Purposive Communication Course Syllabus

COLLEGE OF TEACHER EDUCATION

Vision The Lewis College is an educational community and a Center of Excellence founded on the Christian Values of Faith, Service, and
Personhood.
Mission The Lewis College is committed to:
a. Serving the people of God through a value-focused educational environment;
b. Developing educational leaders, entrepreneurial and business managers and information technology competencies; and
c. Forming students to be well-rounded skilled and professional men and women.
Goals and Values The Lewis College aims to develop graduates as a total person in relation to self, to others, to country, to the world and to God, therefore
fostering the values of love of God, Integrity, Teamwork and Excellence.
INSTITUTIONAL LEARNING OUTCOMES
LO 1 Graduates with Christian values of Faith, Service and Personhood demonstrating love of God, teamwork and excellence;
LO 2 Graduates employing competencies and skills as educational leaders, entrepreneurs business managers and information technology
professionals; and
LO 3 Well-rounded and globally competitive graduates creating positive impact on the community n economic, social and technological aspects
of development.
CLASS INFORMATION INSTRUCTOR’S INFORMATION
Section Instructor’s Name Jerry Glenn L. Castillo, LPT, Instructor III
Schedule MWF (4:15 – 5:15 PM) Office Designation SASO
Modality : Online Synchronous via Zoom/Google Meet Office Hours 8:00 AM – 5:00 PM
Asynchronous via TLC-LMS Consultation Time as per class schedule
Synchronous Session Schedule Friday (4:15 - 5:15 PM) Contact Numbers 09265450057 / 09513914032
Term and Academic Year 2 Semester, A.Y. 2020-2021
nd E-mail Address glencastillo@thelewiscollege.edu.ph
 COURSE INFORMATION
Course Name Purposive Communication Course Code GEC 005-O
Prerequisite Subject none Course Credit 3 units, 3 hrs./week (18 weeks, 54 hrs. total)
Course Requirements Attendance Policy
Grading Criteria Percentage Students must access the online course regularly to ensure that they receive the most up-to-
Quizzes (Short Quiz, Summative Test) 25 % date announcements. It is in the best interest of each student to actively participate in the
Participation (Asynchronous/Synchronous) 10 % course.
Activities/Project(Written/Oral) 25 % Output Submission Policy
Major Examination (Written/Practical) 40 % Cheating in any form is prohibited. Thus, the following must be avoided:
TOTAL 100%  using whole paragraphs from a book, article, or online source without quotation marks
and attribution; and
 submitting someone else’s work as yours

Grading System The Lewis College adopts the numerical point system as follows:

100 = 1.0 96 = 1.24 92 = 1.40 88 = 1.75 84 = 2.10 80 = 2.50 76 = 2.90

99 = 1.10 95 = 1.25 91 = 1.50 87 = 1.80 83 = 2.20 79 = 2.60 75 = 3.0
98 = 1.20 94 = 1.30 90 = 1.60 86 = 1.90 82 = 2.30 78 = 2.70 74-below = 5.0
97 = 1.23 93 = 1.35 89 = 1.70 85 = 2.0 81 = 2.40 77 = 2.80
Other Remarks PASSED Failed FA For Compliance Dropped Withdrawn

Course Description
Course Learning Outcomes
This course is about writing, speaking and presenting to different audiences and for various purposes. This is a three-unit course that develops
students’ communicative competence and enhances their cultural and intercultural awareness through 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 the 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.
At the end of the course, the pre-service teachers should be able to:
A. KNOWLEDGE
1. Describe the nature, elements and functions of verbal and non-verbal communication in various and multicultural contexts;
2. Explain how cultural and global issues affect communication;
3. Determine culturally appropriate terms, expressions and images;
4. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing) skills;
5. Summarize the principles of academic text structure
B. SKILLS
 1. Convey ideas through oral, audio-visual, and/or web-based presentations for different target audiences in local and global settings
using appropriate registers;
2. Create clear, coherent and effective communication materials;
3. Present ideas persuasively using appropriate language registers, tone, facial expressions and gestures; and
4. Write and present academic papers using appropriate tone, style, conventions and reference styles.
C. VALUES
1. Adopt cultural and intercultural awareness and sensitivity in communication of ideas;
2. Appreciate the differences of the varieties of spoken and written language
3. Adopt awareness of audience and context in presenting ideas; and
4. Appreciate the impact of communication on society and the world.
COURSE OUTLINE AND TIMEFRAME
Week Topics
1 Communication processes, principles and ethics
Communication and globalization
2 Local and global communication in multicultural settings
Varieties and registers of spoken and written language
Evaluating messages and/or images of different types of texts reflecting different cultures
1. What is the message?
2. What is the purpose of the message?
3. How is the message conveyed by the text and/or image?
4. Who is the target audience of the message?
5. What other ways of presenting the message are there?
3 Communication aids and strategies using tools of technology
4-6 Communication for various purposes
1. To obtain, provide and disseminate information
2. To persuade and argue
7-10 Communication for work purposes
11-18 Communication for academic purposes
LEARNING PLAN
Time Learning Outcomes
Frame
 Develop awareness of the
Weeks 1-2 vision, mission, goals and core
values of TLC
 Familiarize with the different
policies of the higher
education department
 Describe the nature, elements
and functions of verbal and
non-verbal communication in
various and multicultural
contexts
 Explain how cultural and
global issues affect
communication
Topics
Introduction to the Course
 Orientation
 Vision, Mission,
Objectives of TLC
 School Policies and other
Restrictions
 Course Mechanics
Communication processes,
principles and ethics
 Communication and
Globalization
References/Resources Methodology Assessment
OBE Course Syllabus  Class Activity (Getting to Know Writing a short narrative essay
Me and You) on loyalty to TLC
 Discussion of the mechanics of
the course Reciting of the TLC Hymn
 Introducing the requirements
and integrative final paper
 PPT/PDF Presentation  Lecture and class discussion  Quizzes and activity on
 Audio and/or video clips of on elements and types of identifying elements of
various media (e.g.TV communication communication (e.g. sender,
commercials, movies;  Group work on identifying message, channel, receiver,
newscast; etc.) elements of communication in effect)
 Texts from newspapers, various texts
magazines, journals
 http://www.healthknowledge.o
rg.uk/public-health
 Textbook: organization-
management/5a
understanding itd/effective-
communication
 http://promeng.eu/downloads/t
raining-
materials/ebooks/softskills/eff
ective-communication-
skills.pdf
 Chase, R. & Shamo, S.
(2013). Elements of Effective
Communication,4th ed.
Washington, Utah: Plain and
Precious Publishing
 Uploaded PDF files to the Class discussion of essay, “Flight Reaction paper and/or
TLC-LMS from conversation” discussion forum on the
impact of globalization on how
 Appreciate the impact of  “Communicating in a people communicate, and vice
communication on society and Multicultural Society and versa.
the world World”
 Article “Flight from
Conversation” by Sherry
Turkle
http://www.nytimes.com/2012/
04/22/opinion/sunday/the-
flight-from-
conversation.html?_r=O
 Video “Connected but alone”
in TED talks
https://www.ted.com/talks/she
rry_turkle_alone_together
 Video “How Social Media can
make history?”
https://www.ted.com/talks/clay
_shirky_how_cellphones_twitt
er_facebook_can
_make_history

 Determine culturally
appropriate terms,
expressions, and images
(sensitivity to gender, race,
class, etc.)
 Adopt cultural and intercultural
awareness and sensitivity in
communication of ideas.
 Local and global  Uploaded PDF files to the
communication in TLC-LMS
multicultural settings  Invited students/speakers
 Varieties and registers of from different cultures
spoken and written  Films or videos showing
language different speakers from
various regions
communicating in a
multilingual setting (e.g. “Lost
in Translation”)
 TED Talks “Pop culture in the
Arab World”
https://www.ted.com/talks/she
reen_el_feki_pop_culture_in_t
he_arab_world
 https://celsalanguages.wword
press.com/2015/01/29/it-aint-
right-innit-about-language-
register-in-english/
 Lecture and class discussion on
using culturally appropriate
terms, expressions and images:
varieties and registers of
language
 Class discussion of cultural
appropriateness in
communicating as tackled n
film/video
 Exercises on using culturally
appropriate terms, expressions,
and images
 Interview invited
speakers/students
 Quiz and activity on using
culturally appropriate
terms, expressions, and
images; varieties and
registers of language
 Research and report on
various cultural and
intercultural modes of
communication (e.g.,
words/gestures used in a
particular region or country
to show respect) and/or
various issues in
communication (e.g., use
of politically correct words
in today’s world; gender
sensitivity through
language)

Week 2  Evaluate multimodal texts critically
to enhance receptive (listening,
reading, viewing) skills
 Convey ideas through oral, audio-
visual, and/or web-based
presentations for different target
audiences in local and global
settings using appropriate
registers.
 Adopt awareness of audience and
context in presenting ideas
 http://www.really-
learnenglish.com/language-
register.html
 https://www.uni-duede/SVE/
 http://www.icaltefl.com/catego
ry/varieties-of-english
 htttp://www.britishcouncil.org/
blog/which-variety-english-
should-you-speak
 Dainton,M. &Zelley E. (2015).
Applying communication
theory for professional life. A
practical introduction 3rd ed.
Sage Publications.
 Biber, D. & Conrad S. (2009).
Register, genre, and style.
Cambridge: Cambridge Univ.
Press
Evaluating messages and/or images  Uploaded PPT/PDF Files to  Lecture and class discussion Invitation for people to join
(e.g., pictures, illustrations of the TLC-LMS on critical reading and cause-oriented events using
different types of texts reflecting  Authentic texts about cultural listening various media such as email,
different cultures (regional, Asian, sensitivity from various media  Exercises on analyzing social media, print and/or
Western, etc.) (text messages; social media content of various texts electronic advertisements
1. What is the message? messages; newspapers,
2. What is the purpose of the magazines, and journal
message? articles; print and electronic
3. How is the message advertisements)
conveyed by the text  http://www.kwintessesntial.co.
and/or image? uk/cultural-
4. Who is the target services/articles/cultural-
audience of the message? sensetivity.html
5. What other ways of  https://mindspaceintuition.files
presenting the message .wordpress.com2015/01/cross
are there? -cultural.jpg
 http://i.telegraph.co.uk/multim
edia/archive/01440/burger_14
40211c.jpg
 http://atlantablackstar.com/20
13/11/19/9-racist-ads-
commercials-that-promote-
negative-images-of -black-
people/3/

Week 3  Convey ideas through oral, audio-
visual, and/or web-based
presentations for different target
audience in local and global
settings using appropriate registers
 Adopt awareness of audience and
context in presenting ideas
Weeks 4-6  Convey ideas through oral, audio-
visual, and/or web-based
presentations for different target
audiences in local and global
settings using appropriate registers
 Create clear, coherent, and
effective communication materials
 Present ideas persuasively using
appropriate language registers,
tone, facial expressions, and
gestures
 Adopt awareness of audience and
context in presenting ideas
Communication aids and strategies
using tools of technology
Communication for various purposes
1. to obtain, provide, and
disseminate information
2. to persuade and argue
 Mooney,A., Perccei, J.S. La
Belle, S, et. Al. (2010).
Language, society and power:
An introduction, 3rd ed.
London: Routledge.
 Uploaded PDF presentations  Lecture and class discussion Oral, audio-visual, and/or web-
to the TLC-LMS on preparing audio visual and based presentations to
 Texts, video/audio clips from web-based presentations promote cultural values in the
various sources  Group work and class business world. (e.g. respect
 http://creatingmultimodaltexts. discussion on identifying for colleagues, superiors,
com/ problems with the research elders, clients, etc.)
 ‘The World’s worst research presentation in the video
presentation”
https://www.youtube.com/wat
ch?v=nSGqp4-bZQY
 Adler, R., Elmhorst, J.M., &
Lucas, K. (2012).
Communicating at work:
Strategies for success in
business and the professions.
NY: McGraw Hill.
 Uploaded PDF/PPT  Lecture and class discussion  Public announcements
presentations to the TLC-LMS on informative, persuasive, (audio/video, social media)
 Sample texts (inquiry letter, and argumentative on business relocation,
police reports, political communication cease of business
speeches, letters of  Lecture and discussion of operation, business
appreciation, etc.) types of speeches and public opportunity, etc.)
 http://www.capmembers.com/ speaking and public speaking  Editorial about business
media/cmsl2l_mod2_ch8_effe (read, memorized, issues
ctive_communicatio_63afca89 impromptu/extemporaneous)  Formal one-minute speech
70d43.pdf  Short exercises asking for based on current issues
 http://hplengr.engr.wisc.edu/P information through inquiry focusing on business
rof_Comm.pdf letter of interview, response to operations
 http://www.pearsonhighered.c queries, incident reports (extemporaneous)
om/samplechapter/02055242
14.pdf
 Searles, G. (2014). Workplace
Communication: The Basics
Boston: Allyn & Bacon, 6th ed.
 Dainton, M. & Zelley E.
(2015). Applying
communication theory for

Weeks 7-10  Create clear, coherent and
effective communication materials
 Present ideas persuasively using
appropriate language registers,
tone, facial expressions and
gestures
 Adopt awareness of audience and
context in presenting ideas in
communicating ideas
Communication for work purposes
(e.g. healthcare, education, business
and trade, law, media, science and
technology
professional life. A practical
introduction. 3rd ed., Sage
Publications.
 Lucas, S. (2011). The art of
public speaking. NY: McGraw
Hill.
 Video of “The Most Important
Cannot be Said’: Eddie
Calasanz at
TEDxADMU(youtube)
 Uploaded PDF/PPT  Lecture and class discussion  Workplace documents (e.g.
presentations to the TLC-LMS on effective communication minutes, memo)
 Video of “Giving and oral presentations in the  Written and/or oral
Presentations Worth Listening workplace presentation (group
to”: Gordon Kangas at TEDx  Analysis of different reporting) of a business
Talks (youtube) communication materials proposal/media campaign
 Sample communication  Writing exercises on proposal/program or project
materials from different work communication materials for proposal for addressing a
place settings (e.g. minutes, the workplace (e.g. minutes, business-related
memo, requests, memo, requests, issue/problem( using
business/technical incident business/technical/incident communication aids and
reports, letters) reports, letters) strategies tools of
 https://www.vuu.edu/Uploads/ technology
files/SampleMeetingMinutes.p
df
 http://www.monash.edu.au/llsi
ionline/writing/medicine/refecti
ve/5.xml
 http://tawadmandi.org.af/know
ledge-
portal/Media?Workplace_com
munication_chapter_in_comm
unications.pdf
 http://www.dol.gov/odep/topic
s/youth/softskills/Communicati
on.pdf
 Dainton, M. & Zelley E.
(2015). Applying
communication theory for
professional life. A practical
introduction 3rd edition.Sage
Publications.

Weeks 11-18  Write and present academic papers
using appropriate tone, style,
conventions and reference styles
 Adopt awareness of audience and
context in presenting ideas
 Convey ideas through oral, audio-
visual, and/or web-based
presentations for different target
audiences in local and global
settings using appropriate registers
Prepared by:
Jerry Glenn L. Castillo, LPT
Instructor III
Communication for academic
purposes (e.g. research-based
journal or magazine article, etc.)
Checked by:
Ms. Maria Cristina B. Ditan, Dean
College of Business Education (CBE)
 Searles, G. (2014).
Workplace Communication:
The Basics. Boston: Allyn &
Bacon, 6th ed.
 uploaded PDF/PPT
presentations to the TLC-LMS
 http://english28-
payte.weebly.com/uploads/3/8
/2/9/38294063/nortonfieldguid
e2.pdf
 http://www.4.stat.ncsu.edu/-
reich/st810A/oral.pdf
 http://pne.people.si.umich.edu
/PDF/howtotalk.pdf
 Lecture and class discussion on
communication for academic
purposes
 Independent research (topic
proposal, literature review, data
gathering, data analysis)
Noted by:
Edwin G. Gonzales, CPA
Director for HED Operations
 Paper analysis on business-
related issue amidst of
pandemic
 Academic presentations
(e.g. paper presentations for
a local/international
conference; lecture
presentations for a
local/international forum) of
analysis/technical paper
Final project:
 Multimodal advocacy
campaign (print, audio,
visual, web-based)
addressing current business
operations-related issues in
the new normal.