P H I L C S T: Philippine College of Science and Technology

PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY
Old Nalsian Road, Nalsian, Calasiao, Pangasinan, Philippines 2418

Tel. No. (075)522-8032/Fax No. (075)523-0894/Website:www.philcst.edu.ph
ISO 9001:2015 CERTIFIED, Member: Philippine Association of Colleges and Universities (PACU), Philippine Association of Maritime Institutions (PAMI)
DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

ENG101 (Writing in the Discipline)
PHILOSOPHY
The PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY is committed to the pursuit of excellence relative to student’s professional growth and development.
VISION
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY envisions producing quality graduates fully equipped with knowledge, attitudes, values, and skills and who are
globally competitive in their chosen profession ever ready to render quality services.
MISSION STATEMENT
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY provides quality education to every student through a well-balanced research oriented learning environment that
develops critical and creative thinking for maximum development of individual’s talents and capabilities.
INSTITUTIONAL OBJECTIVES
In pursuit of its Vision and Mission, PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY will achieve the following:
1. Provide programs and activities that will enhance the development of the students physically, intellectually, culturally, emotionally, socially, spiritually and morally.
2. Provide college education opportunities to poor but deserving students through the PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY scholarship grants.
3. Train students with globally competitive technical skills that will make them competent and capable of handling challenges in life.
4. Provide manpower needs of the country with professionally qualified graduates imbued with dignity and high moral values who are mature, productive, self-reliant,
responsible and self-disciplined citizens.
SPECIAL OBJECTIVES
To provide the country with globally competitive and professionally licensed graduates as integral part of the total manpower needed for the economic development in the
national and international levels.
CORE VALUES
Professionalism High Spirituality Integrity Love of Humanity Compassionate Solidarity Transformative

and Competent
Page | 1 CONTROLLED COPY FORM NO.: BEEDENG101 WRITING IN THE DISCIPLINE APPROVED BY: SCHOOL PRESIDENT
COLLEGE OF EDUCATION AND JOURNALISM

PROGRAM DESCRIPTION:
The Bachelor of Elementary Education (BEEd) program of Philippine College of Science and Technology develops the teaching skills of students in educating early age
learners. It exposes the students to the modern methods and techniques in teaching the basic knowledge and skills in all subject areas covered by the primary education. In
as much as graduates of this course can only teach after having passed the Licensure Examination for Teachers (LET), students are as well prepared for them to pass this
examination.
The students are required to complete the following courses before they will be allowed to graduate: General Education, Professional Education and Elective Subjects, Field
Trips, Seminars and Workshops, Field Study Subjects such as School and Classroom Observation, Classroom Management Skills, Micro-Teaching, Team Teaching, and
Practice Teaching in Both Private and Public Elementary Schools, and Research Output.
BACHELOR OF ELEMENTARY EDUCATION
PROGRAM OUTCOMES:
A graduate of Bachelor of Elementary Education program at Philippine College of Science and Technology should:
1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts;
2. Demonstrate mastery of subject matter/discipline;
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments;
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities;
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities;
9. Demonstrate in-depth understanding of the diversity of learners in various learning areas;
10. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas;
11. Utilize appropriate assessment and evaluation tools to measure learning outcomes;
12. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching;
13. Demonstrate positive attributes of a model teacher, both as an individual and as a professional, and;
14. Manifest a desire to continuously pursue personal and professional development.
Prepared by: Recommended by: Approved by:
________________________________ ________________________ ________________________
College of Education and Journalism Eva S. Barrientos, Ed. D. Engr. Raul B. Gironella, DMin
Instructor College Dean VP for Academic Affairs/QAM
Issue Date: June, 2019 Revision Status: 0 Revision Date: June, 2019
PART A
COURSE SPECIFICATION
PROGRAM EDUCATIONAL OBJECTIVE (PEO)
The Bachelor of Elementary Education of Philippine College of Science and Technology shall produce graduates who:
a. Exercise leadership in the practice of the profession;
b. Demonstrate professional and social responsibilities;
c. Pursue lifelong learning for continuous development; and
d. Possesses creativity and critical thinking skills to become globally competitive guided with values of integrity and honesty
PROGRAM DESCRIPTION : CMO 74, s. 2017 - SECTION 5.1
PROGRAM OUTCOMES : CMO 74, s. 2017 - SECTIONS 6.1, 6.2, 6.3
NAME OF PROGRAM : Bachelor of Elementary Education (BEED)

COURSE CODE : ENG101
COURSE DESCRIPTIVE PREREQUISITE : 1st Year Level
: Writing in the Discipline
TITLE CO-REQUISITE : None
This course is a three-unit course designed to help students develop their competence in communicating ideas
effectively through sentence and paragraph construction. It places emphasis on the rhetorical paragraphs of unity,
COURSE DESCRIPTION : coherence, and emphasis and the application of such principles in research paper writing. As a continuation of English
1, English 2 provides the students with more intensive and exhaustive drills in the development of the four basic
communication skills namely: listening, speaking, reading, and writing in their own discipline.
LECTURE CONTACT LABORATORY CONTACT
COURSE CREDITS : : :
3 Units HOURS PER WEEK 3 Hours HOURS PER WEEK 0 Hours
CO1: Write academic texts considering the fundamentals of writing for accurate, efficient and effective communication
of ideas;
COURSE OUTCOMES : CO2: Demonstrate the ability to speak and write clearly for specific purposes;
CO3: Comprehend oral and written materials ranging from varied interests with emphasis on inferential and critical
thinking.
FACULTY
: CMO 74, s. 2017, Section 14
REQUIREMENTS
REFERENCE/S : 1. CMO No.74, s. 2017: Policies, Standards and Guidelines for Bachelor of Elementary Education (BEED)
PART B
COURSE SYLLABUS
TEACHING-
EQUIPMENT, MATERIALS AND INDICATIVE
LEARNING OUTCOMES TOPIC LEARNING ASSESSMENT
REFERENCES HOURS
ACTIVITY (TLA)
1. Explain and internalize Teaching Activity:  Tiburcio, Paciencia Q. et al. Performance 9 Hours
the importance of Chapter 1 Discussion on the Writing in the Discipline: Leading Assessment:
effective sentence Review on importance of to Academic Research, Manila:
writing skills to the Constructing Effective effective writing Rex Book Store,2008. Formative
realization of their Sentences skills.  Menoy, Jesus Z. et al. Academic Assessment with
academic and career 1.1 Sentence Unity Reading and Writing in College, Simple Recall Test
goals. 1.2 Sentence Discussion on the Mandaluyong City: Books Atbp. on the basic
2. List the common Coherence common sentence Publishing Corp., 2011. knowledge of the
sentence faults that 1.3 Sentence Emphasis error that may affect  Sebastian, Evelyn C. and Erlinda topic.
may affect the the achievement of A. Cayao. English
achievement of sentence unity, Communication 2. Quezon City:
sentence unity, coherence, and C&E Publishing Inc., 2009.
coherence, and emphasis.  Teaching Aids such as
emphasis. Whiteboard, marker, graphic
3. Criticize and revise Discussion on how organizer, photocopied printed
sentences with errors writing and exercises
by doing various composing effective
refining and sentence help in
reinforcement activities. successful paragraph
4. Construct clear, error- writing.
free sentences as
crucial requirements for Student Activity:
successful paragraph As a graded oral
writing. activity, the students
in groups 4-5 will
generate and explain
the ideas on the
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
importance of
effective writing skills
to the realization of
the students’
academic and career
goals.
The students work

along exercises on
identifying errors in
sentences and
correcting or refining
them to make them
effective.
The students write

effective sentences
to form effective
paragraph.
1. Describe the nature, Teaching Activity:  Tiburcio, Paciencia Q. et al. Performance 9 Hours
purpose and kinds of Discussion on the Writing in the Discipline: Leading Assessment:
paragraphs according classifications of a to Academic Research, Manila:
to their purpose. paragraph. Rex Book Store,2008. Formative
2. Define and differentiate  Menoy, Jesus Z. et al. Academic Assessment with
the types of Chapter 2 Discussion on the on Reading and Writing in College, Simple Recall Test
paragraphs. Effective Paragraphs the functions and Mandaluyong City: Books Atbp. on the basic
3. Determine the functions 2.1 Classifications of a placements of a topic Publishing Corp., 2011. knowledge of the
and placements of a Paragraph According sentence which  Sebastian, Evelyn C. and Erlinda topic.
topic sentence in a to Their Purpose determines the A. Cayao. English
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
paragraph. paragraphs’ shape. Communication 2. Quezon City:
4. Identify the irrelevant 2.2 Parts of a Paragraph C&E Publishing Inc., 2009.
sentences that do not 2.3 Placements of a Discussion on how  Teaching Aids such as
support the topic Topic Sentence in a irrelevant sentences Whiteboard, marker, graphic
sentence of the Paragraph to Show destroy paragraph organizer, photocopied printed
paragraph in which Its Shape unity. exercises
they appear. 2.4 Elements of a
5. Use appropriate Paragraph Discussion on the
transitional terms to be 2.4.1 Paragraph Unity ways of achieving
able to form coherent 2.4.2 Paragraph paragraph coherence
paragraphs. Coherence such as in order of
6. Determine the method 2.4.3 Paragraph time, order of
employed by the writer Emphasis importance and
to achieve emphasis in comparison and
sample paragraphs. contrast.
7. Write several sample
paragraphs observing Discussion on how
unity, coherence, and emphasis in a
emphasis. paragraph in a
paragraph is
achieved through
proposition,
repetition or
parallelism, and
position.
Student Activity:
The students
familiarize
themselves with the
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
classifications of a
paragraph by cutting
out sample
paragraphs from
magazines and
newspapers.
The students
determine the
sample paragraphs’
shape based on the
position of the topic
sentence.
Identify an irrelevant
sentence in a sample
paragraph and
determine how it
does not contribute
to the unity of the
paragraph.
The students identify

unrelated sentence/s
in sample
paragraphs.
The students write a

paragraph paying
attention to such
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
matters as having
enough details to
develop the idea
adequately, sticking
to the subject,
following definitive
arrangement, and
using linking
expressions to keep
the thought running
smoothly.
The students write

an interesting, well-
organized and
emphatic paragraph
employing
proportion, repetition,
or position.
PRELIMINARY EXAMINATION
1. Identify the different Teaching Activity:  Tiburcio, Paciencia Q. et al. Performance 18 Hours
methods of paragraph Chapter 3 Discussion on the Writing in the Discipline: Leading Assessment:
development and Rhetorical Acts for rhetorical acts for to Academic Research, Manila:
explain their specific Paragraph paragraph Rex Book Store,2008. Formative
functions. Development development such as  Menoy, Jesus Z. et al. Academic Assessment with
2. Compose paragraphs 3.1. Definition acts of defining, Reading and Writing in College, Simple Recall Test
applying the different 3.2. Time Order describing the Mandaluyong City: Books Atbp. on the basic
methods of paragraph 3.3. Space Order or chronological order Publishing Corp., 2011. knowledge of the
development or Spatial Description of events, describing  Sebastian, Evelyn C. and Erlinda topic.
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
the spatial order of A. Cayao. English
objects, classifying, Communication 2. Quezon City:
comparing and C&E Publishing Inc., 2009.
contrasting,  Teaching Aids such as
explaining cause and Whiteboard, marker, graphic
effect relationship. organizer, photocopied printed
exercises
Discussion on how to
develop or construct
3.4. Classification
paragraphs using the
3.5. Division and
different rhetorical
Classification
acts.
3.6. Comparison and
Contrast
rhetorical acts. Student Activity:
3.7. Partition
The students identify
3.8. Cause and Effect
the rhetorical acts
3.9. Analogy
exemplified in
3.10 Process Analysis
sample paragraphs.
The students write

sample paragraphs
applying the different
methods of
paragraph
development or
rhetorical acts.
MIDTERM EXAMINATION
1. Explain the meaning Teaching Activity:  Tiburcio, Paciencia Q. et al. Performance 9 Hours
and importance of Chapter 4 Discussion on the Writing in the Discipline: Leading Assessment:
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
research The Research Paper nature and to Academic Research, Manila:
2. Limit a research topic 4.1 Reasons for importance of Rex Book Store,2008. Formative
according to one’s Preparing the research.  Menoy, Jesus Z. et al. Academic Assessment with
discipline. Research Paper Reading and Writing in College, Simple Recall Test
3. Compile a working 4.2 Steps in Writing a Deductive discussion Mandaluyong City: Books Atbp. on the basic
bibliography, write a Research Paper on the steps of Publishing Corp., 2011. knowledge of the
thesis statement, and 4.2.1 Choosing and writing a research  Sebastian, Evelyn C. and Erlinda topic.
develop a working Limiting a Topic paper. A. Cayao. English
outline. 4.2.2 Compiling a Communication 2. Quezon City:
4. Take notes from printed Working Discussion on how to C&E Publishing Inc., 2009.
materials using the Bibliography prepare a working Teaching Aids such as
methods of note-taking. 4.2.3 Writing a Thesis bibliography, thesis Whiteboard, marker, graphic
Statement statement, and a organizer, photocopied printed
4.2.4 Developing a working. exercises
Working Outline
4.2.5 Note-Taking Discussion on the on
the three methods of
note-taking.
Student Activity:
The student role play
on the practical and
academic benefits of
research and
research paper
writing.
The students in
groups of four
brainstorm on the
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
possible
subject/topics for
their library research
papers.
The students find

resources in the
library and prepare a
working bibliography.
The students do their

note-taking activities
using the methods of
note-taking and
following the
guidelines suggested
by the instructor.
1. Prepare, write and Teaching Activity:  Tiburcio, Paciencia Q. et al. Performance 9 Hours
submit a good and Chapter 4 Discussion on how to Writing in the Discipline: Leading Assessment:
logical library research The Research Paper prepare a writing to Academic Research, Manila:
paper. (Continuation) outline. Rex Book Store,2008. Formative
4.2.6 Transforming  Menoy, Jesus Z. et al. Academic Assessment with
Notes into a Rough Discussion on the Reading and Writing in College, Simple Recall Test
Draft Modern Language Mandaluyong City: Books Atbp. on the basic
4.2.7 Acknowledging Association (MLA) Publishing Corp., 2011. knowledge of the
Sources Using the style of  Sebastian, Evelyn C. and Erlinda topic.
Modern Language documentation. A. Cayao. English
Association (MLA) Communication 2. Quezon City:
Style Discussion on the C&E Publishing Inc., 2009.
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
4.2.8 Writing the Final research tools.  Teaching Aids such as
Bibliography Whiteboard, marker, graphic
4.3 Parts of the Discussion on organizer, photocopied printed
Manuscript revising and exercises
finalizing the draft of
the research paper
Chapter 5 project.
The Research Tools
5. 1 The Questionnaire Student Activity:
5. 2 The Interview The students prepare
a writing outline of
their research paper
using their note
cards and from it
write the first draft
The students
document their paper
and prepare their
final bibliography
using the MLA
format, and complete
the other parts of
their manuscript.
Note: The instructor
provides guidance or
helps students in
doing each step in
the research paper
writing process and
TEACHING-
REFERENCES HOURS
ACTIVITY (TLA)
should give the
necessary advice as
the need arises.
The students prepare

their own
questionnaires for
their research paper
and conduct
interview.
The students
document, rewrite,
word-process their
draft, and submit the
final copy of their
group research
paper to their
instructor for
checking and rating.
The instructor will
rate objectively the
paper using a rubric.
FINAL EXAMINATION
PART C
COURSE REQUIREMENTS
GRADING CRITERIA:
Final Grades of the students will be based from knowledge and understanding of the course which will constitute fifty percent (50%) of the final grade. The other fifty percent
will be based from the Assessment Result (Evaluation of the course outcomes)
Knowledge and understanding will be evaluated according to the following:
1. Examinations (Check-Up Examination, Preliminary Examination, Mid-Term Examination, Semi-Final Examination, and Final Examination);
2. Recitations (Preliminary Recitation; Mid-Term Recitation; and Final Recitation);
3. Quizzes, and;
4. Assignments
5. Including the laboratory experiments, and laboratory report if the course has a laboratory component.
The final course grade will be computed according to the following formula:
1. [(Knowledge and Understanding Result) x 0.50] + [Assessment Result] x 0.50,
2. The passing standard shall be the grade of 75% but the student must have attended at least eighty percent (80%) of the total number of required meeting of
the course, and must have a rating of “Competent” in all the Assessment Result.
3. The table below shows a sample of the range of percentage marks and their corresponding equivalents.
PERCENTAGE LETTER FIVE POINT

DESCRIPTIVE RATING REMARKS
GRADE GRADE GRADING
97% – 100% A+ Very Excellent 1.00 Meets minimum competence with exceptional score
94% – 96% A- Excellent 1.25 Meets minimum competence with exceptional score
91% – 93% A Very Good 1.50 Meets minimum competence with exceptional score
88% – 90% B+ Good 1.75 Meets minimum competence with over and above average score
85% - 87% B- Good 2.00 Meets minimum competence with over and above average score
82% - 84% B Very Satisfactory 2.25 Meets minimum competence with above average score
78% - 81% C+ Very Satisfactory 2.50 Meets minimum competence with above average score
76% - 77% C- Satisfactory 2.75 Meets minimum competence with average score
75% C Satisfactory 3.00 Meets minimum competence with average score
Below 75% D Failed 4.00 Does not meet the minimum competence
COURSE POLICIES:
A. Attendance Procedure: Attendance will be taken at the beginning of each class. Students are expected to attend every class. Students are responsible for all
material covered during any absence and assignments must be completed by the due date for credit. The absence of more than twenty percent (<20%) of the
required number of meetings in lectures and/or laboratory will result in a “DROPPED” grade (DRP). Missed exams will require proof of extenuating circumstances for
any make-up consideration.
B. Absence due to Illness: If you are sick, DO NOT ATTEND THE CLASS. Contact the instructor by e-mail, telephone, or cell phone to discuss how you will keep up
with the coursework assignments and complete the Laboratory Experiments.
C. Methods of Instruction: Methods will include round-robin discussion and demonstrations that discuss key terms, concepts and formulae of the assigned chapter.
During the discussion, a quiz about the basic concepts of each chapter will be given. The student is expected to read one chapter and solve the assigned problems
each week. This will require an average of five hours of study outside of the classroom each week. The previously assigned problems will be collected for grading and
the solutions will be derived in class. This process is designed to help the student thoroughly understand the concepts and applications of the material covered.
D. Academic Honesty: All students are expected to behave with academic honesty. It is not academically honest, for example, to misrepresent another person’s words
or ideas as one’s own, to take credit for someone else’s work or ideas, to copy and paste material from another document or from the internet, to accept help on a test
or to obtain advanced information or confidential test materials, or to act in a way that might harm another student’s chance for academic success. When the
instructor believes that a student has failed to maintain academic honesty, he or she may be given an “FAILED” grade, either for the assignment, lab report, quiz,
examination, or the course depending upon the severity of the offense.

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PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY

Old Nalsian Road, Nalsian, Calasiao, Pangasinan, Philippines 2418

DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

Professionalism High Spirituality Integrity Love of Humanity Compassionate Solidarity Transformative

COLLEGE OF EDUCATION AND JOURNALISM

BACHELOR OF ELEMENTARY EDUCATION

NAME OF PROGRAM : Bachelor of Elementary Education (BEED)

The students work

The students write

The students identify

The students write a

The students write

The students write

The students find

The students do their

The students prepare

PERCENTAGE LETTER FIVE POINT

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