Republic of the Philippines

TARLAC STATE UNIVERSITY

VISION
Tarlac State University is envisioned to be a premier university in Asia and the Pacific.

MISSION
Tarlac State University commits to promote and sustain the offering of quality programs in higher and advanced education ensuring equitable access to education for people empowerment,
professional development, and global competitiveness.
Towards this end, TSU shall:
1. Provide high quality instruction trough qualified, competent, and adequately trained faculty members and support staff.
2. Be a premier research institution by enhancing research undertakings in the fields of technology and sciences and strengthening collaboration with local and international
institutions.
3. Be a champion in community development by strengthening partnership with public and private organizations and individuals.

CORE VALUES

E - xcellence
Q – uality
U – nity
I - ntegrity
T – rust in God, Transparency & True Commitment
Y – earning for Global Competitiveness

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 College of Arts and Social Sciences
Department of English Language Studies

Outcomes-Based Teaching and Learning Plan in GE ELECT 1 – Public Speaking & Persuasion

Course Title Public Speaking & Persuasion Course Code GE ELECT 1

Credit Units 3 Course Pre-/Co-requisites
Course Description This course explores the theories and practice of speech communication behavior to promote communication competence in interpersonal, small group and public
speaking situations. It is designed to help students develop their public speaking skills central to success in academic, civic, business, and professional life, and in
other various situations. Students who complete this course will have performed demonstrative, informative and persuasive speeches which exhibit competence in
literacy, critical thinking, and extemporaneous delivery.

Course Intended After completing this course, STUDENTS MUST HAVE DEMONSTRATED
Learning Outcomes 1. adequate knowledge on the general principles of effective public speaking;
(CILO) 2. enhance their skills in creating speeches through correct organization and outlining;
3. effective oral communication skills in informal or formal speaking context;
4. understanding of the role of communication in interpersonal relationships;
5. demonstrate different styles of persuasion based from different audiences; and
6. confidence and competence in delivering and communicating information clearly and effectively in spoken form.

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 PROGRAM MAPPING GRID

Courses Cre PS CT DML Com Col ICT IL Cit LC PSR

ELS 100 – Introduction to the English Language System 3 3 3 3 3 3 3 3 3 3 3
ELS 102 – Theories of Language and Language Acquisition 3 3 3 3 3 3 3 3 3 3 3
ELS 103 – History of the English Language 3 3 3 3 3 3 3 3 3 3 3
ELS 104 – English Phonology and Morphology 3 3 3 3 3 3 3 3 3 3 3
ELS 105 – English Syntax 3 3 3 3 3 3 3 3 3 3 3
ELS 106 – Semantics of English 3 3 3 3 3 3 3 3 3 3 3
ELS 107 – English Discourse 3 3 3 3 3 3 3 3 3 3 3
ELS 108 – Stylistics 3 3 3 3 3 3 3 3 3 3 3
ELS 109 – Introduction to Language, Society, and Culture 3 3 3 3 3 3 3 3 3 3 3
ELS 110 – Language of Literary Texts 3 3 3 3 3 3 3 3 3 3 3
ELS 111 – Language of Non-Literary Texts 3 3 3 3 3 3 3 3 3 3 3
ELS 112 – Computer-mediated Communication 3 3 3 3 3 3 3 3 3 3 3
ELS 199 – Language Research 1: Methodology 3 3 3 3 3 3 3 3 3 3 3
ELS 200 – Language Research II - Thesis 3 3 3 3 3 3 3 3 3 3 3
Major 1 – Introduction to Pragmatics 3 3 3 3 3 3 3 3 3 3 3
Major 2 – Psychology of Language 3 3 3 3 3 3 3 3 3 3 3
Major 3 – Multimodal Communication 3 3 3 3 3 3 3 3 3 3 3
Major 4 – Translation Studies 3 3 3 3 3 3 3 3 3 3 3
Major 5 – Philippine English 3 3 3 3 3 3 3 3 3 3 3
Cognate 1 – Business Communication 3 3 3 3 3 3 3 3 3 3 3
Cognate 2 – Foundations of English Language Teaching 3 3 3 3 3 3 3 3 3 3 3
Cognate 3 – ELT Approaches and Methods 3 3 3 3 3 3 3 3 3 3 3
Cognate 4 – Instructional Materials Development and Evaluation 3 3 3 3 3 3 3 3 3 3 3
Cognate 5 – English Language Testing and Assessment 3 3 3 3 3 3 3 3 3 3 3
Cognate 6 – English Language Curriculum Development 3 3 3 3 3 3 3 3 3 3 3
FL 1 – Basic Foreign Language 1 3 3 3 3 3 3 3 3 3 3 3
FL 2 – Basic Foreign Language 2 3 3 3 3 3 3 3 3 3 3 3
FL 3 – Intermediate Foreign Language 1 3 3 3 3 3 3 3 3 3 3 3
FL 4 – Intermediate Foreign Language 2 3 3 3 3 3 3 3 3 3 3 3

Codes: 3 To a Large Extent 2=To Some Extent 1= To a little Extent

Legend: (Note: Program Objectives as per CHED Memos shall be corresponded with the listed Graduate Attributes.)
Cre Creativity PS Problem Solving CT Critical Thinking DML Decision Making & Learning
Com Communication Col Collaboration ICT Information and Communications Technology IL Information Literacy Cit Citizenship LC Life and Career
PSR Personal and Social Responsibility

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 COURSE MAPPING GRID

Directions: As a department, you are to prepare your course mapping grid that will identify soft skills emphasis in every course in the discipline. In this activity, you are to prioritize the 21 st
Century skills that you wish to develop in your students as they progress in the course. The level of emphasis may be coded as 3= to a large extent; 2= to some extent; 1 to a little extent.

UNIT Cre PS CT DML Com Col ICT IL Cit LC PSR

1. Speaking and Listening 3 3 3 3 3 3 3 3 3 3 3
2. Introduction to Speech Preparation 3 3 3 3 3 3 3 3 3 3 3
3. Speech Preparation: Organizing & Outlining 3 3 3 3 3 3 3 3 3 3 3
4. Strategies in Presenting the Speech 3 3 3 3 3 3 3 3 3 3 3
5. Persuasion and Varieties of Public Speaking 3 3 3 3 3 3 3 3 3 3 3

Codes: 3 To a Large Extent 2=To Some Extent 1= To a little Extent

Legend: (Note: Program Objectives as per CHED Memos shall be corresponded with the listed Graduate Attributes.)
Cre Creativity PS Problem Solving CT Critical Thinking DML Decision Making & Learning
Com Communication Col Collaboration ICT Information and Communications Technology IL Information Literacy Cit Citizenship LC Life and Career
PSR Personal and Social Responsibility

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Liminal Period (MIDTERM) Unit 1: SPEAKING & LISTENING

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 Essential Learning
Week Content Standards Declarative Knowledge Functional Knowledge Intended Learning Suggested Teaching/Learning Assessment Tasks (ATs)
Outcomes (ILO) Activities (TLAs)
 Discuss the
similarities and
 Definition of Public Speaking
differences of
Demonstrate  Similarities and Differences of Public Speaking
understanding in Introduction & Public Speaking to Conversation to Conversation
 Interactive Discussion Students discuss orally the
1-2 explaining the definition Elements of Public  Developing Confidence and the Speech
 Brainstorming terms. (individually)
and the different Speaking  Speech Communication Process Communication
elements of public  Public Speaking in a Process.
speaking.  Improve the
Multicultural Setting
confidence in
Public Speaking.
 Discuss Ethics and
its importance to
 Importance of Ethics Public Speaking.
Demonstrate awareness Summative Assessment
Ethics and Public  Ethical Speaking Guidelines  Familiarize the  Interactive Discussion
3 in applying ethical (essay/identification test) on
principles in
Speaking  Plagiarism Guidelines in  Brainstorming Ethics and Public Speaking.
 Ethical Listening Guidelines Ethical Listening
communication.
and Speaking to
avoid Plagiarism.
 Importance of Listening  Explicate the
Demonstrate Summative Assessment
 Causes of Poor Listening listening process.  Interactive Discussion
4 understanding of the Listening (essay/identification test) on
 Becoming a Good Listener  Differentiate the  Brainstorming
listening process the listening process.
types of listening.
Liminal Period (MIDTERM) UNIT 2: INTRODUCTION TO SPEECH PREPARATION
 Choosing a Topic
 Determining the General  Discuss the Summative Assessment
Demonstrate expanded
Purpose different ways on  Interactive Discussion (essay/identification test) on
5 and conceptual Selecting a Topic &
 Determining the Specific how to choose a  Brainstorming Selecting a Topic and
knowledge on selecting a Purpose
Purpose topic. Purpose.
topic and purpose.
 Creating the Central Idea
 Discuss the
 The Psychology of Audiences
Demonstrate importance of Summative Assessment
 Demographic Audience Analysis  Student collaboration
6 understanding in Audience Analysis (essay/identification test) on
Analyzing the Audience  Situational Audience Analysis
analyzing different and its different Analyzing the Audience.
 Adapting to the Audience
audiences. forms.
7  Library Research  Discuss the  Collaborative Summative Assessment
Demonstrate awareness Gathering Materials  Internet Research different ways of discussion of (essay/identification test) on

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 and understanding of the
importance of proper
gathering of materials in
speech-making.
Demonstrate familiarity
8 (essay/identification test) on
with the different ways of
supporting ideas.
Liminal Period (MIDTERM)
9 Demonstrate awareness
and understanding of
Demonstrate the process
10 on how to start and end a
speech.
Demonstrate the
11 significance of creating an
outline.
Liminal Period (MIDTERM)
Demonstrate familiarity
12
with the different ways
one can use language.
13 Demonstrate the proper
ways of speech delivery.
TSU College of Arts and Social Sciences OBTL Plan in GE ELECT – Public Speaking & Persuasion
gathering
 Students identify
 Interviewing materials by
structure class words Gathering Materials.
 How to do Research utilizing different
and
methods.
 Discuss the
 Giving Examples different methods
Summative Assessment
Supporting Ideas  Using Statistics on how one can  Students report on the
 Citing Testimonies support ideas in  Reporters discuss the
Supporting Ideas.
 Using Oral Citations speeches.
UNIT 3: SPEECH PREPARATION: ORGANIZING & OUTLINING
 Relay ways on  Collaborative
 Why Organization is Important Summative Assessment
how to organize discussion of
 Main Points (essay/identification test) on
Organizing the Body of the body of  Students identify
 Supporting Materials Organizing the Body of the
the Speech speech. structure class words
 Connectives Speech.
and
 Explain the
Summative Assessment
process on how
Beginning and Ending  The Introduction  Interactive Discussion (essay/identification test) on
to start and end a
the Speech  The Conclusion  Brainstorming Beginning and Ending the
speech.
Speech.
 Discuss the
importance of
Summative Assessment
 Preparation Outline creating outline  Interactive Discussion
Outlining the Speech (essay/identification test) on
 Speaking Outline before making  Brainstorming
Outlining the Speech.
the speech.
UNIT 4: STRATEGIES IN PRESENTING THE SPEECH
 Apply the
 Using Language Accurately different ways on
Summative Assessment
Using Language  Using Language Vividly how to use  Interactive Discussion
(essay/identification test) on
 Using Language Appropriately language in  Brainstorming Using Language.
 Using Language Inclusively speeches.
Delivery  Methods of Delivery  Apply the  Interactive Discussion Summative Assessment
 The Speaker’s Voice different  Brainstorming (essay/identification test) on
 The Speaker’s Body techniques in Delivery of the Speech.
 Answering Audience Questions speech delivery.
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Demonstrate the
14 significance of
communication aids.
Liminal Period (MIDTERM)
Demonstrate familiarity
regarding the nature of
15
Persuasion in Public
Speaking.
Demonstrate mastery
16 over the different kinds of
Persuasive Speeches.
Demonstrate mastery
17 over Methods of
Persuasion.
Demonstrate capability to
accomplish additional
18
learning tasks.
Basic Readings Lucas, S. (2008). The Art of Public Speaking, 10th ed. USA. McGraw-Hill.
O’Hair, Rubenstein, & Stewart (2009). A Pocket Guide to Public Speaking, 3rd ed. USA. Bedford/St. Martins.
O’Keefe, D. (2002). Persuasion: Theory and Research, 2nd Ed. CA. Sage.
TSU College of Arts and Social Sciences OBTL Plan in GE ELECT – Public Speaking & Persuasion
 Discuss the
 Kinds of Visual Aids
importance of
 Guidelines in Preparing Visual Summative Assessment
communication  Interactive Discussion
Using Visual Aids Aids (essay/identification test) on
aids in delivering  Brainstorming
 Guidelines in Presenting Visual Using Visual Aids.
a speech.
Aids
UNIT 5: PERSUASION AND VARIETIES OF PUBLIC SPEAKING
 Interact and
communicate
 Informative Speeches
effectively with
 Guidelines in Informative Summative Assessment
Speaking to Inform and other people to
Speaking  Interactive Discussion (essay/identification test) on
Persuade improve proper
 Importance of Persuasion  Brainstorming Speaking to Inform and
ways of
 Ethics of Persuasion Persuade.
information
 Psychology of Persuasion
dissemination.
 Interact and
 Persuasive Speeches on: communicate
Summative Assessment
 Questions of Fact effectively with  Interactive Discussion
Speaking to Persuade (essay/identification test) on
 Questions of Value other people  Brainstorming
Speaking to Persuade.
 Questions of Policy using persuasion.
 Apply the
 Building Credibility different
Summative Assessment
 Using Evidence techniques on  Interactive Discussion
Methods of Persuasion (essay/identification test) on
 Reasoning how to persuade  Brainstorming
Methods of Persuasion.
 Appealing to Emotions the audience.
Input Material/Resources
Text/Handouts/Readings
Remedial instruction
Accomplish additional
 Expanded Learning Opportunities Output Materials
tasks. N.B.: As per the need of a
It will be based on a
student arises
student’s expanded
assessment task.
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 Perloff, R. (2008). The Dynamics of Persuasion: Communication and Attitudes in the 21 st Century. 3rd Ed.
McCroskey, J. (2006). An Introduction to Rhetorical Communication.
Walters, L. (1993). Secrets of Successful Speakers. New York. McGraw-Hill.
Bronwell, J. (2006). Listening: Attitudes, Principles, and Skills. 3rd Ed. Boston. Pearson.
Extended Readings Abrams, M. H. (1988). A glossary of literary terms, 5th ed. USA: Holt, Rinehart and Winston, Inc.
Coates, J. (1986). Women, men and language: a sociolinguistic account of sex differences in language. NY: Longman Group UK Limited.
Gee, J. P. (1999). An introduction to discourse analysis. Great Britain: St. Edmundsbury Press Ltd.
Harris, M. (1979). Cultural materialism: The struggle for a science of culture. New York: Vintage. Retrieved October 4, 2011, from: http://books.google_cultural_
materialism.com
Reazon Systems, Inc. (2014a). iRubric: oral presentation. Retrieved, November 13, 2014, from http://www.rcampus.com/rubricshowc.cfm?code=C94286&sp=yes&
(2014b). iRubric: translation rubric. Retrieved, November 13, 2014, from http://www.rcampus.com/rubricshowc.cfm?code=V34C9A&sp=yes&
Spolsky, B. (1998). Sociolinguistics. USA: Oxford University Press.
Yule, G. (1997). The study of language. Great Britain: Cambridge University Press.
Williams, J. (2008). The Craft of Research. 3rd Ed. University of Chicago Press.
Course Assessment To be discussed by the Committee on Grading System
Recitation ………………………………10%
Quizzes/Homework ………………. 20%
Paper/Output/Performance ……20%
Portfolio………………………………….20 %
Term Examination ………………….30%
100%
Course Policies Language of Instruction: The language of instruction is English. In the teaching and learning presentation, however, language samples may be in another language if
it is needed to exemplify an activity in this course.
Attendance: The university rule on a 54-hour attendance applies: 20% absence is considered failed or dropped, as the case may be.
There will be no make-up arrangements for oral presentations; hence, the instructor/professor lectures in the absence of the discussant.
Those who cannot come on the examination day are advised to take the test on the day prior to the schedule.
Homework, Written Reports and Reaction Papers: Course requirements must be turned in following the scheduled due dates. If a student cannot make it to class
on time, assessment items must be given to a classmate for submission. Failure to submit assessment items on time and without an adequate excuse (e.g.
a doctor’s certificate) will result in a reduced score for that assessment item.
Course Portfolio: The portfolio is a form of assessment for this class. Each student is expected to purchase a 40 or 60 leaf folder to use as a portfolio. All forms of in-
class outputs, homework, worksheets, readings, and other items are to be placed in the portfolio for assessment at the end of the semester. A Title Page
and a Contents Page must accompany the portfolio.
Honor, Dress and Grooming Code: Students are enjoined to wear the prescribed uniform of the college with their IDs worn at all times. Also, respect to
administrators, faculty and staff of the university as well as to classmates and other students shall be observed. Students are mandated to follow all school
policies and regulations.
Deficiencies: Incomplete grades must be attended to within a year.
Committee Cluster Leader: Mr. Rolien Mark M. Balisi
Members Members: Dr. Brendalyn A. Manzano

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 Prof. Lani B. Aguas
Prof. Vanessa P. Arador
Prof. Anna Maria Soccorro Y. Coloma
Prof. Rodel Macasaquit
Ms. Franchete O. Caingat

Consultation Faculty Member : Mr. Rolien Mark M. Balisi

Schedule Email Address :
Consultation Hours :
Time and Venue : TTH 10-12 English Department Faculty Room

Course Title: AY/Term of Effectivity: Prepared by: Recommending Approval: Pages:

GE ELECT AY 2019 – 2020 MR. ROLIEN MARK M. BALISI DR. BRENDALYN A. MANZANO
Public Speaking & Persuasion 1st Semester Cluster Leader Department Chair 8

DR. ALOYSIUS T. MADRIAGA

Dean

Approved:

DR. MICHAELA MARVIE P. SAGUN

Vice President for Academic Affairs

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