FAR EASTERN UNIVERSITY

GENERAL EDUCATION

COURSE OUTLINE
First Semester, A.Y. 2019-2020

GED0101 COLLEGE ACADEMIC SKILLS IN ENGLISH

Section 200

Facilitator : Katherine A. Palisoc

Office : Admissions Building Room 205
E-mail : kpalisoc@feu.edu.ph
Meeting Time and Location : W-S | 7:30-9:00 | EB 505
Consultation Hours : M/TH | 12:00-1:30 pm | Admissions Bldg Rm M205

Overview and Course Purpose

The course aims to develop individuals who can extract necessary information from various sources: written texts,
audio-visual materials, online platforms, and actual events, and use these information critically and creatively in
appropriate situations.

Course Expected Learning Outcomes (CELO)

Upon completion of the course, you should be able to:

1. Demonstrate extensive note-taking, outlining, and annotation skills in processing diverse genres of reading
materials;

2. Exhibit analytical thinking skills by critiquing print, broadcast, and social media resources and identifying
reasoning fallacies therein;

3. Use critical thinking skills in evaluating arguments embedded in multimodal texts as to the truthfulness
and validity of their claims;

4. Exhibit creative thinking skills through production of multimodal materials;

5. Exhibit fortitude, excellence, and uprightness in writing a well-documented argumentative paper on a

relevant social issue;

6. Defend a position about an issue through a persuasive speech;

7. Appreciate the importance of study and thinking skills in processing information from multimodal sources.

The expectations, grading policy, and other related policies are detailed in the Course Information Booklet (CIB)
which is available in our CANVAS. To access the CANVAS account, you need to log-in at http://feu.instructure.com.
For inquiries about the log-in process, please visit the Education Technology Office.

Readings:

Week No. of Topics Planned activities

Days
1 1 1. Orientation to the course, classroom
policies and grading system
Discussion
2. Discussion of FEU mission, vision, and
Open forum
core values
3. Levelling of expectations
1-2 3 1. Reading of assigned article:
1. Staying motivated
“Another School Year—Why”* by
2. Knowing one’s dominant learning style
John Ciardi
3. Study goals and time management
2. Discussion of assigned reading
4. Eliminating procrastination
3. Group dynamics
5. Organizing study space
4. Reading of “Thinking as a Hobby”
by William Golding
5. Drawing/Sketching
6. Preparing a work schedule/calendar
or activities
3 2 1. Context Clues
1. Reading “The Marks of an Educated
2. Skimming
Man*” by Alan Simpson
3. Scanning
2. Getting the general idea of a written
4. Annotating
text

GED0101 College Academic Skills in English 1

 3. Answering specific questions about
a written text
4. Annotating written texts
5. Assignment: Selecting a topic
4 3 1. APA 6th Ed 1. Reading, “Why Kids Can’t Write”
2. Selecting a topic for investigation by NY Times
3. Note taking: a review 2. Making a reading outline
4. Making an outline 3. Taking and making notes from a
5. The writing process: a review lecture
4. Preparing notecards
5. Topic presentation with PowerPoint
5 2 1. Summarizing, paraphrasing, and quoting 1. Analysis of reading model: “The
2. Citing sources Creation of Discontent” by Juliet
Schor Producing an original video
in response to the message of the
text analysed
2. Distinguishing between a summary
and a paraphrase
3. Summarizing, paraphrasing, and
quoting exercises based on given
reading materials
6 2 1. Reading the assigned text:
1. Questioning techniques “Reading, the Most Dangerous
2. Distinguishing fact from opinion Game” by Harold Brodkey
3. Making generalizations 2. Group work: Argumentative
Conversation
3. Analysis of the article

7 2 Comparing and contrasting texts 1. Analysis of “We are Losing the

Drug War because Prohibition
Never Works” by Hodding Carter
III
2. Analysis of “They Are
Slaughtering Us Like Animals” by
Daniel Berehulak
3. Comparison of written texts to
visual texts with the same topic
8 2 1. Viewing of a documentary film:
(a) The Last Generation: The
Lives of Foot-bound Women
(b) Growing Up Transgender and
1. Drawing inferences Mormon
2. Predicting outcomes (c) Iran: Behind the Veil
2. Analysis of a documentary film
3. Reading: The Necklace by Guy de
Maupassant
4. Groupwork: Create an Ending for
the Story
9 MIDTERM EXAM
10 2 1. Analysis of assigned reading:
1. Reflecting on an issue “Bitch” by Beverly Gross
2. Group activity: making
generalizations from a text
11 2 1. Identifying arguments 1. Film viewing: “Seeds of Freedom”
2. Evaluating arguments 2. Lecture on the structure of
3. Types of evidence arguments
3. Identifying arguments
4. Reading of assigned text:
“Education for Better Lives” by
Ramon del Rosario Jr.
5. Outline of arguments based on the
article read
12-13 2 Selecting and gathering evidence 1. Gathering evidence through library
research
2. Gathering evidence from interviews
and observation
3. Peer critiquing of outlines
14 2 1. Types of appeal: ethos, logos, pathos 1. Responding to a text: “Computers
2. Formulating sound arguments Cannot Teach Children Basic
Skills” by
David Gelernter
2. Peer critiquing
3. Writing arguments

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 4. React to reactions in twitter about a
tweet/ news
15 3 1. Valid and invalid argument 1. Discussion of assigned reading:
2. Logical fallacies “Love is a Fallacy” by Max
Shulman
2. Report on different logical fallacies
3. Analysis of sample commercial
advertisements, political campaigns,
movie clips and literary excerpts
containing logical fallacies
16 2 Organizing ideas 1. Writing a library research paper
about the social issue selected
2. Peer critiquing of drafts
17 4 1. Writing a persuasive speech 1. Viewing and critiquing persuasive
2. Delivering a persuasive speech speech models
Critiquing ideas 2. Delivering a persuasive speech
3. Questioning and refuting arguments
4. (Position Paper)
18 2 FINAL EXAMINATION 1. Submission of position paper

Important dates:
Start of classes August 14, 2019
Last day of dropping October 5, 2019
Midterm Exams October 7-12, 2019
Consultation Week October 14-19, 2019
Final Exams December 9-14, 2019
Grade Encoding December 16-18, 2019

General Requirements:
 Each student is expected to come to class prepared, having read and understood the reading materials assigned
for each class session.
 If the student fails to prepare for class, it is understood that he/she will be unable to participate in the class
discussion and activities, therefore losing valuable thought points and analysis.
 Each class session will usually begin with a group workshop. Students will be divided into groups and will
discuss the activity/questions and reading material. Presentations are a normal part of class discussion, in
which all students are expected to participate.
 Assessments are both individual and group in nature. The regular group presentations comprise one part of
your formative assessments. All other formative assessments are designed to prepare you for the summative
assessment.
 Summative assessments (Essay 800 min to 1000 max words; Term paper 1000 min words)

Classroom Assessments:
Classroom assessment in FEU is a joint process that involves both teachers and learners. It is an integral part of
teaching and learning which holistically measures learners’ current and developing abilities. FEU encourages
authentic assessment which promotes real-life learning. Adhering to this paradigm, below are the guidelines
assessment in the university.

1.) Grading periods will be limited into two: Midterms and Final periods. The 18 weeks will be divided equally.
Each of the grading periods will be nine (9) weeks each.
2.) Assessments in the university are classified into Formative and Summative.

Formative Assessment Summative Assessment

 Group Dynamics/Topic Discussion  Case study/problem analysis
 Reporting  Capstone/application projects
 Individual demonstration & observation of  Research/Term paper
skills  Performance test for skill-based courses
 Peer evaluation of student projects
 Essay

3.) For your paper use TNR, font size 12, justified. Please use single spacing with 1 inch margin on each side.
PLAGIARIZED WORK will be MARKED ZERO. Facilitator will NOT ACCEPT late submissions.
4.) Your grade will be calculated as:
a. Formative Assessment (FA) – 70%

Assessment Topic Date Percent in Grading

Midterm Formative Assessments (MFA)
Group Topic 20%
Discussion
Essay (Individual) 15%
Group Work: 15%
Argumentative
Conversation

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 Group Dynamics 20%
Final Formative Assessments (FFA)
Group Dynamics: 15%
Evidence Gathering
Essay (Individual; 15%
Homework)
Oral Report 20%
Persuasive Speech 20%

b. Summative Assessment (SA) – 30%

Assessment Topic Date Percent in

Grading
Midterm Formative Assessments (MFA)
Position Paper Oct 30%
7-12

Final Formative Assessments (FFA)

Term Paper Dec 30%
9-14

5.) Passing Mark is 50%

Rubrics:

Group Workshop and Presentation

CATEGORY BEGINNER DEVELOPING CAPABLE ACCOMPLISHED OUTSTANDING

Content Summary was Summary Summary highlighted Summary was Summary is clear,
poorly presented highlighted some some important completely and clearly concise, and
Summary (10%) or no summary important details details and is presented. Original complete. Original
was presented. and is loosely properly presented. ideas were presented ideas were presented
Presentation of Little to no ideas presented. Only Ideas were presented and explained and explained
Ideas (20%) were presented or some ideas were and developed carefully, with carefully, with
developed. Little presented and properly. The paper attempts to come up necessary questions
Development of to no evaluation developed properly. was criticized and with questions that that would improve
Ideas and or critique was Some ideas are evaluated properly. would improve the the study. Talk points
Argument (20%) done. inconsistent or are Talk points were study. Talk points were defended
Presentation was presented illogically defended properly. were defended properly and
Evaluation and poorly defended. at times. The paper properly and were necessary questions
Critique of the was criticized and rebutted. were thrown back for
Paper (20%) evaluated with no a healthy discussion.
proper analysis.
Defense (20%) Only some points
are defended.
Verbal Skills Doesn’t use the Poor command of Good command of Great use of the Excellent use of the
(5%) English language the English the English language English language and English language and
and is boring. language and is and is enthusiastic is somehow is enthusiastic and
somehow boring. from time to time. enthusiastic and easy easy to listen to.
to listen to.
Non-Verbal No eye contact, Little eye contact, Little eye contact, Some eye contact, Excellent eye contact,
Skills (5%) moving about or moving about or good body posture, good body posture, body posture, and is
slouching, and is slouching, and is not and is poised. and is poised. well poised.
not poised. poised.

Writing Exercises / Position Paper

CATEGORY BEGINNER DEVELOPING CAPABLE ACCOMPLISHED OUTSTANDING

Content Little information Some information Information Information is Information is

was presented or presented is invalid presented is valid. complete and valid. complete, valid, and

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Summary (10%) information is or fabricated. Does Summarizes and Information was presented properly.
invalid or not summarize and argues evidence and also processed. Strong peer reviewed
Presentation of fabricated. Little argue with logical ideas with respect to Strong review of research based support
Ideas (10%) to no summary, questions or related literature. key conclusions or for arguments. Strong
argument, and answers. Little Evaluation was done findings and review and arguments
Development of evaluation or evaluation was done analytically and arguments with make an impact to the
Ideas and critique. analytically or logically. respect to related academe.
Argument (30%) logically. literature.
Evaluation was done
Evaluation and analytically and
Critique of the logically, with
Paper and attempts to create
Workshop (20%) further questions
that would improve
the study.
Organization No organization. Paper is poorly Material may not be Paper is organized, Paper is well organized.
and Style Ideas jump from organized, lacks organized within makes good use of Transitions are very
one idea to transition subtopics. There are transition clear. The paper
Clarity (5%) another. The statements, and in attempts to provide a statements, and in follows a logical
paper does not some instances does variety of transitions. most instances progression.
Coherence (5%) have a logical not follow a logical follows a logical
progression at all. progression. progression.
Conciseness
(5%)

Accuracy (5%)

Mechanics Format was not Some of the format The format The format The format guidelines
followed. Ideas guidelines were not guidelines were guidelines were were followed and at
Format (5%) are confusing, followed. Some followed. Minor followed and par with scholarly
repetitive, and ideas are difficult to errors in grammar, attempts to make it material. Writing is
Grammar (5%) difficult to follow. understand due to but still manageable. scholarly are clear. Command of the
faulty grammar. evident. Minimal English language is
errors in punctuation flawless.
and spelling.

Policy on Academic Integrity:

Anchored on the core values of Fortitude, Excellence, and Uprightness, the Far Eastern University believes that its
students, administration, faculty, and staff should demonstrate academic integrity at all times. Academic integrity
means that the members of the entire academic community adhere to the fundamental values of honesty, hard work,
originality, respect, and responsibility. FEU students are expected to always adhere to the highest standards of
academic excellence.
FEU students are expected to demonstrate beliefs, attitudes, and behaviors associated with academic honesty. Thus,
all acts of academic dishonesty in FEU are not tolerated. Academic dishonesty comes largely in 2 forms: cheating and
plagiarism. It is considered a major offense subject to disciplinary actions if students cheat or plagiarize their work.
Cheating is broadly defined as getting unauthorized help on an assignment, quiz, or examination. The following are
considered as acts of cheating:
 Copying from another student during a test or examination, with or without his/her knowledge;
 Allowing another student to copy your work;
 Using disallowed notes during a test or examination;
 Having in one’s possession written notes or electronic devices during a test or examination;
 Getting questions or answers from someone else who has already taken the test or examination;
 Talking to another student during a test or examination;
 Turning in work done by someone else;
 Taking a test or examination for another student;
 Writing or providing an assignment for another student;
 Repeating someone else’s words without acknowledgement;
 Presenting someone else’s ideas without acknowledgement;
 Paraphrasing, translating, or summarizing someone else’s ideas without acknowledgement;
 Improperly acknowledging sources, as with incomplete/imprecise documentation;
 Having one’s work done by someone else or having one’s work substantially revised by someone else.

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