – 100%
Attendance - 5%
TOTAL 100%
Course Policies Language Instruction: The language of instruction is English. In the teaching and learning presentation, however, language samples
may be in another language if it is needed to exemplify an activity in this course.
Attendance. The college rule on a 54 – hour attendance applies. 20% absence is considered failed or dropped, as the case may be.
There will be no make – up arrangements for oral presentations, hence, the instructor/professor lecture in the absence of the
discussant. Those who cannot come on the examination day are advised to take to the test on the day prior to the schedule.
Homework, Written Reports and Reaction Papers. Course requirements must be turned in following the scheduled due date. If you
cannot make it class on time, give your assessment items to a classmate to submit for you. Failure to submit assessment items and
without an adequate excuse (e.g., a doctor’s certificate) will result in a reduced score for that assessment item.
Course e-Portfolio. The Portfolio is a form of an assessment for this class. Each of you is expected to purchase as 40 or 60 leaf

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 folders to use as your portfolio. All forms of in – class outputs, homework, worksheet, reading and other items are to be placed in the
portfolio for assessment at the end of the semester. Prepare the Title Page and the following it if the Table of Contents. This will help
you organize your portfolio as well as in helping your instructor/professor assess and grade items contained within it. Bring your
portfolio when asked to.
Honor, Dress and Grooming Code. You are enjoined to wear the prescribed uniform of the college with your ID worn at all times.
Also respect to administrators, faculty and staff of the college as well as to your classmates and other students shall be observed. You
are mandated to follow all school policies and regulations.
Deficiencies. Incomplete grades have to be attended to within a year.
Committee Members: Cluster Leader: SUSANN M. BERNARDEZ
Members:

Consultation Schedule: Consultation Hours: By Appointment

Time and Venue: Every Lunch Break/ M – F/Faculty Room

Course Title AY / Term of Effectivity Prepared by: Pages

Eng 101
Second Semester
AY 2025 – 2026 SUSANN M. BERNARDEZ
PURPOSIVE COMMUNICATION Course Instructor

Reviewed by: Certification of Alignment: Approved by:

This certifies that there is alignment between the program outcomes, MARIAN LOREN B. VALERA, Ed. D.
performance indicators, and course intended learning outcomes. This further Dean
certifies that the teaching-learning activities and designed assessment tasks are
appropriately selected to ensure transfer evidence of required competencies.
This course syllabus was prepared during the training-workshop of the GE
RAMIR S. BANEZ teachers last May 21 – 22, 2022. Revision of which shall be made as
Program Head recommended by the chairperson, college dean, and the Vice President for
Academic Affairs.

MARIA REBECCA B. TALLEDO, Ed. D.

Director, Curriculum & IMs Development

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