Bautista Purcom101 Syllabus

DON HONORIO VENTURA STATE UNIVERSITY
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines ISO 9001: 2015

MEXICO CAMPUS
San Juan, Mexico, Pampanga 2021
Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 QMS-Certified
URL: http://dhvsu.edu.ph
Indexing
Revision No. 00
Semester 1st Semester
Academic Year 2020-2021
OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN IN Indexing

DHVSU-BC-CSSP-OBTLCP-001
Revision No.
PURPOSIVE COMMUNICATION 00
Semester
1st Semester
Institutional Vision, Mission, and Core Values
University Vision
A lead university in producing quality individuals with competent capacities to generate knowledge and technology and enhance professional practices for sustainable
national and global competitiveness through continuous innovation
University Mission
DHVSU commits itself to provide an environment conducive to continuous creation of knowledge and technology towards the transformation of students into globally
competitive professionals through the synergy of appropriate teaching, research, service and productivity functions.
Core Values
● Professionalism
● Excellence
● Good Governance
● Gender Sensitivity and Responsiveness
● Disaster Resiliency
Course Information
Course Code PURCOM 101 Course Title Purposive Communication

Course Description
Purposive Communication is about writing, speaking, and presenting to different audiences and for various purposes. (CMO 20 S 2013). Purposive
Communication is a three-unit course that develops students' communicative competence and enhances their cultural and intercultural awareness through
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multimodal tasks that provide them opportunities for communicating effectively and appropriately to a 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. The knowledge, skills, and insights that students gain from this course may be used in their other academic
endeavors, their chosen disciplines, and their future careers as they compose and produce relevant oral, written, audio-visual and/or web-based output for
various purposes.
Course Credits / Units 3 units No. of Hours/week 1 ½ Face-to-Face 1 ½ Virtual / Online ( Chat Schedule TBA)
Pre-requisite/s None Co-requisite/s None
Course Classification None Curriculum Basis CMO No. 20 Series of 2013
No. of Times Revised 2 Date of Revision March 17, 2021
Course Structure
This course will adapt the Blended Learning Approach, which means that Face-to-Face and Distance Education/ Learning modalities will compose the course structure. Students
will participate through varied online strategies and media.
Program Outcomes
Specific to General Education Courses
Intellectual competencies PO-001 Higher levels of comprehension (textual, visual, etc.)

PO-002 Proficient and effective communication (writing, speaking, and use of new technologies)
PO-003 Understanding of basic concepts across the domains of knowledge
PO-004 Critical, analytical, and creative thinking
PO-005 Application of different modes (quantitative and qualitative, artistic and scientific, textual and visual, experimental, observation, etc.) in tackling problems
methodically
Personal and civic PO-006 Appreciation of the human condition
responsibilities PO-007 Capacity to personally interpret the human experience
PO-008 Ability to view the contemporary world from both Philippine and global perspectives
PO-009 Self-assuredness in knowing and being Filipino
PO-010 Capacity to reflect critically on shared concerns and think of innovative, creative solutions guided by ethical standards
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PO-011 Ability to reflect on moral norms/imperatives as they affect individuals and society
PO-012 Ability to appreciate and contribute to artistic beauty
PO-013 Understanding and respect for human rights
PO-014 Ability to contribute personally and meaningfully to the country’s development
Practical Skills PO-015 Working effectively in a group
PO-016 Application of computing and information technology to assist and facilitate research
PO-017 Ability to negotiate the world of technology responsibly
PO-018 Problems-solving (including real-world problems)
PO-019 Basic work-related skills and knowledge
Differentiated Learning Modalities/Strategies
This revitalized learning structure provides a constructive alignment of the most essential learning outcomes (MELOs) on the basis of differentiated categories of students
that will be reflected in the specific contents of the Course Design Matrix, with the aim of promoting inclusivity in the teaching-learning process.
Categories of Students
Student Category 2
Learning Structure Student Category 1 Student Category 3
(Limited Capacity and/or Weak/Intermittent
(No Capacity and Connectivity) (With Capacity and Full Connectivity)
Connectivity)
Identified Most Essential Learning Outcome/s
(MELOs)
If F2F is not feasible, use: ● Asynchronous Learning ● Synchronous Learning (e.g.
● Place-based learning ● Distance/Blended Learning Webinar applications, Zoom,
● Project-based learning (PBL) ● Digital and Non-Digital Platforms Google Meet, Webix, etc.)
● Modular approach (printed task ● Print Media ● Remote Learning thru Digital
Teaching and Learning Delivery Mode sheets, learning notes, etc.) Platforms (i.e. Learning
Management System such as
Blackboard, Canvas, Brightspace,
Moodle, Google Classroom,
Schoology, Edmodo, etc.)
Assessment Any of the following: Any of the following: Any of the following:
● Self-Assessment Checklist ● Project-based Assignment ● Online Examination
● Portfolio Assessment ● Portfolio Assessment ● Project-based Assessment
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● Reflective Journals ● Written Correspondence ● Portfolio Assessment

● Use of Rubrics ● Video Presentation of Individual ● Reflection/Reaction Paper
Works ● Video Presentation of Individual
Works
(Adopted from Vergara, 2020)
Course Learning Outcomes Vis-à-vis Program Outcomes (POs)
Course Learning Outcomes

POs
Upon completion of the course, the students should be able to:
CLO-001 Higher levels of comprehension (textual, visual, etc.) PO1
CLO-002 Proficient and effective communication (writing, speaking, and use of new technologies) PO2
CLO-003 Critical, analytical, and creative thinking PO4
Application of different modes (quantitative and qualitative, artistic and scientific, textual and visual, experimental, observation, etc.) in tackling problems PO5
CLO-004
methodically
CLO-005 Ability to reflect on moral norms/imperatives as they affect individuals and society PO11
CLO-006 Understanding and respect for human rights PO13
CLO-007 Ability to contribute personally and meaningfully to the country’s development PO14
CLO-008 Working effectively in a group PO15
CLO-009 Ability to negotiate the world of technology responsibly PO17
CLO-010 Problems-solving (including real-world problems) PO18
CLO-011 Basic work-related skills and knowledge PO19
Course Design Matrix
INTENDED INSTRUCTIONAL DELIVERY DESIGN ASSESSMENT OF GENDER

COURSE CONTENT/ VALUES
LEARNING REFERENCE/S Distance Education/ LEARNING SENSITIVENESS TIME
SUBJECT MATTER Face-to-Face INTEGRATION
OUTCOMES (ILO) Learning OUTCOMES (ALO) (GAD) TABLE
Formulate ways to Vision, Mission, Core Slideshare.com Discussion of the Teacher provides an None During the Self Confidence Week 1
contribute to the Values and Outcomes Syllabus asynchronous discussion and
attainment of the ✔ The University Scholarlygoogle.com orientation to students other aspects of the Rapport
University V-M-CV Vision, Mission and Teacher-facilitated (via Google Sites/ instruction, the
and Program Core Values; Google.com discussion of the Google Classroom). following will be
Outcomes ✔ The College of course content. observed:
Education Mission
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and Goals; Students will be tasked ● use non- sexist

Recognize the ✔ The Bachelor of Students will cite their to reflect on the words
course objectives, Physical Education ways to contribute orientation and cite ● show respect
outcomes, Program Outcomes their share in the clarifications on the regardless of
requirements, and attainment of the course requirements gender
class policies Contents of the Syllabus University’s via Google Classroom ● reduce barriers
aspirations. learning management in developing a
Clarify the Class Rules system. Students will be personal and
assessment tasks Accomplish the informed of the code to academic
and grading Academic Integrity be enrolled in the LMS. success created
criteria Contract. by sexism
● recognize
gender issues
arising from
their different
social positions
and gender
roles.
At the end of these A. Communication Slideshare.com - Guided Lecture Recitation - Quizzes and Everyone has the Respect Weeks 2-3
weeks, the processes, principles, and Discussion seatwork on right to express
students should be ethics Scholarlygoogle.com Activity Sheets identifying elements their notions. Teamwork
able to: - Elements and Types of communication
1. Communication Google.com of Communication Quizzes (e.g. sender, Creativity
a. describe the and message channel,
nature, elements, Globalization - Class activity on Activities receiver, effect) Mastery
and functions of identifying elements
verbal and non- of communication in - Reaction paper Comprehension
verbal various texts and/or discussion
communication in forum on the impact
various and - Class discussion of of globalization on
multicultural video “Connected but
how people
contexts Alone”and “How
social media can make communicate, and
b. explain how history” vise versa
cultural and
global issues affect
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communication
c. Appreciate the
impact of
communication on
society and the
world
At the end of these B. Local and Global Slideshare.com - Guided Lecture Recitation - Quiz and seatwork Participation Self-Assessment Weeks 4-6
weeks, the Communication in Discussion on
students should be multicultural settings Scholarlygoogle.com Activity Sheets using culturally Commitment
able to: - Culturally appropriate terms,
Google.com appropriate terms, Quizzes
1. Varieties and expressions, and
a. determine expressions and
culturally registers of images, varieties and Activities images; varieties and
appropriate terms, spoken and registers of language registers of language
expressions, and written language
images (sensitivity - Cultural
- Research and
to gender, race, appropriateness in
class, etc.) communicating as report on various
discussed in cultural and
b. adopt cultural film/video intercultural modes
and intercultural of
awareness and communication (e.g.,
sensitivity in - Exercises on using
words/gestures used
communication of culturally appropriate
in a particular region
ideas terms, expressions,
or country to show
and images
respect) and/or
various issues in
- Interview invited communication (e.g.,
speakers/students use of politically
correct words in
today's world;
gender sensitivity
through language)
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At the end of these D. Communication aids Slideshare.com - Guided Lecture Recitation - Oral, audio-visual, Sharing experiences Self-knowledge Weeks 7-8
weeks, the and strategies using tools Discussion and/or web-based
students should be of technology Scholarlygoogle.com Activity Sheets presentations to Teamwork Self-Assessment
able to: - Lecture and class promote cultural
Google.com discussion on Quizzes values (e.g. respect Respect on one’s
a. convey ideas preparing audio visual for elders, bayanihan own notion
through oral, and web based Activities script, etc.)
audio-visual, presentations
and/or web-based
presentations - Group work and
for different target class discussion on
audiences in local identifying problems
and global settings with presentation
using appropriate
register
b. adopt
awareness of
audience and
context in
presenting ideas
Honesty and
MIDTERM EXAMINATIONS Week 9
Integrity
At the end of these E. Communication for Slideshare.com - Guided Lecture Recitation - Public Sharing experiences Self-knowledge Weeks 10-
weeks, the various purposes Discussion announcements 14
students should be Scholarlygoogle.com Activity Sheets (audio/video, social Teamwork Self-Assessment
able to: 1. to obtain, - Lecture and class
media) about
provide, and Google.com discussion on Quizzes Respect on one’s
a. convey ideas informative, disaster own notion
disseminate
through oral, persuasive and Activities preparedness
information
audio-visual, argumentative
2. to persuade and
and/or web-based communication
presentations for argue - Formal One-minute
different target - Lecture and Speech based on
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audiences in local discussion of Types of current issues

and global Speeches and Public (Extemporaneous)
settings using Speaking (Read,
F. Communication for
appropriate Memorized,
work purposes (e.g. - Workplace
registers Impromptu/
healthcare, education, documents (e.g.
business and trade, law, Extemporaneous) minutes, memo)
b. create clear,
media, science and
coherent, and - Short exercises:
technology) - Written and/or oral
effective
asking for information presentation (group
communication
through inquiry letter reporting) of a
materials
or interview, response medical case/
to queries, incident business proposal/
c. present ideas reports
persuasively using media campaign
appropriate proposal/ program
- Lecture and class or project proposal
language registers,
discussion on effective for addressing a
tone, facial
communication and health
expressions, and
oral presentations in issue/problem (using
gestures
the workplace communication aids
and strategies-tools
d. adopt
- Analysis of different of technology)
awareness of
communication
audience and
materials
context in
presenting ideas
- Writing exercises
e. create clear, on communication
coherent and materials for the
workplace (e.g.
effective
minutes, memo,
communication
materials requests,
business/technical /
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f. present ideas incident reports,

persuasively using letters)
appropriate
language registers,
tone, facial
expressions and
gestures
g. adopt
awareness of
audience and
context in
presenting ideas in
communicating
ideas
At the end of these G. Communication for Slideshare.com - Guided Lecture Recitation - Analysis Papers Sharing experiences Self-knowledge Weeks 15-
weeks, the academic purposes (e.g. Discussion (e.g., literary 17
students should be research-based journal Scholarlygoogle.com Activity Sheets analysis, political Teamwork Self-Assessment
able to: or magazine article, etc.) - Lecture and class
science analysis
Google.com discussion on Quizzes Respect on one’s
a. write and communication for paper) and/or own notion
present academic academic purposes Activities Technical Papers (for
papers using journal article or
appropriate tone, - Independent magazine article) on
style, conventions research (topic political, social,
and reference proposal, literature cultural, economic
styles
review, data or health,
b. adpt awareness gathering, data environment
of audience and analysis) issue
context in
presenting ideas - Academic
Presentations (e.g.,
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c. convey ideas paper presentations

through oral, for a
local/international
audio-visual,
conference; lecture
and/or web-based
presentations for a
presentations local/international
for different target forum) of
audiences in local analysis/technical
and global settings paper
using appropriate
registers - Final project:
Multimodal
Advocacy campaign
(print, audio, visual,
web-based)
addressing current
issues tackled in
previous tasks (e.g.,
good governance,
responsible
citizenship, disaster
preparedness,
environmental
preservation,
poverty reduction,
etc.)
Honesty and
FINAL EXAMINATIONS Week 18
Integrity
Note: This course design is flexible and may include additional topics and activities deemed necessary by the instructor/professor.
List of References:
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Printed Materials:
1. Don Honorio Ventura State University. (n.d.). DHVSU code. Bacolor, Pampanga: Author.
2. Don Honorio Ventura State University. (n.d.). Student handbook. Bacolor, Pampanga: Author.
Online References:
1. Haque, Z. (2009). Translating literary prose: Problems and solution. Retrieved on April 26, 2014 from TranslationDirectory.com
2. Hodges, P. (2013). Literary approach to translation theory. Retrieved on November 5, 2010 from http://www.translationdirectory.com/articles/article2085.php
Grading System
Criteria Purely Online Blended Offline/Modular
Projects 40% 45% 50%
Class Standing 30% 35% 30%
Major Examination 20% 10% 10%
Character/Attendance 10% 10% 10%
Total 100% 100% 100%
Course Policies
✔ Active Participation is essential to maximum/total learning experience. In a blended learning course, a student is required to participate both on face-to-face and distance
learning modalities. This means that in order to get full credit for participation, a student should have to complete projects, discussion forums, assignments, lesson
assignments and quizzes on a timely basis. Consistent failure to participate in class will result in being dropped from the course.
✔ In the conduct of any self-paced place-based or online activity (be it a learning task or formative/summative assessment), you are expected to always adhere to the agreed
contents of the Academic Integrity Contract. You shall accomplish the tasks assigned to you with full honesty. You may be allowed (if the instruction permits), to use
credible sources to justify your claims/ideas but must be acknowledged through proper citations. Any form of plagiarism is strictly prohibited.
Prepared and Submitted by:
Faculty : ROSIELYN P. BAUTISTA

Email Address : rpbautista@dhvsu.edu.ph | roseybautista29@gmail.com
Contact Number : +63942-428-17-93
Consultation Hours :
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Reviewed and Noted by:
AGNES R. REGALA, MAEd

Academic Chairperson, DHVSU Mexico Extension Campus
Approved:
VICKY P. VITAL Ed.D.
Director, DHVSU Mexico Extension Campus
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DON HONORIO VENTURA STATE UNIVERSITY

Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines ISO 9001: 2015

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN IN Indexing

Institutional Vision, Mission, and Core Values

Course Code PURCOM 101 Course Title Purposive Communication

Specific to General Education Courses

Intellectual competencies PO-001 Higher levels of comprehension (textual, visual, etc.)

Differentiated Learning Modalities/Strategies

● Reflective Journals ● Written Correspondence ● Portfolio Assessment

Course Learning Outcomes Vis-à-vis Program Outcomes (POs)

Course Learning Outcomes

Course Design Matrix

INTENDED INSTRUCTIONAL DELIVERY DESIGN ASSESSMENT OF GENDER

and Goals; Students will be tasked ● use non- sexist

audiences in local discussion of Types of current issues

f. present ideas incident reports,

c. convey ideas paper presentations

Prepared and Submitted by:

Faculty : ROSIELYN P. BAUTISTA

Reviewed and Noted by:

AGNES R. REGALA, MAEd

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