LA SALLE UNIVERSITY

Ozamiz City

LA SALLE UNIVERSITY VISION AND MISSION

Preamble

La Salle University-Ozamiz is a recognized catholic University established by the Brothers of Christian Schools. Inspired by the charism of St.
John Baptist De La Salle, the University community together and by association, provides quality, human, Christian education by teaching minds,
touching hearts and transforming lives.

Vision

La Salle University is a leading learner-centered, catholic University and center of excellence in Mindanao, accessible to all, especially the
poor and the youth-at-risk.

Mission
To realize this Vision, we commit ourselves to:

 providing a learner-centered education committed to life-long learning;

 recruiting and retaining highly qualified faculty and staff;
 generating new knowledge to address the needs of the community, church and society; and,
 producing Lasallians who have the spirit of faith, zeal for service, and communion in mission.

Objectives
To realize its Vision, accomplish its Mission, and attain its Goal, the university endeavors to:

 empower the faculty and staff through professional enhancement and post graduate studies;
 provide quality Christian education to the poor and youth-at-risk;
 become the resource of the society in generating new knowledge; and
 produce faith-filled, service-oriented, and socially-responsible graduates.
Core Values
Inspired by the teaching of St. John Baptist De La Salle, the members of the university community shall live by these core values.

Faith
LSU nurtures a community with unwavering belief in God.
Service
LSU leads to promote a just, safe, and progressive society.
Communion
LSU collaborate with all in improving peoples’ quality of life in the light of gospel values.

COLLEGE OF ARTS AND SCIENCES VISION AND MISSION

Vision

The college of Arts and Sciences lays the groundwork and hub of knowledge to produce well-rounded professionally competent, humane and
moral individuals who as Filipino Lasallians appreciate social and natural realities in a general sense.

Mission

As LSU’s hub of learning, the College provides transformative Christian education in the humanities, natural and social sciences to
prepare the students in their professional life to serve God and society.

Goals and Objectives

 Promote Filipino values and culture through realistic discussions of Philippine literature and instill to students the significance of
creative inquiry to human experience across various world perspectives;
 Help students develop proficiently their English and Filipino reading, writing, speaking and thinking skill; and
 Develop the multi-intelligences of the students through meaningful/significant classroom teaching-learning activities.
 SYLLABUS

GENERAL DESCRIPTION:

Subject Code :
Course Title : Technical Writing
Units : 3 units
Requisite : None

COURSE DESCRIPTION:

This course is to prepare students for the type of professional communication students are likely to engage during college jobs and
beyond. It focuses on technical communication- the presentation of specialized information in an accessible way to a variety different
audiences who, no doubt, will expect clarity, accuracy, and professionalism.

INSTITUTIONAL OBJECTIVES:

At the end of the course, the students are expected to:

1. Employ personal and professional skills in solving problems and making decisions.
2. Exhibit social responsibility to address needs and problems.
3. Engage in lifelong learning to improve quality of life.
4. Transmit ideas responsibly and proficiently in written, oral and other forms of communication.
5. Assess judiciously national and global issues and challenges.
6. Work competently at par with international standards.
7. Participate actively in the promotion of faith and life.
8. Conduct publishable relevant research related to specific fields.
Program Intended Learning Outcomes

Learning Graduate Attributes Performance Indicators

1. Analytical/Critical thinker - Analyze a variety of professional rhetorical situations and

produce appropriate texts in response.

Identify and practice the stages required to produce competent,

2. Effective, efficient, resourceful and creative communicator in
both written and oral communication
professional writing through planning, drafting, revising, and
editing.
- Determine and implement the appropriate research methods for
each writing task.
- Demonstrates effectiveness, efficiency, resourcefulness, and
creativity in conveying ideas in different communication
situations.

- Demonstrate improved competence in Standard Written Englsih,

including grammar, sentence, and paragraph structure.

- Demonstrate an ability to negotiate the complexities of language

analysis using skill and grace in everyday situations.
3. Socially responsible individual - Displays ethical use of sources and the conventions of citations

- Write for the intended readers of a text, and adapt texts to

audiences who may differ in their familiarity with the subject
matter.

- Produce cogent arguments that identify arguable issues, and take

account to counter arguments.

COURSE LEARNING OUTCOMES& MAP

Upon completion of the course, the students will be able to:

A. Cognitive

COURSE OUTCOMES INSTITUTIONAL LEARNING OUTCOMES

 ILO1 ILO2 ILO3 ILO4 ILO5 ILO6 ILO7 ILO8

* * *
1. Explain the process of professional writing
* * * *
2. Determine the different ways of achieving effective communication to the listeners
*
3. Explain how the different writing style affects the readers
Legend: I-Introduced (The student gets introduced to concepts/principles
P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different settings with minimal supervision

B. Psychomotor

INSTITUTIONAL LEARNING OUTCOMES

COURSE OUTCOMES
ILO1 ILO2 ILO3 ILO4 ILO5 ILO6 ILO7 ILO8

* * * *
1. Compare various types of writing from creative to technical
2. Apply knowledge gained from the course towards an increased understanding of the * * * *
writing practice
3. Initiate, conduct, and finalize small scale research projects related to topics * * * *
covered.
Legend: I-Introduced (The student gets introduced to concepts/principles
P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different settings with minimal supervision

C. Affective

INSTITUTIONAL LEARNING OUTCOMES

COURSE OUTCOMES
ILO1 ILO2 ILO3 ILO4 ILO5 ILO6 ILO7 ILO8

* *
1. Develop awareness of rules in the writing context
* * * *
2. Develop awareness of current writing approaches and methodologies.
3. Develop good understanding of the extent of the contribution of linguistics and related * * * *
disciplines to foreign language teaching.
 Legend: I-Introduced (The student gets introduced to concepts/principles
P-Practiced (The student practices the competencies with supervision)
D-Demonstrated (The student practices the competencies across different settings with minimal supervision

COURSE OUTLINE AND TIMEFRAME

Week Scope and Sequence
Week 1 -2 1. Nature of Technical Writing
1.1 Relevance, Characteristics, Qualities
1.2 Styles, Steps, Functions

2. Fundamental Techniques of Technical Writing

a. Definition
Week 3-5 b. Description
c. Comparison and Contrast
d. Analogy
e. Classification
f. Partition
g. Illustration
h. Cause and Effect
i. Giving Instructions
j. Interpretations
Week 6 4. Nature of Technical Reports
a. Origin of Reports
b. Requirements on Writing Effective Report
c. Report Layout

Week 7-9 5. Types of Technical Report

a. Memorandum
b. Bulletins
c. Proposals
d. Research Report
Week 10-13 6. Business Letters
Week a. Seven C’s
b. Punctuation Styles
c. Parts of a Business Letter
d. Kinds of Business Letters
1.1 Inquiry
Week 7 1.2 Application
1.3 Resume
1.4 Recommendation

Week 8-14 7. Graphic Illustrations

Week 15-17 8. Modern-day Communication
a. Call Centers
b. E-libraries
c. Emails
d. Facsimile
e. Microsoft Office
f. Voice Messages
COURSE OUTLINE

LEARNING PLAN

Week Hours Desired Learning Course Textbook/ Strategy/Activities Assessment Instructio

Outcome Content/Subject References (with page Tasks/Tools nal
Matter no.)/ Materials
Online References
Week 3 hrs 1. Explain the Nature of Garcia, C., Adorable, Lecture and class Collect two short PowerPoint
1-2 definition and Technical G. & Zabales de Asos, discussion on the samples of technical presentati
characteristics of Writing B. 2009. Technical flow of writing and creative on, Hand-
technical writing Report communication. writing. Evaluate outs,
2. Differentiate Writing.Booklore them based on the Wyteboard
technical writing Publishing Corporation Group dynamics on subject matter, & Marker
from other types of describing the purpose,
writing characteristics of significance, format,
3. Explain the basic Technical writing and language use.
principles of
technical writing Reciprocal
4. Discuss the questioning on the
qualities of an various qualities of
effective technical technical writing
report
Week 3 hrs 1. Explain the Fundamental Garcia, C., Adorable, Turn taking Write a one sentence PowerPoint
3-5 sentence and Techniques of G. & Zabales de Asos, techniques on definition of any presentati
amplified definition Technical B. 2009. Technical describing and three of the on, Hand-
2. Explain Writing Report distinguishing following topics; outs,
classification and Writing.Booklore different types of computer, engine, Wyteboard
the basis of Publishing Corporation writing solids, internet & Marker
division in
categories in the
classification
system

3. Illustrate a general
and specific
description of a
mechanism

4. Explain instructions

5. Explain process
description

6. Classify object
 effectively

7. Identify the cause

and effect in a
process
1.
Week 6 3 hrs 1. Discuss the Nature of Garcia, C., Adorable, Class Discussion PowerPoint
functions of report Technical G. & Zabales de Asos, presentati
2. Explain the nature Reports B. 2009. Technical With the examples on, Hand-
of reports Report given, students will outs,
3. Explain the Writing.Booklore differentiate a visual
qualities of an Publishing Corporation formal report from an media
effective report informal report player
writing
4. Discuss the steps in
writing a technical
report
Week 3 hrs 1. Define the Types of Garcia, C., Adorable, Lecture and Class Write a feasibility Hand-outs,
7-9 different kinds Technical Report G. & Zabales de Asos, Discussion study on a small props for
of reports B. 2009. Technical business venture with the panel
according to Report Students will bring a capital of discussion
content and form Writing.Booklore to class articles on P100.000. , cut-out
2. Discuss the steps Publishing Corporation technology. They will pictures.
in writing evaluate and critic
technical reports as to how it is
3. Provide solutions written.
to problems
related to
writing technical
reports
4. Write samples of
technical reports
6 hrs 1. Explain the Business Letters Garcia, C., Adorable, Students will gather Write a synthesis Hand-outs,
different parts of G. & Zabales de Asos, samples of Business paper based on the Wyteboard,
Week Business Letters B. 2009. Technical Letters and in a discussion of writing marker,
10-13 using the picture Report group of five business letters post-it
frame layout Writing.Booklore members; they will papers.
2. Identify and use the Publishing Corporation discuss how each
different styles of letter different from
business letters the other in terms of
3. Write the selected form and content.
Business Letters
4. Write an Application
letter
Week 4 hrs 1. Identify the Graphic Garcia, C., Adorable, Lecture and Class Prepare a flowchart
14-15 different kinds of Illustrations G. & Zabales de Asos, discussions for your feasibility
visual materials B. 2009. Technical report. Explain ho it
2. Explain how to use Report Students will have a can communicate
visual aids Writing.Booklore small discussions on clearly to the
effectively Publishing Corporation the common visual readers.
3. Discuss the aids used in
characteristics of technical
graphs, charts, communication.
figures, tables,
4. Use visual
presentation in
reports
Week 4 hrs 1. Identify the modern Modern-day Garcia, C., Adorable, Bring samples of Create your on voice Hand-outs,
16-17 electronic gadgets Communication G. & Zabales de Asos, electronic mails and message. Record them map, props
used in business, B. 2009. Technical faxed messages to the and bring them to the
science, education Report class. Illustrate the class.
2. Use these gadgets in Writing.Booklore parts of each message
creating Publishing Corporation and ex[plain how each
communication models serves both the
for professions sender and the
3. Explain the receiver.
importance of varied
computer programs.

PREPARED:

MS. KAY C. RIVERA

Faculty, Department of Languages
Classroom Policies:
1. Students are expected to cooperate with routine classroom procedures. Creating chaos inside the classroom should be avoided.
2. Courtesy requires the student to secure the teacher’s permission to leave the classroom when necessary.
3. Students under the influence of drugs and/or liquor are strictly prohibited from entering the classroom/campus.
4. Use of cell phones during classes is strictly prohibited.
5. PE uniforms should be worn only during PE classes.

Policy on Absences:

1. Every student is required to be in actual attendance from the first day of classes. Classes missed because of late enrollment are
considered absences.
2. A student is considered “late” if he is not in the classroom when attendance is checked. Three (3) instances of tardiness are regarded as
one (1) absence.
3. A student is considered “absent” if he/she arrives fifteen (15) minutes after the bell rings.
4. A student should secure an admission slip for three (3) absences from the College Deans.
5. Absence due to sickness or accidents, if a student is sick during class days, he/she will ask a slip from the University Clinic.
6. Excused absences do not absolve the students from doing the work covered by the class during his absences.
7. Any student who without the permission of the instructor leaves the classroom when the class is going on shall be marked absent.
8. Any student is liable to failure or disqualification in any subject he is taking when he has incurred:
a. Seven (7) unexcused absences for TTh and Ten (10) for MWF.

Grading System:

Bases for Grading System

The grades of the students are based on quizzes or short tests, recitation, homework or term paper, etc., and the periodical tests.

Grade limits in each period are as follows

Highest Grade Lowest Grade
Preliminary 100 65
Midterm 100 65
Pre-Final 100 65
Final 100 65

The passing score is 70% of the perfect score.

Computation of Periodical Grades

 Quizzes, recitation, assignments, themes, practicum, etc., are given 2/3 weight and the periodic test is given 1/3 weight in the
computation of a periodical grade.

2 1
MidtermGrade= ClassStanding + Exam
3 3

2 1
TemporaryFinalGrade= ClassStanding+ Exam
3 3

midtermgrade+ temporaryfinalgrade
FinalGrade=
2
Performance Task: Students will submit an academic paper utilizing the IMRAD method on a topic related to the student’s discipline.

Rubric for Academic Paper

Criteria Excellent Outstanding Satisfactory Good Poor

(41 – 50) (31 – 40 ) (21 – 30) (11 – 20) (1 – 10)
Ideas Interesting, Clearly states a . Presents central Thesis may be too vague Lacks a thesis or
demonstrates thesis/central idea idea in general terms, or obvious to be central idea and may
but may have minor often depending on developed effectively. neglect to use sources
sophistication of lapses in platitudes or clichés. Paper may misunderstand where necessary.
thought. Central development. Begins Usually does not sources.
idea/thesis is clearly to acknowledge the acknowledge other
complexity of views. Shows basic
communicated, worth central idea and comprehension of
developing; limited the possibility of sources, perhaps with
enough to be other points of lapses in
view. Shows careful understanding. If it
manageable. Paper reading of sources defines terms, often
recognizes some but may not depends on dictionary
complexity of its evaluate them definitions.
critically.
thesis: may acknowledge Attempts to define
its contradictions, terms, not always
qualifications, or successfully.
limits and follow out
their logical
implications.
Understands and
critically evaluates
its sources,
appropriately limits
and defines terms.

Organization Uses a logical Shows a logical May list ideas or May have random No appreciable
and structure appropriate progression of arrange them randomly organization, lacking organization; lacks
Coherence to paper's subject, ideas and uses rather than using any internal paragraph transitions and
fairly evident logical coherence and using few
purpose, audience, coherence.
sophisticated structure. May use or inappropriate
thesis, and transitions, but they
transitional transitions. Paragraphs
disciplinary field. devices; e.g., may are likely to be may lack topic sentences
Sophisticated move from least to sequential (first, or main ideas or may be
transitional sentences more important second, third) rather too general or too
often develop one idea idea. Some logical than logic-based. specific to be
While each paragraph
 from the previous one links may be may relate to central effective. Paragraphs
or identify their faulty, but each idea, logic is not may not all relate to
logical relations. It paragraph clearly always clear. paper's thesis.
relates to paper's Paragraphs have topic
guides the reader
central idea. sentences but may be
through the chain of overly general, and
reasoning or arrangement of
progression of ideas. sentences within
paragraphs may lack
coherence.

Support Uses evidence Begins to offer Often uses Depends on clichés or Uses irrelevant details
appropriately and reasons to support generalizations to overgeneralizations or lacks supporting
effectively, providing its points, perhaps support its points. for support or offers evidence entirely. May
using varied kinds May use examples, but little evidence of any be unduly brief.
sufficient evidence and
of evidence. Begins they may be obvious or kind. May be personal
explanation to not relevant. Often
to interpret the narrative rather than
convince. evidence and explain depends on unsupported essay, or summary
connections between opinion or personal rather than analysis.
evidence and main experience or assumes
ideas. Its examples that evidence speaks
bear some relevance. for itself and needs
no application to the
point being discussed.
Often have lapses in
logic.
Style Chooses words for their Generally, uses Uses relatively vague May be too vague and Usually contains many
precise meaning and words accurately and and general words, may abstract, or very awkward sentences,
uses an appropriate effectively, but may use some inappropriate personal and specific. misuses words, employs
level of specificity. sometimes be too language. Sentence Usually contains several inappropriate language.
Sentence style fits general. Sentences structure generally awkward or ungrammatical
paper's audience and generally clear, corrects, but sentences; sentence
purpose. Sentences are well structured, and sentences may be structure is simple or
varied, yet clearly focused, though some wordy, unfocused, monotonous.
structured and may be awkward or repetitive, or
carefully focused, not ineffective. confusing.
long and rambling.

Mechanics Almost entirely free of May contain a few Usually contains Usually contains either Usually contains so many
spelling, punctuation, errors, which may several mechanical many mechanical errors mechanical errors that
and grammatical errors. annoy the reader but errors, which may or a few important it is impossible for the
not impede temporarily confuse errors that block the reader to follow the
understanding. the reader but not reader's understanding thinking from sentence
impede the overall and ability to see to sentence.
understanding. connections between
thoughts.

Modeled after rubric used in the UC Davis English Department Composition Program
Consultation Hours:
Days Time Venue/Room
Mondays, Wednesdays and Fridays 03:00 – 05:00 pm Department of Languages and Communications
(depends on a dated appointment) (depends on a dated appointment) Office, 3/F SC Building, LSU Main Campus

Prepared: Approved: Noted:

MS. KAY C. RIVERA MR. JEZREEL FAITH C. MONTES, MA MR. NOEL ALAMIN, REB

Faculty Member Chairperson, Department of Languages and Communication Dean, College of Arts and Sciences

I have read the course syllabus and I understand that I have to comply with the requirements of the
course and the expectations from me as a student of ENG323 during the _____ Semester of SY
. I am fully aware of the consequences of non-compliance with the abovementioned requirements and
expectations.

_______________________------------------------------------------------------______________________

Printed name and signature of student

Date

I have read the course syllabus and I understand that I have to comply with the requirements of the course
and the expectations from me as a student of ENG323 during the _____ Semester of SY . I am
fully aware of the consequences of non-compliance with the abovementioned requirements and expectations.

_______________________------------------------------------------------------______________________

Printed name and signature of student

Date