Detailed Teaching Syllabus (DTS) and Instructors Guide (Ig'S) Philosophy

DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)
ENG 1 (Communication Arts I)

PHILOSOPHY
The PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY is committed to the pursuit of excellence relative to student’s
professional growth and development.
VISION
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY envisions producing quality graduates fully equipped with knowledge,
attitudes, values, and skills and who are globally competitive in their chosen profession ever ready to render quality services.
MISSION STATEMENT
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY provides quality education to every student through a well-balanced
research oriented learning environment that develops critical and creative thinking for maximum development of individual’s talents
and capabilities.
INSTITUTIONAL OBJECTIVES
In pursuit of its Vision and Mission, PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY will achieve the following:
1. Provide programs and activities that will enhance the development of the students physically, intellectually, culturally,
emotionally, socially, spiritually and morally.
2. Provide college education opportunities to poor but deserving students through the PHILIPPINE COLLEGE OF SCIENCE
AND TECHNOLOGY scholarship grants.
3. Train students with globally competitive technical skills that will make them competent and capable of handling challenges in
life.
Page | 1 CONTROLLED COPY FORM NO.: BSCSIG#11ENG1 APPROVED BY: SCHOOL PRESIDENT
4. Provide manpower needs of the country with professionally qualified graduates imbued with dignity and high moral values
who are mature, productive, self-reliant, responsible and self-disciplined citizens.
SPECIAL OBJECTIVES
To provide the country with globally competitive and professionally licensed graduates as integral part of the total manpower
needed for the economic development in the national and international levels.
CORE VALUES
P Professionalism
H High Spirituality
I Integrity
L Love of Humanity
C Compassionate and Competent
S Solidarity
T Transformative
Prepared by: Reviewed by: Recommended by: Approved by:

________________________ ________________________ ________________________ ________________________
College of Computer Studies Mrs. Gwen Joy C. Tandoc, Engr. Charo G. Almonte, Engr. Raul B. Gironella,
Instructor MIT MIT, DMin DMin
BSCS Department Head College Dean VP for Academic Affairs/QAM
Issue Date: June, 2016 Revision Status: 0 Revision Date: June, 2016
COLLEGE OF COMPUTER STUDIES
MISSION STATEMENT
In line with the Philippine College of Science and Technology Vision, Mission, and Objectives, the College of Computer Studies is
strongly committed to direct and operate its program through the following objectives.
GENERAL OBJECTIVES
To produce globally competitive Computer Science and Information Technology graduates with quality professional skills and
competencies that are imbued with high moral character in the practice of the profession within national and international
standards.
SPECIFIC OBJECTIVES
The above goal will be achieved through the following specific objectives:
1. To enhance the training of the students on the theoretical skills in computer science and information technology.
2. To provide the students with adequate knowledge and technical skills in the conduct of research oriented application of
theories and principles in dealing with laboratory problems and exercises, computer system and design, program software
and projects.
3. To equip students with social awareness and concern with a high sense of responsibility in the conduct of research and
adoption of current and new technology to render quality services.
BACHELOR OF SCIENCE IN COMPUTER SCIENCE

PROGRAM EDUCATIONAL OBJECTIVE (PEO)
The BSCS program shall produce graduates who:
1. (LEADERSHIP IN THE PRACTICE OF THE PROFESSION) IT professionals involved in the design and create
algorithmically complex software and develop new and effective algorithms for solving computer problems.
2. (SOCIAL RESPONSIBILITY) Graduates will engage in activities that promote professional and community development.
3. (LIFE-LONG LEARNING) Engaged in lifelong learning for continuous professional development.
STUDENT / PROGRAM OUTCOMES

The graduates of the Bachelor of Science in Computer Science (BSCS) program at PhilCST should have developed the ability to:
a. Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor);
b. Effectively communicate orally and in writing;
c. Work effectively and independently in multi-disciplinary and multi-cultural teams (PQF level 6 descriptor);
d. Act in recognition of professional, social, and ethical responsibilities;
e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722);
f. Apply knowledge of computing fundamentals, knowledge of computing specialization, and mathematics, science, and
domain knowledge appropriate for the computing specialization to the abstraction and conceptualization of computing
models from defined problems and requirements;
g. Identify, analyze, formulate research literature and solve complex computing problems and requirements reaching
substantiated conclusions using fundamental principle of mathematics, computing sciences, and relevant domain discipline;
h. An ability to apply mathematical foundations, algorithmic principles and computer science theory in the modeling and design
of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in the design choices;
i. Knowledge and understanding of information security issues in relation to the design, development and use of information
systems;
j. Design and evaluate solutions for complex computing problems and design and evaluate systems, components, or
processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and
environmental considerations;
k. Create, select, adapt and apply appropriate techniques, resources and modern computing tools to complex computing
activities, with an understanding of the limitations to accomplish a common goal;
l. Function effectively as an individual and as a member or leader in diverse team and in multidisciplinary settings;
m. Communicate effectively with the computing community and with society at large about complex computing activities by
being able to comprehend and write effective reports, design documentation, make effective presentations and give and
understand clear instructions;
n. An ability to recognize the legal, social, ethical, and professional issues involved in the utilization of computer technology and
be guided by the adoption of appropriate professional, ethical and legal practices; and
o. Recognize the need, and have the ability, to engage in independent learning for continual development as a computing
professional.
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY – Nalsian, Calasiao, Pangasinan

DETAILED TEACHING SYLLABUS(DTS) AND INSTRUCTOR’S GUIDE (IG’S) Academic Year 2016-2017
Form No.:BSCSIGENG1/#11
Units 3 Program [X] BSCS [] BSIT
Issue Date: 06/2015
Course Lecture
ENG 1 3 Curriculum [X] 1st year [] 2nd year [] 3rd year [] 4th year
Code Hours
Course Communication Laboratory
0 Term [X] 1st Semester [] 2nd Semester [] Summer
Name Arts I Hours
Pre- Co-
None None
Requisite Requisite
COURSE DESCRIPTION:
This is a course intended to develop and strengthen the students’ language competence along the four macro skills - listening,
speaking, reading, and writing. The main target of this course is for them to acquire the basic skills in English so that they can
speak and write with greater confidence and make them effective in oral and in written communications.
COURSE OUTCOMES AND RELATIONSHIP TO PROGRAM OUTCOMES:
Course Outcomes Program Outcomes
After completion of the course, the student should
a b c d e f g h i j k l m n o p q r
be able to:
CO – 1: Demonstrate facility in the use of the
English language in both oral and written form;
CO – 2: Use correct grammatical structures that
are essential for various types of communications;
CO – 3: Comprehend oral and written materials
with emphasis on critical thinking;
CO – 4: Display the importance of the English
language in an increasingly interconnected and
globalized world;
CO – 5: Recognize the need to practice until
mastery of each of the communication skills is
attained; and
CO – 6: Cooperate in the completion of assigned
task and project.
Key: I – Introductory E – Enabling D – Demonstrated
INTENDED TEACHING / REFERENCES /

ASSESSMENT
COMPETENC LEARNING LEARNING EQUIPMENT / TIME
KUP / TOPICS (METHOD/TASK)
E OUTCOMES ACTIVITIES MATERIALS TABLE
(AT’s)
(ILO’s) (TLA’s) USED
 State the  Orientation;  Prelim  Communicatio
objectives, discussion of Recitation #1A n Arts I
activities, and course goals which will Detailed
requirements and expected cover topics Teaching
1 Hour
of the course. outcomes; discussed in Syllabus and
discussion of the orientation. Instructional
course policies, Guide; Student
grading system Handbook
I. THE LIBRARY  Explain how  Discussion on  Prelim  Gutierrez-Ang, 8 Hours
A. Using Library library the importance Recitation #1B- Jaime. English
CO – 1 Resource information is of the library, Role-play on 1. Mindshapers
CO – 2 B. Systems of organized its resources in the importance Company, Inc.
CO – 3 Classifying  Distinguish the learning of using the 2015
CO – 4 Books in the the two endeavor of library.  Baraceros,
CO – 5 Library classification the students Esther L.
CO – 6 C. The General systems and  The students English 1:
Reference how the in groups role-  Prelim Quiz #1 Introduction to
Library resources are play on the – Identify the College
D. Card Catalog stored using importance of different English. Rex
and Online each system the library in resources in Book Store.
Public  Locate their college each library 2009
Access general life. section.  Lazo, Jennifer
Catalog information  The students  Prelim T. English
(OPAC) sources to have a library Assignment #1 Communicatio
E. Accessing increase tour with their - Sketch the n Skills for
Information familiarity with instructor to be library floor College
Through the the use of able to plan showing Learners.
Internet library recognize the the different Books Atbp.
materials importance of sections. Publishing, Inc.
 Familiarize the library, its  Prelim 2014
themselves resources in Assignment #2-  Sebastian,
with the use of their learning Prepare one Evelyn L.
card catalog endeavors. author card, English
and the online  Discussion on one title card Proficiency 1.
public access the different and one subject C&E
catalog resources in card in your Publishing, Inc.
(OPAC) each section respective 2013
 Access the and the proper course subject.  Garma-Guiyab,
needed selection of a  Check-Up Riviera.
information material for a Examination- English:
effectively and specific Multiple-Choice Communicatio
efficiently from information Examination n Arts I
print and non-  The students covering the (Conversationa
print materials, do library Library l Approach).
including the scavenger Resources and Books Atbp.
Internet. hunt activity to Using the Publishing,
discover the Internet Corp. 2013
library  White Board,
resources in Board Marker,
each of the Eraser, LCD
library Projector
sections.
 Orientation by
the chief
librarian on
how to make
use of the
different card
catalogues
and the online
public access
catalog
(OPAC)
 The students
access the
library
collections
using card
catalogs or the
online public
access catalog
(OPAC).
 Discussion on
how to use the
encyclopedia,
atlas, almanac,
yearbook, and
dictionary
 The students
do exercise on
how to use the
encyclopedia,
atlas, almanac,
yearbook, and
dictionary.
 Discussion on
the role of the
Internet as a
public provider
of information
 Demonstration
on how to
make use of
the Internet to
bolster the
students’
online
research skills
 The students
apply the
demonstrated
use of the
Internet by
doing a group
research
assignment at
the PhilCST
Internet
Center.
II. NOUNS  Distinguish  Discussion on  Prelim  Gutierrez-Ang, 9 Hours

A. Properties of the properties properties of Assignment Jaime. English
CO – 1 Nouns of Nouns nouns #3A - 1. Mindshapers
CO – 2 B. Cases of  Illustrate the  The students Properties of Company, Inc.
CO – 3 Nouns different cases do an Nouns 2015
CO – 4 of nouns interactive  Prelim Quiz  Baraceros,
CO – 5 III. PRONOUNS  Recognize the activity by #2- Determine Esther L.
CO – 6 A. Types of different types reading a whether the English 1:
Pronoun of pronouns selection and underlined Introduction to
B. Pronoun-  Use pronouns find as many noun in each College
Antecedent correctly to nouns as they sentence is English. Rex
Agreement eliminate can from the common, Book Store.
pronoun- text. proper, 2009
IV. VERBS agreement  Discussion on collective,  Lazo, Jennifer
A. Forms of errors, cases of nouns abstract or T. English
Verbs pronoun case  The students mass noun. Communicatio
B. Properties of errors and organize  Prelim n Skills for
Verbs pronoun shifts themselves in Assignment College
C. Subject-Verb  Recognize small groups #3B – Learners.
Agreement different types and play an Enumerate the Books Atbp.
of verbs identification rules in Publishing, Inc.
 Identify verbs game where Pronoun- 2014
in various the students Antecedent  Sebastian,
sentences find subjects, Agreement Evelyn L.
 Change verb objects, and  Prelim Quiz #3 English
tense within a possessive – Identify and Proficiency 1.
paragraph to nouns. correct the C&E
maintain verb  Discussion on error in Publishing, Inc.
tense types of pronoun- 2013
consistency pronouns antecedent  Garma-Guiyab,
 Identify the  The students, agreement in Riviera.
correct use of using printed each English:
subject-verb- indefinite sentence. Communicatio
agreement in pronoun  Prelim n Arts I
sentences wheels, must Recitation (Conversationa
try their luck on #1C– Present l Approach).
the wheels. a dialogue Books Atbp.
Afterwards, depicting a Publishing,
they have 20 classroom Corp. 2013
seconds to use situation with  White Board,
the types of the use of Board Marker,
pronouns they pronouns Eraser, LCD
came up with  Prelim Quiz Projector
to form a #4- Identify
meaningful and correct the
sentence. If errors in verb
they fail, they tense in the
are eliminated, paragraph.
with the winner  Prelim Quiz #5
being the last – Underline
person the verb in
remaining. parenthesis
 Discussion on that agrees
pronoun the with subject of
rules on the given
pronoun - sentence.
antecedent  Prelim
agreement, Assignment
pronoun case, #3C –
and avoiding Enumerate the
pronoun shifts rules on
 The students Subject-Verb
identify Agreement.
pronoun-  Preliminary
agreement Examination –
errors, Multiple-
pronoun case Choice
errors, and Examination
pronoun shifts covering
in sample Nouns,
sentences and Pronouns ,and
correct them. Verbs
 Discussion on
the forms and
properties of
verbs
 The students
have an
interactive
read-aloud of a
sample text
and respond to
guided
questions that
help them
express their
understanding
of the three
types of verbs
—action verbs,
state-of-being
or linking
verbs, and
helping verbs.
Then, the
students work
in groups and
individually to
identify and
classify verbs
in context.
Finally,
students
summarize
what they
learned about
verbs during
the lesson.
 Discussion on
tenses of verbs
 The students
read a sample
narrative and
change the
erroneous verb
tenses in it to
maintain
consistency
within a
paragraph.
 Discussion on
subject-verb
agreement
 The students
get involved in
a subject-verb
agreement
bee. For this
contest, have
the students
write their
answers on
small papers.
V. ADJECTIVES  Describe  Discussion on  Midterm  Gutierrez-Ang, 18

A. Functions of things and the functions Assignment #1 Jaime. English Hours
CO – 1 Adjectives people in an and types of – Research 1. Mindshapers
CO – 2 B. Types of appropriate adjectives. and report on Company, Inc.
CO – 3 Adjectives and  Discussion on the importance 2015
CO – 4 C. Order or imaginatively functions of adjectives.  Baraceros,
CO – 5 Position of descriptive adjective  Midterm Quiz Esther L.
CO – 6 Adjectives manner using  The students, #1 – Rewrite English 1:
D. Comparison of adjectives. given a piece the sentences Introduction to
Adjectives  Place of paper with by observing College
E. Troublesome adjectival the name of an proper English. Rex
Adjectives modifiers in object written placement of Book Store.
sentences on it, take each modifier 2009
VI. ADVERBS correctly. turns using in parenthesis.  Lazo, Jennifer
A. Functions of  Recognize the adjectives to  Midterm T. English
Adverbs different types describe an Recitation #1 – Communicatio
B. Types of of adverbs. object to the Group report n Skills for
Adverbs  Expand class. on the College
C. Comparison of sentences by  Discussion on importance of Learners.
Adverbs adding types of modifiers Books Atbp.
adverbs of adjective  Midterm Publishing, Inc.
place, manner modifiers and Assignment #2 2014
or time. their positions – Bring a  Sebastian,
 Determine the  The students picture of a Evelyn L.
different read a well-known English
positions of relatively personality Proficiency 1.
adverbs in a simple text and and present C&E
sentence. add more orally a Publishing, Inc.
 Use the adjective description of 2013
comparative modifiers to it the person that  Garma-Guiyab,
and superlative to “jazz it up” match with the Riviera.
degrees observing picture. English:
properly in proper  Midterm Quiz Communicatio
making placements. #2 – n Arts I
comparisons Discussion on Determine the (Conversationa
comparison of correct order l Approach).
adjectives or position of Books Atbp.
 The students modifiers in Publishing,
provide sentences by Corp. 2013
information correcting  White Board,
about different misplaced or Board Marker,
models of dangling Eraser, LCD
mobile phones modifiers. Projector
which the  Midterm
instructor will Assignment #2
write on the – Have the
whiteboard. students write
Then they will a description
be asked to of one of their
compare the family
different members,
models. (e.g. friends or
“Nokia is better relatives with
than Samsung special
because it is emphasis on
lighter.”) using the
 Discussion on adjectives
the types of discussed
adverbs and during the
their uses lesson.
 The students  Midterm Quiz
listen to a #3 - Determine
dialogue whether the
presented by word functions
volunteer as an adjective
students and or an adverb
try to find modifier.
some adverbs  Midterm
that have been Examination-
used by the Multiple-
presenters. Choice
They also Examination
identify their covering
types. Adjectives and
 The students Adverbs
derive the uses
of adverbs and
their place in
sentence
patterns.
 Discussion on
how to form
adverbs from
adjectives
 The students
copy on a
piece of paper
the adjectives
the teachers
has written on
the board and
change them
into adverbs by
adding – ly.
 Discussion on
comparison of
adverbs
 The students
do an oral
activity on
making
comparisons
using
comparative
and superlative
degrees of
adverbs.
VII.  Identify the use  Discussion on  Final  Gutierrez-Ang, 9 Hours

PREPOSITIONS of prepositions the use of the Assignment Jaime. English
CO – 1 A. Types of  Recognize the different types #1- The 1. Mindshapers
CO – 2 Preposition idiomatic use of prepositions students Company, Inc.
CO – 3 B. Idiomatic Use of prepositions  To be familiar compose their 2015
CO – 4 of Preposition  Distinguish the with the own original  Baraceros,
CO – 5 different kinds prepositions of prepositional Esther L.
CO – 6 VIII. of conjunctions location, the poems. English 1:
CONJUNCTIONS and their students study  Final Introduction to
A. Types of functions a copy of a Recitation College
Conjunctions  Use local street #1A- Identify English. Rex
conjunctions map (1 per two the Book Store.
IX. properly in students) with prepositions in 2009
INTERJECTIONS making a lot features. a given text.  Lazo, Jennifer
A. Types of sentences The teacher  Final Quiz #1- T. English
Interjections  Use writes pieces Fill in the Communicatio
interjections for of information blanks with n Skills for
sentence about this proper College
effectiveness place on the prepositions to Learners.
 Creatively board (e.g. It is complete the Books Atbp.
express the on A.B. sentences. Publishing, Inc.
meaning and Fernandez  Final Quiz #2- 2014
feelings behind Avenue and Determine the  Sebastian,
certain words next Jollibee.) correct Evelyn L.
that are used The students conjunction to English
as locate the complete each Proficiency 1.
interjections. place on the of the C&E
 Present a map and tell its sentences. Publishing, Inc.
dialogue using name.  Final 2013
interjection  Discussion on Assignment #2  Garma-Guiyab,
words. idiomatic use - Create a Riviera.
of prepositions poster showing English:
 The students the feeling Communicatio
read and intended n Arts I
identify behind a (Conversationa
prepositions specific l Approach).
used in a interjection Books Atbp.
poem. word. Publishing,
 Discussion on Corp. 2013
types and uses  White Board,
of Board Marker,
conjunctions. Eraser, LCD
 The students Projector
sing a song
using a copy of
its lyrics. Then
after
discussing
among
themselves  Semi-Final
what it is Examination –
about, they Multiple-
identify the Choice
different kinds Examination
of conjunctions covering
in the lyrics Prepositions,
and their Conjunctions,
functions. and
 Discussion on Interjections
types of
conjunctions
 The students
are given
examples of
incomplete
sentences on
the board (e.g.
“A virus
corrupted my
file…”). They
finish the
sentence using
conjunction.
The students
work with a
partner to
perfect their
sentences, and
then share
their finished
sentences with
the class.
 Discussion on
the importance
of interjections
in oral
communication
 The students,
individually or
in groups, write
and present a
dialogue using
common
interjections.
 A group of
volunteer
students are
given funny
scenarios to
act out using
only
interjections as
the dialogue to
perform in the
class. After
they practice
for a few
minutes
outside the
classroom,
they come
back and
perform for the
class. The
class tries to
figure out
what's going
on. For
examples:
 "Hmmm!"
[meaning:
That's
interesting!]
"Hmm?"
[meaning:
What is?]
"Gasp!"
meaning:
Didn't you see
THAT?!]
"Uhm... Oh!"
[meaning: Let
me look for a
moment.. Oh,
yes!]
 Demonstration
on how to use
specific
interjection
word to show
feeling
intended in
creating a
poster or
advertisement
 The students
create a poster
or
advertisement
showing the
feeling
intended
behind a
specific
interjection
word.
X. BASIC  Use basic  Discussion on  Final Quiz #3A  Gutierrez-Ang, 9 Hours

SENTENCE structures of the basic –Identify the Jaime. English
CO – 1 PATTERNS English sentence basic sentence 1. Mindshapers
CO – 2 A. S-IV-Modifier patterns to patterns patterns used Company, Inc.
CO – 3 B. S-LV- communicate  The students in each of the 2015
CO – 4 SC/Adjective meaning form sentences.  Baraceros,
CO – 5 C. S-LV-C/Noun  Illustrate the sentences of  Final Esther L.
CO – 6 D. S-TV-DO different their own Assignment English 1:
E. S-TV-IO-DO methods of according to a #3A – You are Introduction to
F. S-TV-DO-OC paragraph given pattern. a computer College
development  Discussion on scientist. You English. Rex
XI. PARAGRAPH the parts of a realized the Book Store.
DEVELOPMENT paragraph dangers of 2009
A. Parts of a  The students exposing  Lazo, Jennifer
paragraph do a seatwork children in T. English
B. Methods of on how to computers. Communicatio
paragraph identify the Write an open n Skills for
development different letter to College
methods used children in Learners.
in developing your Books Atbp.
paragraphs. community Publishing, Inc.
 Discussion on using the basic 2014
methods of sentence  Sebastian,
paragraph patterns. Evelyn L.
development Highlight the English
 Demonstration ill-effects of Proficiency 1.
on how to excessive C&E
create effective computer use Publishing, Inc.
paragraphs in your open 2013
using the letter. Your  Garma-Guiyab,
different letter should Riviera.
methods not exceed English:
 The students 300 words. Communicatio
write sample  Final n Arts I
paragraphs Recitation #1B (Conversationa
using the - Note the l Approach).
different important Books Atbp.
methods of details and get Publishing,
development. the main idea Corp. 2013
in the  White Board,
selection. Board Marker,
 Final Quiz #3B Eraser, LCD
– Recognize Projector
the rhetorical
moves used in
given
paragraphs.
 Final
Assignment
#3B- Come up
with at least
two (2) written
outputs using
any of the six
rhetorical
moves.
 Final
Examination-
Multiple
Choice
Examination
covering Basic
Sentence
Patterns,
Rhetorical
Moves or
Ways of
Writing a
Paragraph and
some more
topics covered
from the
beginning
COURSE ASSESSMENT:
(Criteria for Grading)
Methods of Evaluation: Students will be evaluated according to the following:
1. Examinations (Check-Up Examination, Preliminary Examination, Mid-Term Examination, Semi-Final Examination, and
Final Examination);
2. Recitations (Preliminary Recitation; Mid-Term Recitation; and Final Recitation);
3. Quizzes, and;
4. Assignments
The final course grade will be computed according to the following formula:
1. Eighty percent (80%) attendance or better,
2. The passing standard shall be the grade of 75%. To get the percentile grade, the number of correct answers called
raw score shall be divided by the total number of test points and multiplied by 100. Percentage (%) is used in
determining and expressing a student’s raw scores in every examination, quiz, assignments and recitations. The table
below shows a sample of the range of percentage marks and their corresponding equivalents.
3. Percentage (%) is used in determining and expressing a student’s raw scores in every examination. The table below
shows a sample of the range of percentage marks and their corresponding equivalents.
FIVE
LETTE
PERCENTAG DESCRIPTIVE POINT
R REMARKS
E GRADE RATING GRADIN
GRADE
G
97% – 100% A+ Very Excellent 1.00 Meets minimum competence with exceptional score
94% – 96% A- Excellent 1.25 Meets minimum competence with exceptional score
91% – 93% A Very Good 1.50 Meets minimum competence with exceptional score
88% – 90% B+ Good 1.75 Meets minimum competence with over and above average score
85% - 87% B- Good 2.00 Meets minimum competence with over and above average score
82% - 84% B Very Satisfactory 2.25 Meets minimum competence with above average score
78% - 81% C+ Very Satisfactory 2.50 Meets minimum competence with above average score
76% - 77% C- Satisfactory 2.75 Meets minimum competence with average score
75% C Satisfactory 3.00 Meets minimum competence with average score
Below 75% D Failed 4.00 Does not meet the minimum competence
COURSE POLICIES:
(Requirements)
A. Attendance Procedure: Attendance will be taken at the beginning of each class. Students are expected to attend every
class. Students are responsible for all material covered during any absence and assignments must be completed by the due
date for credit. The absence of more than twenty percent (<20%) of the required number of meetings in lectures and/or labs
will result in a “DROPPED” grade (DRP). Missed exams will require proof of extenuating circumstances for any make-up
consideration.
B. Absence due to Illness: If you are sick, DO NOT ATTEND THE CLASS. Contact the instructor by e-mail, telephone, or cell
phone to discuss how you will keep up with the coursework assignments and complete the Laboratory Experiments.
C. Methods of Instruction: Methods will include round-robin discussion and demonstrations that discuss key terms, concepts
and formulae of the assigned chapter. During the discussion, a quiz about the basic concepts of each chapter will be given.
The student is expected to read one chapter and solve the assigned problems each week. This will require an average of
five hours of study outside of the classroom each week. The previously assigned problems will be collected for grading and
the solutions will be derived in class. This process is designed to help the student thoroughly understand the concepts and
applications of the material covered.
D. Academic Honesty: All students are expected to behave with academic honesty. It is not academically honest, for example,
to misrepresent another person’s words or ideas as one’s own, to take credit for someone else’s work or ideas, to copy and
paste material from another document or from the internet, to accept help on a test or to obtain advanced information or
confidential test materials, or to act in a way that might harm another student’s chance for academic success. When the
instructor believes that a student has failed to maintain academic honesty, he or she may be given an “ FAILED” grade,
either for the assignment, lab report, quiz, examination, or the course depending upon the severity of the offense.

Detailed Teaching Syllabus (DTS) and Instructors Guide (Ig'S) Philosophy

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Detailed Teaching Syllabus (DTS) and Instructors Guide (Ig'S) Philosophy

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DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

ENG 1 (Communication Arts I)

Prepared by: Reviewed by: Recommended by: Approved by:

BACHELOR OF SCIENCE IN COMPUTER SCIENCE

3. (LIFE-LONG LEARNING) Engaged in lifelong learning for continuous professional development.

STUDENT / PROGRAM OUTCOMES

PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY – Nalsian, Calasiao, Pangasinan

INTENDED TEACHING / REFERENCES /

II. NOUNS  Distinguish  Discussion on  Prelim  Gutierrez-Ang, 9 Hours

V. ADJECTIVES  Describe  Discussion on  Midterm  Gutierrez-Ang, 18

VII.  Identify the use  Discussion on  Final  Gutierrez-Ang, 9 Hours

X. BASIC  Use basic  Discussion on  Final Quiz #3A  Gutierrez-Ang, 9 Hours

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