OUR LADY OF FATIMA UNIVERSITY
OLFU VISION
To improve man as man by developing individuals through a legacy of excellent education and compassionate value formation.
OLFU MISSION
The noble dictum “improving man as man” embodies the existence of
Fatima Medical Science Foundation and Our Lady of Fatima University
as educational institutions dedicated to the holistic formation of men and
women imbued with the necessary skills, virtues and academic
development. To achieve this end, the university aims to:
· Commit itself to the service of society through quality
education;
· Develop the capabilities of individuals in order to maximize
their potentials;
· Nurture future professionals with the requisite academic
foundation and conventional skills so as to mold them into highly-
respected leaders and members of society;
· Respond effectively to the changing needs and conditions of
the times through continuing professional education and research;
· Inculcate social awareness through community outreach
program;
· Imbue a deep sense of nationalism and pride in our Filipino
heritage;
· Uphold virtues of truth, justice integrity, compassion and faith
in God.
PROGRAM MISSION
The College of Education commits itself in producing high performance
level of teacher graduates who can teach across different learning areas
and shall take into account the students and the community welfare
towards a humane, progressive and responsible citizenry for the country
and for the world.
PROGRAM EDUCATIONAL OBJECTIVES (PEO)
A graduate of BEEd/ BSEd is expected to:
1. demonstrate competence in teaching through the utilization of a
wide range of teaching strategies in their areas of specialization;
2. implement innovative and appropriate educational materials and
learning activities to ensure high quality instruction to diverse types
of learners from different learning environments;
3. engage in continuous personal and professional activities, as well
as research, for the enhancement of his/her role as facilitators of
the learning process;
4. demonstrate and practice the professional and ethical requirements
of the teaching profession for better and efficient fulfillment of their
mission as teachers; and
5. engage in and lead socio- civic activities in the promotion of an
educated society.
OLFU CORE VALUES
Through innovative learning strategies focused on stong and
updated academic foundation with enhanced industry skills
and experience, a graduate of OLFU is expected to be an
ACHIEVER. In the community and in the workplace, an
OLFU graduate will be known as a person who:
A – Aspires To Do His Best
C – Is Credible And Compassionate
H – Is Hardworking And Honorable
I – Is An Inspiration To Others
E – Is Efficiently Entrepreneurial And Employable
V – Is A Visionary
E – Is Ethical And Has Excellent Work Habits
R – Is Responsible
PROGRAM VISION
The College of Education envisions itself to be one of the
country’s leading teacher- training institutions in developing
globally competitive, committed, and accountable educators.
PROGRAM OUTCOMES (ATTRIBUTES)
1. Manifest essential competence in teaching;
2. Employ creative and novel learning activities and
materials suitable to the needs and interests of the
learners and their community;
3. Participate in seminars, workshops, and research
activities for their personal and professional growth as
teachers;
4. Adhere to the ethical standards of the teaching
profession;
5. Take lead in valuable civic and social services in
the community through educational programs.
 COURSE SYLLABUS

COLLEGE EDUCATION COURSE DESCRIPTION

Develops technical and scientific writing skills across disciplines.

DEPARTMENT EDUCATION

COURSE CODE

COURSE EXPECTED OUTCOMES (CEO)

DESCRIPTIVE
TECHNICAL
TITLE After successful completion of Technical Writing, Explain the importance of technical
WRITING
writing and discuss its basic techniques students should
1. Explain the importance of technical writing and discuss its basic techniques.
2. Explain the general characteristics of style in technical writing.
PREREQUISITE (S)
3. Discuss the framework for effective communication.
4. Write their own e-mail messages which convey good news, negative news as well
as routine information
CREDIT UNIT (S) 3 hours
5. Discuss the principles applied to business correspondence and guidelines for
effective business correspondence.
6. Develop students’ competence and confidence in their technical and scientific
writing skills
7. Write/ formulate students’ own e-mail messages which convey good news, negative
CONTACT HOURS news, as well as routine information.
Lecture: 3 Hrs.
PER SESSION:

ALIGNMENT OF COURSE OUTCOMES (CO) WITH PROGRAM OUTCOMES (PO)

CO DESCRIPTION PO1 PO2 PO3 PO4 PO5

1 Explain the importance of technical writing and discuss its basic

techniques
2
Discuss the general characteristics of style in technical writing
3 Explain the processes in technical writing

4 Describe the Communication Process

Identify the ethical and legal implications closely associated with
5 technology of writing business correspondence

ALIGNMENT OF COURSE EXPECTED OUTCOMES (CEO) WITH UNIT EXPECTED OUTCOMES (UEO)
UEO DESCRIPTION CEO1 CEO2 CEO3 CEO4 CEO5
1
Define technical writing and discuss its basic techniques

2 Explain the general characteristics of style in technical writing.

3 Discuss the basic techniques in technical writing.

4
Describe the Communication Process..

5
Explain the steps in writing a feasibility report

6 Identify the ethical and legal implications closely associated with

technology of writing business correspondence.

7
````
Give their own concept of what a proposal is.

Print images of office gadgets and equipment

8
 9 Give the differences and similarities between a personal computer and
a laptop.
10 Print images of office gadgets and equipment.

11 Give the items included in a Yahoo Messenger.

12

13

COURSE COVERAGE

TEACHING-LEARNING
ASSESSMENT TASKS (AT)
UNIT EXPECTED COURSE ACTIVITIES (TLA) RESOURCE
WEEK
OUTCOMES (UEO) CONTENT ASSESSME S
TEACHING LEARNING TOOL
NT
COURSE
ORIENTATION:
o OLFU VM o Ded o Fac o Es o R o St
- summarize the
overview and
o COE uctive ilitated say ubric udent
1 PEO, CEO Discussion Handboo
introduction for the k
course including o Course
pertinent university Outline
o Co
information urse
Syllabus
`
II. Basic Techniques
in Technical Writing Deductive Course
Group Activity Essay Rubric Syllabus
Discuss the basic A.Definition Inquiry
techniques in Teaching Referenc
technical writing. e Material
B. Mechanism
Description

C.Process
Description

D.Analysis or
2
Partitioning

E. Classification

F. Comparison and
Contrast

G. Causation/
Causal Analysis

H. Interpretation

Explain the processes III. Technical Writing

in technical writing . Process Didactic Think- Group Rubric Course
Pair-Share Dynamic Syllabus
A.Stages of Writing Inquiry
B.Selection of the Teaching Reference
Topic Material
C. Determination of
the Purpose, Scope,
Audience and Point
3-4
of View
D. Outlining/
Organization of
Ideas
E. Collection of
Information
F. Writing
G. Copy reading
and . Proofreading
 IV. Framework for
Describe the Effective Didactive Group
communication Communication Think-Pair- Dynamic Rubric Course
process. A. The Reflective Share Syllabus
Communication Teaching Video/
5
Explain the Processes Paper Rubric Referenc
interferences which B. Elements in Presentat e Material
may hinder the Communication ion
process of
communication

6 PRELIMINARY EXAMINATION

Identify the V. Writing the E- Demonstra Group Group Rubric Course

advantages of e-mail Mail tion Activity Dynamic syllabus
and explain the
Guided
important guidelines in A.Special Study Situation Referenc
preparing e-mail. Guidelines in E- Analysis e Material
Mail Preparation
7 . and Appropriate
Protocol
Write/formulate their
own e-mail messages
which convey good
news, negative news,
as well as routine
information.

VI. The Technical

Describe the formal and Formal Deductive Critique Facilitated Rubric Course
report and identify its Reports Paper Discussion syllabus
basic parts.
A.Formal Reports
Classification and Referenc
8-9 Explain the important Parts of a Formal e Material
uses of reports. Report
C. Samples of
Formulate a formal Reports
report.

Explain the importance VII. Computer- Course

of the use of desktops in Assisted Writing Demonstra Group Facilitated Rubric Syllabus
tion Activity Discussion
writing technical
documents. A.Tracking Down Discovery Referenc
Computer Parts Teaching Group Rubric e Material
Dynamic
B. Types of
Discuss the various Computers and its
10-11
types of computers Major Parts
which may be helpful to
writers. C.Classification of
Computer

D. The Internet

12 MIDTERM EXAMINATION
 VIII. Business
Discuss the Correspondence
principles applied to Reflective Guided Course
business A. The Teaching Learning Essay Rubric Syllabus
correspondence and
Memorandum
guidelines for
effective business Group Rubric Referenc
correspondence. B. Guidelines in Dyamic e Material
Writing Memos
Identify the ethical
and legal C. The Art of
implications closely Writing the
associated with Business Letter
technology of writing
business
correspondence D. The Basic Parts
of the Business
Write different types Letter
13-14 of business
correspondence E. Special Part of
Business Letter

F. Punctuation
Styles and
Business Letter
Styles

G. The Resume
and Constructing
the Resume

H. The Telephone
and Tips in Making
Phone Calls

Identify the various IX. Writing Didactic Critique Facilitate Rubric Course
types of proposal. Proposals Paper d Syllabus
Discussio
Explain the n Referenc
importance of a A. The Proposals e Material
15-16 proposal.
B. Structural of a
Discuss the parts of Proposal
a proposal

Identify the various X. Modern and

office gadgets and Conventional Demonstra Group Think- Rubric Course
conventional Office Equipment tion Dynamics Pair Syllable
equipment.
A.Office Referenc
Discuss the Automation Problem e Material
advantages of a B.The Computer Solving
Virtual Office C. The Fax
Machine
17
Explain the D. The Virtual
technologies needed Office
to make a virtual E. Conventional
office functional Office Machines
and Equipment
Print images of
office gadgets and
equipment

18 FINAL EXAMINATION

TEXTBOOKS
Ornos, PetraSalvacion, et. Al (2016) Technical Writing Strategies in the Modern World. Grandbooks Publishing Inc.,
Manila
`

REFERENCES (BOOKS/ONLINE WEBSITES/JOURNALS)

 Books

`Marantan, Rizelyn M. (2016) Creative Writing, Jimczyville Publications, Malabon City

ALIGNMENT OF TEACHING LEARNING ACTIVITIES (TLA) WITH COURSE EXPECTED OUTCOMES (CEO)
CEO CEO CEO CE CEO
NO TEACHING
1 2 3 O4 5
1 DIDACTIC - Educator tells the facts, concepts, principles and generalizations

INDUCTIVE - Educator facilitates; Learner arrives at the facts, principle, truth or

2
generalization
DISCOVERY - Educator facilitates; Learners are tasked to synthesize thoughts to
3
perceive something not known before
REFLECTIVE - educator facilitates; learners continually learn from their own
4 experiences by considering alternative interpretations of situations, generating and
evaluating goals, and examining experiences
INQUIRY TEACHING – the learners are led to query or investigation by asking the
5 3 levels of questioning and from there, formulate their own thoughts or
reflection.
CONSTRUCTIVISM - the learners are guided to construct thoughts from out of
6
what they have previously taught, experience, or read
PROBLEM SOLVING- the learners are exposed to situations, shown video clips,
or tasked to read speeches and they are given questions to answer that
7
would explain what and how situation may affect or be affected by other
aspects.
DEMONSTRATION - the educator shows how something occurs or is done and
8
the learners imitate the same thing using their own style.
PROJECT METHOD - the facilitator allows the learners to get into a newly
9
crafted work to express thoughts, feelings, or ideas
DEDUCTIVE – the facilitator starts off with the general ideas, concepts, theories
10 and explains these by giving a lot of examples, illustrations, and explanations
to make sure learners understand.
CEO CEO CEO CE CEO
NO LEARNING
1 2 3 O4 5

1 LECTURE - Communicating information to audience

2 DISCUSSION - encouraging application of learning materials and soliciting feedback

CASE STUDY - Evaluating a situation and incident through analysis beyond

3
interpretation of facts

4 MODELING - encouraging learners’ performance that would enhance their

communication skills and creativity.

PERFORM ACTIVITIES- (collage presentation) – The learners get to do tasks

5
which shall reveal their learning and own talents. This activity would allow
individual differences and success at the same time.
SITUATIONAL ANALYSIS –is similar to Inquiry Teaching for the learners are
exposed to situations, shown video clips, or tasked to read speeches and they
6
are given questions to answer that would explain what and how situation may
affect or be affected by other aspects
GUIDED STUDY – is similar Reflective since educator facilitates; learners
continually learn from their own experiences by considering alternative
7
interpretations of situations, generating and evaluating goals, and examining
experiences. An example of this is a Concept paper.
GROUP DYNAMICS- learners learn the value of teamwork, trust, and sharing
8
as they are tasked to work on something as a group.
CONCEPT MAP- learners outline important points or vital elements taken from
9
stories read or speeches heard.

ASSESSMENT TASK (AT) AND TOOLS WITH COURSE EXPECTED OUTCOMES (CEO)
CE CEO CEO
NO ASSESSMENT TASK (AT) CEO4 CEO5
O1 2 3
1 SELECTED RESPONSE (MCQ)

2 PERFORMANCE-BASED

3 ROLE-PLAY
CE CEO CEO
NO TOOL CEO4 CEO5
O1 2 3
 1 ANSWER KEY

2 RUBRIC

ASSESSMENT WEIGHTING: HOMEWORK, WRITTEN REPORTS AND PAPERS

Homework and Assignment

(Number for the entire semester, submission mode and weight)
Particulars:

Students are required to submit a written report by the end of the prelim period and midterm
Written Reports, Concept Paper, Video
period. And by the end of the final period, a video presentation is an academic requirement
presentation, Collage making
which is equivalent to 50% of his final period grade.

GRADING SYSTEM
The final grade of the student is interpreted as shown on the table below:

ABOVE 95.00 – 92.00 - 83.00 – 74.00 and

AVERAGE 80.00-82.00 76.00-79.00 75.00
98.00 97.00 94.00 85.00 below

FINAL GRADE 1.00 1.25 1.50 2.25 2.50 2.75 3.00 5.0
FDA (Failure due to Absences) UW (Unauthorized Withdrawal) INC (Incomplete)
AW (authorized withdrawal NFE (No Final Examination

Lecture: Prelims (20%) Midterms (20%) Finals (20%)

Performance Tasks/ Quizzes (35%) Capstone/ Term Paper (5%)

OTHER IMPORTANT INFORMATION

OTHER COURSE POLICIES

All exercises and requirements for the course are to be complied by the students as part
STUDENTS COURSE PORTFOLIO of their portfolio and must be made available for inspection by the instructor before the
end of the semester
LANGUAGE OF INSTRUCTION ENGLISH

Per Section 1551 of CHED’s Manual of Regulation for Private Educational Institution, a
student who has incurred absences more than twenty percent (20%) of the total number
ATTENDANCE
of school days shall not be given credit to the course regardless of class standing. For
further provisions of the said policy, please refer to the OLFU Student Handbook.

COURSE CONSULTATION SCHEDULE

COURSE REVIEW AND ENHANCEMENT
Chair: Dr. Elmer S. Hidalgo, Members : Mrs. Clarita dJ Tanghal, Dr. Magdalena S. Daria
MEMBERS

PREPARED BY: ENDORSED BY: APPROVED BY:

COLLEGE OF EDUCATION
PROGRAM HEAD DEAN
DATE: __________________ DATE: ________________ DATE: _______________