LA SALLE UNIVERSITY

Ozamiz City

LA SALLE UNIVERSITY VISION AND MISSION

Vision

La Salle University is an autonomous university, the center of excellence in Southern Philippines and
accessible to all, especially the poor and youth-at-risk.

Mission
To Realize This Vision We Commit Ourselves To:

 Recruiting and retaining highly qualified faculty and staff;

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

Goal
An autonomous university, La Salle University aims to be institutionally and internationally
accredited.

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.

Goal 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

COURSE CODE: EN402

COURSE TITLE: Business Correspondence
UNIT CREDIT: 3 Units
PREREQUISITE: EN111, EN121
CO-REQUISITE (if there is any): None

COURSE DESCRIPTION
Business Correspondence is a skill course/subject. It focuses on the acquisition of procedural
knowledge. This includes the actualization of the nature of the topics of business correspondence, the parts,
the formats and the kinds of business letters. It is also concerned on giving activities that will make the
students analyze, criticize, synthesize, apply, and create something. It prepares the students to be excellent
business- letter writers.

INSTITUTIONAL LEARNING OUTCOMES

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. Articulate and Effective * demonstrate effective use of the English language in writing business
Communicator letters as well as resumes.

1. Resourceful , creative * learn to write the different letter types including the resume.
and innovative learner

2. Logical and Critical *generate ideas, concepts, and skills in expanding the understanding
Thinker of the different types of letters
*critically analyze given business letters to have a better
understanding of the field of business letter writing

COURSE LEARNING OUTCOMES & MAP

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

A. Cognitive

INSTITUTIONAL LEARNING OUTCOMES

COURSE OUTCOMES ILO ILO ILO ILO ILO ILO ILO ILO
1 2 3 4 5 6 7 8
1. Participate in a panel discussion on the processes and key benefits of
business correspondence. *
2. Discuss qualities of a good business letter necessary in the global
*
market.

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. Affective
INSTITUTIONAL LEARNING OUTCOMES
COURSE OUTCOMES ILO ILO ILO ILO ILO ILO ILO ILO
1 2 3 4 5 6 7 8
1. Discuss qualities of men who will likely be successful business.
correspondents *
2. Develop values necessary to establish goodwill. *

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. Psychomotor

INSTITUTIONAL LEARNING OUTCOMES

COURSE OUTCOMES ILO ILO ILO ILO ILO ILO ILO ILO
1 2 3 4 5 6 7 8
1. Write business letters showcasing their uniqueness as an individual. *

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

COURSE OUTLINE AND TIMEFRAME

Week Scope and Sequence

Introduction

Week 1 *Orientation of the course

*Setting of Expectations
*Assignments

Review Lessons
Week 2-3 * Spelling/Commonly Misspelled Words
* Proper Usage of Words
* The words of Business English

The 8 Cs of a business letter

 Courtesy
Weeks 4-6  Character
 Consideration
 Conciseness
 Correctness
 Concreteness
 Coherence
 Clarity

Week 7-8 Advantages of Letters

Letters vs. Sales Agent

Attitude of a Business Correspondent

 Week 9-10
Basic Parts of a Business Letter
Miscellaneous Parts

Letter Forms

How to Address an Envelope

Week 11- 17
Types of Business Letters
Letter of inquiry
Letter of reservation
Letter ordering goods
Letter of complaint and adjustment
Letter of Collection
Letter of Acceptance and Refusal
Letter of Resignation
Letter of Application
Types Of Memos

Preparing a Resume
Week 18
Preparing the Final Paper

Compiling the different letters written by the students

LEARNING PLAN
WEEK HOURS Desired Learning COURSE CONTENT/ TEXTBOOK/ STRATEGIES/ Instructional
Outcomes SUBJECT MATTER REFERENCES ACTIVITIES Materials

At the end of the Introduction

module, the Activities
students should be *Orientation of the
1 2 hrs able to: course Lecture:
*Setting of Orientation of the
Expectations Course
*Assignments
*brainstorming

*discussion

Activities
To be able explain
Review Lessons
the importance of
* Spelling/Commonly Bly, R. (2004).
words.
Misspelled Words Webster’s New *exercises
Differentiate
2-3 6 hrs * Proper Usage of World Letter *Power-point
business English
Words Writing Handbook. *discussion presentation
to literary
* The words of Indianapolis,
English.
Business English Indiana: Wiley *Boardwork
Trace and discuss
Publishing, Inc.
the sources of
words of business
English

To be able to
4-6 9 hrs The 8 Cs of a Lougheed, L. Activities
enumerate,
business letter (2003). Business *PDF
 discuss, and  Courtesy Correspondence: A
familiarize the  Character Guide To Everyday
qualities of a  Consideration Writing. *discussion *power point
good business  Conciseness NY:Pearson *group report Presentation
letter  Correctness Education Inc. *group sample
 Concreteness presentation
 Coherence
 Clarity

To establish Advantages of Activities *Video clips

7-8 6 hrs goodwill among Letters http://thebusines
correspondents Letters vs. Sales scommunication.co Role play
Agent m/advantages-and- (How sales agent do
To be able to know disadvantages-of- business)
what sort of men Attitude of a business-letter/
are the successful Business Lecture
business Correspondent
correspondent.

Explain why should

a business
correspondent be
“a man of the
world” in order to
write a good
letter

9-10 6 hrs Illustrate the Basic Parts of a Abulencia, E. *power point

essential and Business Letter (2001). Activities: Presentation
miscellaneous Miscellaneous Parts Integrated *Fact sheets
parts of a Business and Discussion
business letter Letter Forms Technical
and differentiate Communication. Illustration
each. How to Address an Quezon City: Rex
 Draw the Envelope Printing Company
format/forms of
letters and Demonstration
differentiate
each.
Demonstrate how to
address an
envelope.

21 Bascara, L.
11- 17 hrs Types of Business (2001). Writing
To give the Letters for the Corporate
purpose and Letter of inquiry World. Quezon
significance of Letter of City: Rex *power point
each type of reservation Printing Company Oral presentation Presentation
letter. Letter ordering of sample letters
goods Gladis, S. *visual aid
Differentiate each Letter of complaint (2005). Survival Written quizzes
type of letter. and adjustment Writing for *Hand outs
Explain the Letter of Business.
specific contents Collection Massachusetts:
of each type Letter of HRD Press Inc.
Acceptance and
Illustrate the Refusal Seglin, J.
paragraph contents Letter of (2002). The AMA
of each type Resignation Handbook of
Letter of Business Letters.
Application USA: AMACOM,
Types Of Memos American Illustration
To write an Management
effective resume. Preparing a Resume Association
.
 To assess the Preparing the Final
18 3 hrs written outputs Paper

Compiling the
different letters
written by the
students
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
Midterm Grade= Class Standing+ Exam
3 3

2 1
Temporary FinalGrade= Class Standing+ Exam
3 3

midterm grade+temporary final grade

FinalGrade=
2
RUBRICS

Panel Discussion

Performance Task: Participate in a panel discussion on the processes and key benefits of business
correspondence.

I. VALID ASSESSMENT

Panel Discussion Rubric (Adapted from: http://www-tc.pbs.org/pov/pov2001/promises/lessonplan.pdf)

Student/s :___________________________________
(10-8 )Consistently (7-6) Usually (5-3) Seldom

Knowledge:
____ The student (group) used research to advance arguments and defend positions.
____ Research was effectively applied to arguments.
Understanding:
____ The student (group) demonstrates understanding of the issue.
____ The student (group) presented key points.
____ The student (group) presented original ideas.
____ The student (group) was able to use examples or analogies to defend an argument.
____ The student (group) demonstrated empathy for the cause he or she represented.
____ The student (group) showed respect for others’ opinions.
Communication:
____ The student (group) was logical in presenting arguments.
____ The student (group) was able to communicate effectively and clearly.
____ The student (group) incorporated key terminology/vocabulary.
Participation:
____ The student contributed to the discussion.
____ The student tended to dominate a discussion, thereby hindering others’ participation.
 For group evaluation:
____ All students participated in the discussion.
____ Students within the group tended to dominate discussion within the group,
hindering other group members’ participation?

Cover Letter Writing

Performance Task: Write a cover letter observing its necessary rules and conventions unique from an
application letter.

I. Valid Assessment:

Rubric: Cover Letter Rubric

Criteria 15 11 9
Cover letter invites Cover letter needs Cover letter causes your Score
employers to review your improvement to draw résumé to be removed from the
résumé. attention to your résumé. pile.

Cover letter clearly
Research indicates that you
reviewed the job
description and company
website to identify desired
qualifications,
skills, and abilities for
the position. Cover letter
has been specifically
tailored for the position.
Cover letter mentions Cover letter does not reflect
qualifications, an
skills, and abilities understanding of the
that are commonly qualifications, skills,
desired in a given field. and abilities necessary to be
Cover letter is successful in
appropriate, but not the position. It is evident
specifically tailored that the applicant
for the position. did not even read the job
description.

Introductory paragraph Introductory paragraph There is no introductory

Introductory identifies the identifies the paragraph OR
Paragraph position for which you are position you are applying introductory paragraph
 applying and
how you learned about the
vacancy. If
you were referred by a
faculty member,
relative, or current
employee, note his or
her name.
Body paragraphs succinctly
identify your
Body Paragraphs strongest and most relevant
qualifications, skills, and
(1-2) abilities and clearly state
how they apply to the
position. Keywords from
the job description have
been incorporated in these
paragraphs to demonstrate a
strong fit. Paragraphs
expand on the experiences
in which you developed
relevant qualifications,
skills, or abilities,
providing clear examples
that invite the employer to
review your résumé.
Paragraphs detail your
passion for the
organization, industry, or
job duties.
Closing paragraph thanks
the employer for their time
Closing Paragraph and consideration.
Paragraph reinforces your
desire to work for the
organization. Paragraph may
include a specific time
for. Paragraph indicates interest
does not include an in the wrong position or in a
explanation of how position in
you learned about the the wrong organization.
vacancy.
Body paragraphs identify There are no body paragraphs
a few of your OR body paragraphs have
strongest qualifications, clearly been copied and
but do not state pasted from another cover
how they apply to the letter. Qualifications
position. Paragraphs described are irrelevant or
generally indicate insubstantial.
previous work
experiences, but do not
entice employers
to take a closer look at
your résumé. There
is no evidence of passion
for the position or
industry.
Closing paragraph thanks There is no closing paragraph
the employer and mentions OR closing paragraph does not
intention to follow up at indicate any future intention
a later time. There is to meet and discuss the
little to no evidence of position or thank the
passion to work for the employer.
company.
 period in which you will
follow up to meet and
discuss the position.
Contact information is
provided again for clarity.
Cover letter has no
capitalization, spelling,
Mechanics or grammar errors.
Applicant has carefully
proofread the letter, and
sought review from the
Career Center to ensure
an error-free document.
Cover letter contains a Cover letter has glaring
few minor capitalization, capitalization, spelling, or
spelling, or grammar grammar errors. A persistent
errors, but a consistent pattern of errors is
pattern is observed. distracting, making the
Cover letter is readable, letter difficult to read.
but "attention to detail"
is no longer one of
your selling points.

Cover letter has been

formatted using the Cover letter has been Cover letter does not appear
Formatting appropriate business letter formatted incorrectly. to follow any format. One or
format. Your contact Contact information is more paragraphs are missing.
information, date, and the missing. The letter has The letter has been addressed
employer's contact been addressed "To to an individual in the wrong
information are located Whom It May Concern." A organization.
at the top of the letter. comma follows the
The letter has been addressee instead of a
addressed to a specific colon.
person, Human Resources
Manager or Search ommittee.
Your signature is found at
the bottom of the letter,
along with the word,
"Enclosure," which
indicates that your
résumé and references are
included. Margins should be
no smaller than a half
inch, and font size should
be 10-12 point.
Compilation of Students’ Output
Performance Task: Write business letters showcasing their uniqueness as an individual Valid Assessment.
I. Valid Assessment
Criteria Exemplary
Purpose The central purpose readily
recognized by the reader.
Content There is balanced presentation
of relevant and legitimate
information that clearly
supports a central The reader
gains important insight.
Organization The ideas are arranged
logically to support the
purpose. They flow smoothly
from one to another and are
clearly linked to each other.
The reader can follow the line
of reasoning.
Sentence Structure Sentences are well-phrased and
varied in length and structure.
They flow smoothly from one
Rubric: Compilation
Good
The letter has a clear purpose or
argument, but sometimes deviates
from it.
The information presented provides
reasonable support for a central
purpose. The reader gains some
insights.
The ideas are arranged logically to
support the central purpose. They are
usually clearly linked to each other.
For the most part, the reader can
follow the line of reasoning.
Sentences are well-phrased and there
is some variety in length and
structure. The flow from sentence to
Acceptable
The central purpose is not consistently
clear throughout the paper.
The information supports a central
purpose at times. The reader gains few
insights.
In general, the writing is arranged
logically, although occasionally ideas
fail to make sense together. The reader
is fairly clear about what the writer
intends to convey.
Some sentences are awkwardly
constructed so that the reader is
occasionally distracted.
Unacceptable
The purpose or argument is generally not
clear.
The central purpose is not clearly identified.
The reader is confused or may be
misinformed.
The writing is not logically organized.
Frequently, ideas fail to make sense together.
The reader cannot identify a line of reasoning.
Errors in sentence structure are frequently
enough to be major distraction to the reader.
 to another. sentence is generally smooth.

Word Choice The word choice is consistently The word choice is generally good. The word choice is merely adequate, Many words are used inappropriately that
precise and accurate. The writer often goes beyond the and the range of words is limited. Some confuses the reader.
generic word to find one more precise words are used inappropriately.
and effective.

Grammar, Spelling, The writing is free or almost There are occasional errors, but they The writing has many errors, and the There are so many errors that meaning is
Writing Mechanics free of errors. don’t represent a major distraction or reader is distracted by them. obscured. The reader is confused.
(punctuation, italics, obscure meaning.
capitalization, etc.)

CONSULTATION HOURS

Days Time Venue/Room

Friday 9-11 AM Languages Office
Prepared by Approved by Noted by

KAY RIVERA NOEL KRISH F. ZACAL DR. CHIEDEL SAN DIEGO

Faculty Member Chairperson Dean

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 English 111 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 English 111 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