SYLLABUS FOR ENGL11 PURPOSIVE COMMUNICATION

A. COURSE INFORMATION
COURSE NUMBER ENGL 11 NO. OF UNITS 3

COURSE TITLE PURPOSIVE COMMUNICATION

PREREQUISITE/S None

DEPARTMENT/ Department of English SCHOOL School of

PROGRAM Humanities

SCHOOL YEAR 2021-2022 SEMESTER First

INSTRUCTOR/S GISELLE D. MULDER

VENUE Online SECTION NN SCHEDULE MWF -1400-1500

B. COURSE DESCRIPTION
Purposive Communication is a three-unit course that develops students’ communicative and
rhetorical competence through multimodal tasks suited to a multilingual and multicultural
audience in a local or global context. It equips students with tools for critical evaluation of a
variety of texts and focuses on the power of language and the impact of images to
emphasize the importance of conveying messages responsibly. Following a process-
oriented approach to teaching communication, it offers extensive language use and practice
and promotes opportunities for problem sensing and problem solving. Students are provided
different venues to apply knowledge of rhetoric in creating communication materials that
address real-world issues.

WHERE IS THE COURSE SITUATED

WITHIN THE FORMATION STAGES
IN THE FRAMEWORK OF THE LOYOLA SCHOOLS CURRICULA

√ FOUNDATIONS: Exploring and Equipping the Self

ROOTEDNESS: Investigating and Knowing the World

DEEPENING: Defining the Self in the World

LEADERSHIP: Engaging and Transforming the World

1
C. PROGRAM LEARNING OUTCOMES
1. Demonstrates effective communication skills (listening and speaking, reading, and writing) in
English and Filipino.
2. Evaluates information and issues in various spheres of life using mathematical reasoning and
statistical tools to process and manage data.
3. Proposes ways to address pressing social and ecological problems using appropriate critical
approaches and scientific methodologies.
4. Develops a creative and moral imagination that is responsive to contemporary global realities
and challenges, but also deeply rooted in local histories, conditions, norms, and institutions.
5. Internalizes the significance and value of her/his own unique existence and purpose in life in
light of Christian faith.
6. Discerns life choices with a keen awareness of ethical dilemmas and considerations.
7. Exemplifies a commitment to enhancing human life and dignity, especially of those who are
excluded and in greatest need.
8. Practices a vision of leadership and committed citizenship rooted in Christian humanism.

D. COURSE LEARNING OUTCOMES

Alignment of the Course to the Core Curriculum Learning Outcomes
The Ideal Ateneo Graduate: A Person of
Conscience Competence Compassion Commitment

CCLO CCLO CCLO CCLO CCLO CCLO CCLO CCLO

1 2 3 4 5 6 7 8

√ √

By the end of this course, students should be able to:

COURSE LEARNING OUTCOMES KNOWLEDGE, SKILLS, ATTITUDE

1. To critically evaluate different types of • To evaluate multimodal texts critically and

texts to facilitate more informed from multiple perspectives
processes of decision making in • To use logical reasoning and rhetorical
various fields strategies in formulating sound arguments

2. To design and produce multimodal • To examine the nature, elements, and

texts for conveying discipline-specific purposes of verbal and non-verbal
knowledge, designed for specific communication in various multicultural
purposes and audiences. contexts
• To design appropriate and effective
multimodal communication materials for
different purposes in local and global
settings
• To exemplify cultural and intercultural
awareness and sensitivity in
communicating ideas.

2
 3. To communicate effectively one's
understanding of the multifaceted
cultural contexts and identities of both
self and others to fulfil one’s role as a
global citizen.
• To evaluate a problem critically and
propose an effective solution to address it
• To use logical reasoning and rhetorical
strategies in formulating sound arguments
• To write an essay that effectively
integrates personal reflections,
observations, and experiences
• To exemplify cultural and intercultural
awareness and sensitivity in
communicating ideas.

E. COURSE OUTLINE and LEARNING HOURS

Course Outline CLOs Estimated
Contact
or Learning
Hours

Module 1 - Effective Communication CLO2 12

● Analyzing the principles, process, and ethics of
communication
● Purpose, Audience and Context in effective
communication
● Local and global communication in multicultural
settings
● Varieties and registers of spoken and written
English
● Exploring Tools for Local and Global
Communication

Module 2-Personal Reflection Essay (Major Task 1) CLO3 12

Date of Submission:11 October 2021
● Communicating to express self
● Features of the Personal Reflection Essay
● Writing the Personal Reflection Essay
● Using appropriate language

Module 3- Evaluating Messages CLO1, CLO3 8

● Evaluating texts that use words and images
● Reading an infographic, advertisement, OR
editorial cartoon

Module 4 - The Informative Essay CLO1, CLO3 12

● Communicating to instruct and inform
● Features of an Informative Essay
● The Topic Proposal
● Writing the Informative Essay

Module 5- Proposal Essay Submission: 7 December CLO1, CLO2, 12

2021 CLO3
Major Task 2: MMP Submission 10 December2021
● Communicating to explain and to persuade
● Features of a Proposal Essay
● Evaluating Solutions
● Proposing Solutions

3
SUGGESTED LEARNING PACE FOR EACH MODULE:
Module 0 – 1: 26 August – 17 Sept
Module 2: 20 Sept – 15 October
Module 3: 18 Oct – 29 Oct
Module 4: 3 Nov – 19 Nov
Module 5: 22 Nov – 3 Dec
Synchronous Sessions:
Advisory Marks – 25 October
Final Requirements – TBA
Final Marks- January 2022

F. ASSESSMENTS AND RUBRICS

Assessment Assessment CLOs
Tasks Weight

Process activities for the Personal Reflection Essay: 20% CLO2, CLO 3
(e.g. response paragraphs, outlines, drafts, peer review)

Personal Reflection Essay 20% CL03

Process activities for the Proposal Essay: 30% CLO1, CLO3

(e.g. response paragraphs, outlines, drafts)

Proposal Essay and Multimodal Presentation 30% CLO1, CLO2,

CLO3

SCORING RUBRIC FOR THE PERSONAL REFLECTION ESSAY

CRITERIA A – B+ B – C+ C–D F
(20-18) (17-16) (15-14) (13 below)

Task The essay fully The essay covers The essay covers
Fulfillment and satisfies all the most of the some of the The essay fails to
requirements of requirements of requirements of cover the basic
Idea
the task. the task. the task. requirements of
Development the task.
The essay has a The essay may
The essay The essay does
main idea but not have a main idea
not have a clear
presents an clearly stated in a but not clearly
experience for the main idea.
well-crafted thesis stated and
reflection and the idea is not developed. No relevant
anchored on an sufficiently illustrations and
explicit, thought developed. Very few relevant points are
provoking, and illustrations and provided to
well-crafted Some relevant points are substantiate the
thesis. illustrations and provided to thesis. Sources of
points are substantiate the information (if
Sufficient and provided to thesis. Sources of any) are cited
relevant substantiate the information (if properly.
illustrations and thesis. Sources of any) are cited
points are information (if properly. Superficial
provided to any) are cited descriptive writing
substantiate the properly. Elaborated approach (fact
thesis. Sources of descriptive writing reporting, vague
information (if Movement beyond approach and impressions)
any) are cited reporting or impressions without reflection
properly. descriptive writing without reflection. or introspection.
to reflecting (i.e.
Exploration and attempts to
critique of understand,
4
 assumptions, question, or
values, beliefs, analyze the
and/or biases, and event).
the consequences
of action (present
and future)
Writing The writer uses The writer is The writer may be Writing is
Strategies and stylistically aware of an aware of an confusing and
Devices sophisticated audience. The audience. The hard to follow.
language that is reader is informed reader is There is no
precise and and remains informed, audience
engaging, with engaged. but must work at awareness.
notable sense of remaining
voice, awareness Narrative engaged.
of audience and elements and Narrative
purpose. descriptive details Narrative elements and
are used elements and descriptive details
Narrative occasionally to descriptive details are not used
elements and enhance the are used sparingly effectively to
descriptive details personal reflection to enhance the enhance the
are used essay. personal reflection personal reflection
effectively to essay. essay.
enhance the
personal reflection
essay.

Other appropriate
expository
techniques (e.g.
comparison and
contrast; analysis)
are used in
discussing the
main points of the
personal reflection
essay.
Insights and The reflection The reflection Student makes Reflection does
Impact moves beyond demonstrates attempts at not move beyond
simple description student attempts applying the description of the
of the experience to analyze the learning learning
to an analysis of experience, but experience to experience(s).
how the analysis lacks understanding of
experience depth. self, others,
contributed to and/or course The personal
student concepts but fails reflection essay
understanding of The personal to demonstrate fails to invite the
self, others, reflection essay depth of analysis. intended audience
and/or the world. occasionally to reflect on the
invites the The personal insights
The personal intended audience reflection essay presented.
reflection essay to reflect on the barely invites the
consistently insights intended audience
invites the presented. to reflect on the
intended audience insights
to reflect on the presented.
insights
presented.

Reflection is
thoughtful and
convincing,
emerges from the
occasion, not
around or
5
 alongside it;
presents ideas in
an original way.
Organization The thesis or main Writing is The writer has Writing has
idea is developed coherent, lapses in serious problems
consistently from but relies on coherence and in organization
beginning to end. prescribed has the tendency and coherence.
The elements organizational to digress.
(title, introduction, structure rather
body, and than following
conclusion) of the lines or patterns of A few transitional
personal reflection thought. devices and
essay are unified. signals are used
Some transitional appropriately to
Appropriate devices and connect ideas and
transitional signals are used parts of the
devices and appropriately to personal reflection
signals are used connect ideas and essay.
to connect ideas parts of the
and parts of the personal reflection
personal reflection essay.
essay.

The writer shows

deep insight
through a natural
flow of ideas and
an effective
conclusion.
Style and Writer’s voice Writer's voice is Writer's voice may Writer's voice
Conventions is defined and the consistent and emerge strongly failed to emerge
tone used is strong. on occasion, then strongly.
appropriate and retreat behind
effective. general, vague, The reader does
The reader tentative, or not feel a strong
The writing is occasionally feels abstract language. sense of
consistently a strong sense of interaction with
honest, interaction with The reader barely the writer nor
enthusiastic, the writer and feels a strong senses the person
natural, and somewhat senses sense of behind the words.
thought- the person behind interaction with
provoking. the words. the writer and can The writer
hardly sense the demonstrates
The reader The writer person behind the limited control of
consistently feels demonstrates words. the conventions,
a strong sense of control of the exhibiting frequent
interaction with conventions, The writer errors that make
the writer and exhibiting demonstrates comprehension
senses the person occasional errors partial control of difficult.
behind the words. only when using the conventions,
sophisticated exhibiting There is no variety
The writer language. occasional errors in sentence
demonstrates that do not hinder structure.
control of the Sentences have comprehension.
conventions with varied structure, Language is
essentially no and uses Sentence vague and
errors, even with predictable word structure shows confusing
sophisticated choice. some variety and throughout.
language. uses simple, Concepts are
generic word either not
Sentences are Minor, infrequent choice. discussed or are
strong and lapses in clarity presented
expressive with and accuracy. There are inaccurately.
varied structures. frequent lapses in
6
 clarity and
The author follows accuracy.
language
conventions (e.g.
coherent
sentences;
appropriate time
signals and
consistent tenses
and POV; correct
spelling and
punctuation, etc.)
for clarity and
accuracy.
https://www.ed.ac.uk/reflection/facilitators-toolkit/assessment/rubrics
http://www.readwritethink.org/files/resources/lesson_images/lesson963/Rubric.pdf
https://www.edu.gov.mb.ca/k12/cur/cardev/gr10_found/blms/blm5.pdf
http://jackiewhiting.net/Rubrics/PersEssay.htm
https://teachingcommons.lakeheadu.ca/4-rubrics-assessing-reflective-writing

SCORING RUBRIC FOR THE PROPOSAL ESSAY

Criterion A-B+ (20-18) B-C+ (17-16) C-D (15-14) F (13 below)

Task Fulfillment
and Idea The essay fully The essay mostly The essay covers The essay fails to
Development satisfies all the satisfies all the some of the cover the basic
20 requirements of the requirements of the requirements of the requirements of the
task. It presents the task. It has a main task. It may have a task. It does not
The main thesis of main idea in an idea but not clearly main idea but not have a clear main
the proposal essay explicit, thought stated in a well- clearly stated and idea. No relevant
is presented in a provoking, and well- crafted thesis and developed. Very few illustrations and
clear manner. crafted thesis. the idea is not relevant illustrations points are provided
Sufficient and sufficiently and points are to substantiate the
Sufficient and relevant illustrations developed. Some provided to thesis
relevant data are and points are relevant illustrations substantiate the
provided to provided to and points are thesis.
substantiate the substantiate the provided to
thesis. Data sources thesis. substantiate the
are cited properly. thesis.

Writing Devices The essay explores The essay explores The essay does not The essay does not
20 the problem and the problem and explore the problem provide any facts,
solutions thoroughly solutions adequately and solutions details, or examples
Writing techniques in with facts, details, with several facts, adequately; does not to explore the
argumentation and and reasons; links all details, or examples; link supporting problem and
persuasion are used information to the links most information to the solutions
effectively. goal of solving the information to the goal of solving the
problem goal of solving the problem
Other expository problem
techniques (e.g.
definition, cause-
effect and process
analysis) are used
effectively in
describing the
problem, presenting
the data, and
proposing the
solution.

Insights and The essay provides The essay provides The essay provides The essay does not
Impact a sophisticated adequate definition a brief definition and define and/or
20 definition and

7
 description of the and description of description of the describe the
The essay provides problem, the problem, and problem, problem,
a sophisticated
definition and and proposes proposes common and proposes and proposes trivial
description of the sophisticated but adequate unoriginal solution solution ideas that
problem, and solutions. The solution ideas. The ideas. The proposed totally lack
proposes proposed solution is proposed solution is solution may not be originality. The
sophisticated, absolutely mostly necessary, necessary, proposed solution is
creative solutions. necessary, beneficial, and beneficial, and not really necessary,
beneficial, and feasible. feasible. beneficial, nor
The proposed feasible. feasible.
solution is feasible
and convincing.

Organization
20 The thesis or main Writing is coherent, The writer has Writing has serious
idea is developed but relies on lapses in coherence problems in
The elements (title, consistently from prescribed and has the organization and
introduction, body, beginning to end. organizational tendency to digress. coherence.
and conclusion) of The elements (title, structure rather than A few transitional
the proposal essay introduction, body, following lines or devices and signals
are unified. and conclusion) of patterns of thought. are used
the proposal essay Some transitional appropriately to
Appropriate are unified. devices and signals connect ideas and
transitional devices Appropriate are used parts of the proposal
and signals are used transitional devices appropriately to essay.
to connect ideas and and signals are used connect ideas and
parts of the proposal to connect ideas and parts of the proposal
essay. parts of the proposal essay.
essay. The writer
shows deep insight
through a natural
flow of ideas and an
effective conclusion.

Style and Effective complex Effective but simple Major problems in Writes incomplete
Conventions constructions; varies constructions, minor simple/complex sentences; uses
20 sentence structure problems in complex constructions; uses language poorly;
and vocabulary constructions; uses the same types of sounds confused;
The voice of the successfully; some variety in sentences without includes many
author is defined and includes none or sentence structure varying them; mechanical errors;
the tone used is very few mechanical and vocabulary; repeats words; does not
appropriate and errors. Writer’s voice includes few includes many communicate, OR
effective. is defined and the mechanical errors mechanical errors; not enough to
tone used is but meaning seldom meaning confused or evaluate Writer's
The author follows appropriate and obscured Writer's obscured Writer's voice failed to
language effective. All sources voice is consistent voice may emerge emerge strongly.
conventions (e.g. are cited properly – and strong. Only strongly on occasion, Very few sources
formal quoted and not quoted sources are then retreat behind cited, or cited
documentation of quoted references; cited properly; general, vague, improperly; attempt
sources; coherent accurate works cited accurate works cited tentative, or abstract at works cited page
sentences; page included page included language. Quotes
appropriate time cited properly, but
signals and non-quoted
consistent tenses; statements not cited;
correct spelling, mostly accurate
etc.). works cited page
included.

Adapted from ESL Composition Profile (Newbury House Publishers, 1981)

https://www.mesacc.edu/~paoih30491/RubricNameEssay.html
http://thomcollegiate.rbe.sk.ca/sites/thom/files/Problem%20solution%20rubric.pdf
http://www.phschool.com/atschool/ahon09/pdfs/AHON_WW_unit_2.pdf
8
SCORING RUBRIC FOR MULTIMODAL PRESENTATIONS
Criterion A-B+ (20-18) B-C+ (17-16) C-D (15-14) F (13 below)
TASK The MMP fully The MMP covers The MMP covers The MMP fails to
FULFILLMENT: satisfies all the most of the some the cover the basic
20 requirements of requirements of requirements of requirements of
the task. The the task. The the task. The the task. The
MMP is expected to presentation presentation presentation presentation does
completely address responds to the responds to the responds to the not
the topic and assignment and task and assignment and respond to many
requirements set addresses the addresses the addresses the of the
forth in the topic and all topic, but has topic, but has requirements of
task, and is requirements, at minor significant the task,
appropriate for the an weaknesses weaknesses with and/or is poorly
target audience. appropriate with respect to respect to some tailored for the
technical level for some of the of the target audience.
the target requirements requirements
audience. and/or and/or
appropriate appropriate
technical level. technical level.

ANALYSIS, Presented Presented Presented The depth of

DISCUSSION, information is information information is analysis and
AND analyzed and is analyzed evaluation of the
CONCLUSION: evaluated analyzed and evaluated at presented
20 completely, and evaluated a reasonable information is not
providing support and appropriate level but is not sufficient, and
MMP is expected to for main reasons, used effectively discussion
provide an points with discussion of to support many contains
appropriate level of reasons, alternatives, of the main unnecessary
analysis, discussion explanations, and points. or trivial material.
discussion, and of alternatives, examples are
evaluation as explanations, and given for most of The presentation
required by the examples as the main points. The presentation seems to end
task. appropriate. has a brief abruptly without
The presentation conclusion but is any summation
It is also expected Key points are has a not substantial in for the audience.
to draw appropriate clearly restated at conclusion, but content.
conclusions and the end of the talk some of the key
recommendations so that the points are not
based on its audience clearly highlighted
content. understands the effectively.
purpose of the
technical work.

ORGANIZATION: The presentation The presentation The presentation The presentation

20 is is generally has a defined is poorly
well-structured; well-structured, structure, but the structured;
MMP is expected to its organization with only a few organization is not organizational
be organized in contributes to its flaws in overall optimal for flaws
overall structure, purpose. The organization. supporting the undermine its
beginning with a problem is stated presentation’s effectiveness and
clear statement of clearly and content. clarity.
the technical
problem and ending content is
with a clear ordered
conclusion. effectively
for clarity.

STYLE/FORM The visual aids The visual aids The visual aids Visual aids are
AND FORMAT: (e.g. PowerPoint are informative are generally not designed
20 slides) are and generally supportive of the attentively
informative, well- supportive of the presentation, to convey the
MMP is expected to designed, easy to presentation, but but some of them information
be stylistically read, and they could have are difficult to intended by the
9
 effective through complement the been more read, too packed, speaker, or there
the judicious use of speaker’s effective in and/or are no visual aids
relevant and content. complementing unnecessary for used to facilitate
appropriate visual the speaker’s the intent of the the delivery of the
aids, texts, Length of content. presentation. presentation.
graphics, and presentation is
sounds which within the Length of Length of Length of
complement the prescribed time presentation is presentation goes presentation goes
speaker. It is also limit. generally close to more than substantially over
consistent with the the limit. 30 seconds or under the
prescribed time the prescribed prescribed time
limit of the time limit. limit.
presentation.

DELIVERY: Speaker is well Speaker is Speaker is Speaker is not

20 prepared, prepared and reasonably prepared and
establishes shows familiarity prepared reads from visual
Presenters are effective with the content of but tends to look aids or cue
expected to use eye the visual aids, at visual aids cards, does not
effective speaking contact but may for prompting use voice or
and presentation with the audience, occasionally stray frequently, and is body language
styles that exhibit speaks from topic and/or not able to effectively to
enthusiasm, clearly and speak in a casual, communicate all engage audience
respect, and audibly in the conversational of the intended in topic.
interest from the appropriate style that is content. There are
audience, with a language register, inappropriate to a few Speaker
consistent level of stays on topic and the task. inconsistencies in is not
awareness for finishes the using the dressed
communicating the presentation on Speaker is appropriate appropriately for
intended time. dressed language register. the audience,
information. appropriately, does not present
Speaker generally acts one’s appearance
Presenters are also Is dressed professionally, but in
expected to dress appropriately, exhibits Speaker is a manner that is
appropriately for avoids distracting some minor reasonably befitting of a
the audience, body lapses in dressed, formal and
act in a manner language during decorum. Some but some lapses academic task.
expected in a the presentation, ambient noise in decorum The physical
formal and maintains a distracts from the detract from the setting is too
academic professional, presentation presentation’s distracting from
setting, and appear formal impact. Some focusing on the
in a physical setting stance elements off presentation.
that is well-lit and throughout the camera distract
conducive to a presentation. from the
rehearsed presentation.
presentation.
Adapted from https://www.csun.edu/~bavarian/Courses/MSE%20227/Rubrics/Oral_Presentation.pdf

RUBRIC FOR DISCUSSION POSTS

Task Exceeds Expectations Meets Standards
(A-B+) (B-C)
Initial Post Post content is Post content may
substantive, written offer original ideas but
effectively, and based are not fully
on/supported by the developed or not
assigned text or prompt. attentively based
on/supported by the
assigned text or task.
Needs Improvement
(D-F)
Post content may be
superficial; ideas are
not well developed,
perfunctory, and may
not be based
on/supported by the
assigned text.

Post has a tendency

to digress.

10
 May have been added
for compliance.
Follow-up Post Post demonstrates Post elaborates on an Post content may be
analysis of previous existing post with an superficial and does
posts and extends original comment or not contribute to the
meaningful discussion by observation but does discussion; may
building on previous not extend meaningful simply agree/disagree
posts. It remains concise discussion. May have or paraphrase what
and clear. been added for has been said.
compliance.

Adapted from https://www.researchgate.net/figure/Scoring-rubric-for-discussions_fig1_285753809

G. TEACHING and LEARNING METHODS

TEACHING & LEARNING METHODS and ACTIVITIES CLOs

Module 1: Lecture, Discussion forum, Text and video analysis, CLO 2

Worksheet completion

Module 2: Pre-reading via Google Jamboard; Discussion Forum; Text CLO 3

and Video analysis; Short essay writing; Writing an Outline Draft for
the PRE

Module 3: Discussion Forum; Media Analysis (Infographic, CLO 1, CLO 3

Advertisement, and Editorial Cartoon)

Module 4: Worksheet completion; Discussion Forum; Forming CLO 1, CLO 3

Opinions; Annotated Bibliography; Writing an Outline for an
Informative Essay

Module 5: Discussion Forum; Worksheet Completion; Evaluating CLO 1, CLO 2, CLO 3

Issues and Arguments; Proposing Solutions to Local/Global Problems

H. REQUIRED READINGS
Suarez, C., Perfecto, M., Canilao, M., Paez, D. (2018). Purposive Communication in English. Quezon
City: Ateneo de Manila University Press.

Jennings-Edquist, G. (2018). Is it time to stop saying 'guys' at work? Retrieved from

https://www.abc.net.au/life/is-it-time-to-stop-saying-you-guys-at-work/10240970

Soriano, J. (2011) Language, Learning, Identity, Privilege. Retrieved from

https://opinion.inquirer.net/11649/language-learning-identity-privilege

11
Tupas, R. (2020, August 28). Buwan ng Wika: A Filipino Scholar analyzes SB19 Ken Suson, P-Pop as
multilingual genre. Www.Philstar.Com. https://www.philstar.com/entertainment/korean-
wave/2020/08/28/2038458/buwan-ng-wika-filipino-scholar-analyzes-sb19-ken-suson-p-pop-
multilingual-genre?f

VIDEOS:
De la Rosa, A. (25 May 2018). Roselle Ambubuyog: Commencement Speech, Ateneo de Manila
University. [Video] YouTube. https://www.youtube.com/watch?v=EkSh7zfteq0

GMSPunishTheWicked. Why is Jesus white by Muhammad Ali. YouTube.

https://www.youtube.com/watch?v=7eXdt1eGgCA

Kalra, A. (November 2017). 3 creative ways to fix fashion's waste problem. [Video].TED.
https://www.ted.com/talks/amit_kalra_3_creative_ways_to_fix_fashion_s_waste_problem?language=en

NinoyAquinoTV. (15 Jan 2009). NINOY AQUINO’s memorable speech (3/9) in Los Angeles (2-15-
1981). [Video]. YouTube.
https://www.youtube.com/watch?v=V3XgNKegke8&list=PL929D1AFF81AAEB40

TedEd. (22 February 2016). How miscommunication happens (and how to avoid it) – Katherine
Hampsten[Video]. YouTube. https://www.youtube.com/watch?v=gCfzeONu3Mo

Up Next. (30 Oct 2015). Don’t judge my African American English. [Video].
YouTube.https://www.youtube.com/watch?v=j7_rihFMB78&t=11s

SPEECH:
Hontiveros, R.H. (2016). Anti-Drugs Campaign: What Works and What Doesn’t. “War on Drugs”
Forum, Ateneo de Manila University. Office of the Senator. Retrieved fromhttps://fr-
fr.facebook.com/notes/senator-risa-hontiveros/anti-drugs-campaign-what-works-and-what-
doesnt/10154026339033182?hc_location=ufi

*Please note that some readings and videos may be added or substituted for more appropriate ones
based on current issues, or that some may be omitted to adjust to time constraints.

I. SUGGESTED READINGS
How to email your professor (without being annoying AF) by Laura Portwood-Stacer
https://medium.com/@lportwoodstacer/how-to-email-your-professor-without-being-annoying-af-
cf64ae0e4087

J. GRADING SYSTEM
A 92 – 100 C+ 79 – 82 F 69 and below
B+ 87 – 91 C 75 – 78
B 83 – 86 D 70 – 74

K. CLASS POLICIES
In general, we must abide by University Standards and codes of behavior.

1. The official learning management system for this course is Canvas. You are responsible for
determining and activating your notification settings on this platform.

2. Only officially enrolled students will be allowed to participate in the Canvas class (i.e. join groups,
accomplish tasks, and submit requirements).
12
3. Students who require support for Canvas may seek help by sending an email to ls.one@ateneo.edu
or chatting with LS-One through that account using your obf email. If you find that you have
unstable or no internet connection, you may avail yourself of a portable learning packet (PLP).
Requests for PLPs are coursed through LS One.

4. We are expected to have synchronous sessions once a week, during our official class period every
Friday at 1400-1500 for clarifying task instructions, expounding on compelling discussion posts, and
finding out how we are. Although attendance will not be checked during these sessions, you are
highly encouraged to attend so that you may have the benefit of interacting with our online course
community and participating meaningfully. The synchronous sessions complement and supplement
the modules. Do inform me the reason for your absence from any of these sessions via the Canvas
Inbox.

5. When you do attend the synchronous sessions and group consultations, please do so in appropriate
attire. I understand that you are at home and may prefer to wear what is comfortable. I expect,
however, that you are mindful of the professional and academic environment we enter, albeit
digitally, when we communicate with each other. I will announce any change in the schedule of our
synchronous sessions one week before any adjustments.

6. A recording of the synchronous sessions will be uploaded on the Announcement page on Canvas as
well as the Class Google Drive at least a day after the session for those who are not able to attend
or for those who wish to review the discussion points that were raised.

7. I will assign a class beadle and co-beadle who will remind me to upload the Zoom recording and
any agreed adjustments of tasks and schedules that we agreed upon as a class. They may also
manage alternative platforms to facilitate communication among course mates to foster a sense of
community. The class beadles are not responsible for reminding the class about task
submission dates and requirements. Although they may bring up matters concerning the whole
class, please do apply initiative in raising your own unique concerns if needed.

8. I would prefer that you open your cameras/videos when we meet synchronously so that we all get to
see one another and apply attentiveness to non-verbal feedback. However, keeping cameras open
during synchronous sessions is not required. In addition, communicating relevant matters through
the chat box during these sessions is a practice that we aim to adopt.

9. Communications via chat box, email, group tasks, and group consultations must always be done in a
respectful, attentive, and appropriate manner. Any use of profanity or offensive language in any
form of communication or in any submitted work will be addressed within the bounds of LS policies.

10. Please be mindful of using appropriate and respectful email etiquette when corresponding with me.
I always hope to answer your email within 24-48 hours at most. Please be patient and email me
again should I fail to reply.

Assessments will be returned in a timely fashion. I usually manage to grade all assessments and
give feedback in 3 to 5 days. If I am delayed for whatever reason, I will let you know. I won’t be
commenting on all discussion board posts, but I will read all of them and comment as necessary.
Please also note that I am offline on Sundays, during lunch break from 12-130 pm, and past 6 pm
on weekdays. I am based in the Netherlands so please also consider time difference.

11. Please read the LS Undergraduate Student Handbook carefully. You can access the handbook
by clicking this link.

12. Rules and regulations stipulated in the handbook will be adhered to strictly. This is especially true
for plagiarism and acts of dishonesty. You can view the PDF copy of the 2018 LS Code of
Academic Integrity here.

13
 13. This class adheres to all LS policies including those on safe spaces and gender for the university's
code of decorum. You can read the LS gender policy here. In particular, the following explicitly
states our stance:

Gender-Responsiveness and Safe Spaces

We are committed to maintaining the same safe, inclusive, and gender-responsive

learning environment online as we hope to foster offline. To that end, we commit to
teaching and learning practices that promote gender equality and justice (e.g., the use of
non-sexist language and avoidance of gender stereotypes and biases in our learning
spaces), as well as to implementing policies that protect students and faculty alike from
sexual and gender-based violence, discrimination, and harassment, in line with the
provisions of the LS Gender Policy.

14. For your required writing tasks, please obtain the consent of concerned individuals if their
photographs and personal information will be included in your essays or multimodal presentations.
Consider policies on using images and media in your submitted work. (e.g. Use materials marked
as public domain or public domain dedication.)

15. For ethical purposes, AVOID naming individuals or institutions that will be described in your
Personal Reflection Essay.

16. You are expected to keep a consistent and efficient pace with the modules and to fulfill the course
requirements with integrity.

17. All requirements should be submitted via Canvas or the Class Google Drive. Submissions of
requirements should not be done through email. This is not counted as a submission.

18. Grades reflected on Canvas are not necessarily the official and final grades for the course.

19. Student access to the Canvas course will be closed a week after the electronic release of grades
for the first quarter.

L. CONSULTATION HOURS

NAME OF FACULTY EMAIL DAY/S TIME

Ms. Giselle D. Mulder gdano@ateneo.edu MWF 1400-1500

***Although I am available for consultations during our designated class period and usually after
our weekly synchronous sessions, I would appreciate your emailing me to set an appointment if
you prefer that we set aside some time outside of this schedule. All consultations, though, should
occur during the schedule above. In addition, as stipulated by the ADAA, there should be a
minimum of 2 students during consultations. So, do ask a course mate with whom you feel
comfortable to come along.

Let us all have a safe, meaningful, and purposive semester.

Ms. Giselle

14