Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY

San Juan, Southern Leyte

COURSE SYLLABUS

GE ENG 101 (PURPOSIVE COMMUNICATION)

1st Semester 2020-2021

National Goal : The attainment of globally competitive Filipinos through quality and excellent education, relevant and responsive to changing environment,
accessible and equitable to deserving students, and efficient and effective in optimizing returns and benefits.
Vision : A high quality corporate science and technology university.
Mission : SLSU will:
 produce S and T leaders and competitive professionals;
 generate breakthrough research in S and T based disciplines;
 transform and improve the quality of life in the communities in the service areas;
 be self-sufficient and financially viable.

University Goals : Develop comprehensive curricula to produce the science and technology-leaders as well as competitive professionals.
Goal: : The Office Administration Department aims to produce graduate equip with office administration and entrepreneurial skills and
competencies for global competitiveness.

Objectives: : The Bachelor of Science in Office Administration graduates would be able to:
1. Acquire working knowledge on core cluster of general and business courses.
2. Have the sufficient exposure to real work environment.
3. Demonstrate specialized skills for self and corporate employment.
4. Demonstrate understanding and appreciation on corporate social responsibilities.

Program Outcomes

The minimum standards for the BS Office Administration are expressed in:

Page 1 of 15
 Common to all programs in all types of school

The graduates have the ability to:

a. Discuss the latest developments in the specific field of practice. [Philippine Qualifications Framework (PQF) level 6 description]
b. Communicate orally and in writing using both English and Filipino
c. Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 description)
d. Act in recognition of professional, social and ethical responsibility
e. Preserve and promote “Filipino historical and cultural heritage”

Common to the general field of Business Management

f. Demonstrate Corporate and Social Responsibility
g. Implement the basic functions of management such as planning, organizing, staffing, directing, leading and controlling
h. Use information and communication technology (ICT) effectively and efficiently
i. Work well with others
j. Use the proper decision tools to critically, analytically and creatively solve problems and drive results

Specific to Bachelor of Science in Entreprenuership program.

k. Conduct a self-assessment to determine the level of entrepreneurial competencies.
l. Analyze/scan the environment to determine business opputunities and develop their profitability profiles from which entrepreneurial
ventures can be selected from.
m. Prepare a business plan.
n. Mobilize the necessary human, financial, logistical, and technical resources to implement the business plan.
o. Prepare and comply with requirments for business operation.
p. Operate and manage the entreprise observing good governance and social responsibility.
q. Apply entrepreneurial management in any organization other than own enterprise.

V. Course Description:

COURSE NAME PURPOSIVE COMMUNICATION

COURSE NUMBER GE ENG 101
Page 2 of 15
 COURSE DESCRIPTION This is a three-unit course about writing, speaking, and presenting to different audiences and for various
purposes (CMO, 2013 S.). This course develops students’ communicative competence and enhances their
cultural and intercultural awareness through multi-modal tasks that provide them opportunities for
communicating effectively and appropriately to a multi-cultural audience in a local or global context.
Moreover, it equips students with tools for critical evaluation of a variety of textx and focuses on the power of
language and the impact of images to empower to emphasize the importance of conveying messages
responsibly. The knowledge, skills, and insights that students will 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.
NUMBER OF UNITS 3
PRE-REQUISITES None

VI. Course Outcome and Relationship to Program Outcome:

Page 3 of 15
 Course Outcomes Program Outcomes

Common to all Common to all Discipline

Specific to the BSEntrep Program
Programs BSOA
At the end of the semester, the students must have:
A B C D E A B C D E F G H A B C D E F G H

KNOWLEDGE
1. Describe the nature, elements, and functions of
verbal and nonverbal communication in various and I I I I D I D
multi-cultural contexts;
2. Explain how cultural and global issues affect
I I I D D
communication;
3. Determine culturally appropriate terms,  
I I   I D D
experiences, and images;  
4. Evaluate multimodal texts critically to enhance    
I I D
receptive (listening, reading, and viewing) skills; D  
 
5. Summarize the principles of academic text structure; I I       I I I
 
SKILLS
6. Convey ideas through oral, audio-visual, and/or
web-based presentations for different target
I I D I I I I I I
audiences in local and global settings using
appropriate registers;
7. Create clear, coherent, and effective communication
I I I I I I I I
materials;
8. Present ideas persuasively using appropriate
language registers, tone, facial expressions, and I I I I I I I I I I
gestures;
9. Write and present academic papers using
appropriate tone, style, conventions, and refence I I I I I I I I I I I I
style;
VALUES

10. Adopt cultural and intercultural awareness and

I I I I I I I I
sensitivity in communication of ideas;
11. Appreciate the differences of the varieties of spoken
and written language; Page 4 of 15 I I I I I I

12. Adopt awareness of audience and context in

I I I I I I I I
presenting ideas;
13. Appreate the impact of communication on society
VII. Course Design Matrix
of

Teaching-Learning
Intended Learning Outcomes (ILO) Content Allotted time in Assessment Tasks Instructional
Activities
Hours Materials
At the end of the module, the students MODULE 1: THE In order to attain the
must have: HUMAN learning outcomes,
COMMUNICATION students must complete
1. Define communication PROCESS IN the following enabling
CONTEXT activities:
2. Explain the nature, elements,
functions and characteristics Topic 1: Nature of Topic 1: Students are to
of verbal and non-verbal Communication draw their own
communication processes in
communication model
various functional and  Module
multicultural settings that demonstrates how
13.5  Brainstorming they interact with other  PDF
3. Draw own communication
 Reading people.
model
4. Elucidate the principles of
communication
5. Illustrate examples to Topic 2: Topic 2: Students are to
actualize some key Communication write a dialogue which
communication principles Principles and Ethics shows prinicples in
6. Create a dialogue applying the communication
principles of ethical
communication
7. Evaluate multimodal texts Topic 3: Visual Topic 3: Students are to
critically to enhance receptive Communication and
skills make a visual
the Multimedia
8. Differentiates visual literacy presentation (brochure,
from multimodality poster, collage)
9. Design multimodal materials
Values: Observed openness to new
knowledge learned.
At the end of the module, the students MODULE 2: In order to attain the
must have: COMMUNICATION learning outcomes,

Page 5 of 15
 1. Distinguish the different kinds
of speeches
2. Write a speech.
3. Identify different speeches
according to mode of delivery
4. Write a speech
Values: appreciated importance
words/language
At the end of the week, the students must
have:
1. Discuss the rudiments of an oral
presentation;
2. Familiarize themselves with
common practices in delivering
oral presentations at the
organizational and intercultural
levels;
3. Make a poster or lecture
presentation about a pressing
social issue;
4. Familiarize themselves with the
procedures in conducting a
meeting using parliamentary
procedures;
5. Construct a well-written memo
based on specific work situation;
6. Trace the organizational structure
FOR VARIOUS students must complete
PURPOSES the following enabling
13.5  Reading  Module
activities:
 Video showing  Video
Topic 1: Types of  Brainstorming Topic 1: Students are to
Speeches make an advertisement
about a certain product.
of
Topic 2: Modes of Topic 2: Students are to
Delivery record themselves
presenting a speech
about a certain topic.
MODULE 3: In order to attain the
COMMUNICATION learning outcomes,
FOR WORK students must complete
PURPOSES the following enabling
activities:
 Reading  MODULE
13.5  Brainstorming Topic 1: Students are to
Topic 1: Oral prepare a pre-
Presentation in the presentation
Work Place questionnaire, to
organize the
presentation, and to
Topic 2: Conducting deliver a presentation.
a Meeting and
Writinig a Memo Topic 2: Students are to
write a memorandum.
Topic 3: Business
Letters Topic 3: Students are to
rewrite the original
messages using the
guidelines in business
Page 6 of 15
 of a well-written business letter; letter writing, to revise
and statements and
7. Write business letters based on business letter, and to
the situations given. construct a mailing
envelope.
Values: Promote the need of completing
every task correctly in accordance to
rules.

At the end of the week, the students must MODULE 4: In order to attain the
have: COMMUNICATION learning outcomes,
FOR ACADEMIC students must complete
1. Developed academic literacy; PURPOSES the following enabling
2. Adopted awareness of audience activities:
and context in writing using
English for academic purpose; Topic 1: Foundation Topic 1: Students are to  MODULE
3. Applied understanding of the of English for make an essay based on
Academic Purposes  Reading their preferred topic
concept in academic writing; 13.5  Brainstorming and write a rhetorical
4. Elucidated the essential concepts
of academic honesty; analysis.
5. Exhibited credibility and
reliability in the preparation of a
Topic 2: Academic Topic 2: Students are to
working bibliography;
Integrity describe a given
6. Documented sources of pictures, and compose
information responsibly; their own notecards.
7. Exhibited a systematic approach
in writing an academic paper; Topic 3: Writing a Topic 3: Students are to
8. Showed responsibility in citing Research – Based write an article for a
authors of literature reviewed; Journal research journal.
and
9. Wrote an article for a research
journal.

Values: Developed diligence,

perseverance in analysis and application
Page 7 of 15
 of rules.

Total Number of hours: 54

VIII. References:
Adler, R., Elmhorst, J. M., & Lucas, K. (2012). Communicating at work: Strategies for success in business and the profession. NY: McGraw Hill.

Anderson, C. (March 2016). Secret to great public speaking. Retrieved from

https://www.ted.com/talks/chris_anderson_teds_secret_to_great_public_speaking

APA Formatting (2016 edition). Retrieved from http://www.easybib.com/guides/students/writing-guide/iv-write/a-formatting/apa-paper-formatting

Bullock, R. and Goggin, M. (2013). The Norton field guide to writing (3rd edition). W.W. Norton and Company

Business Management Daily (2018). How to write meeting minutes. Retrieved from https://training.businessmanagementdaily.com/3381/meeting-minutes-2/

Chase, R. and Shamo, S. (2013). Elements of effective communication (4th edition). Washington, Utah: Plain and Precious Publishing.

Club meeting content. Retrieved from http://ucanr.edu/sites/nevadacounty4h/files/112784.pdf

Dainton, M. and Zelley, E. (2015). Applying communications theory for professional life. A practical introduction (3 rd edition). Sage Publications.

Environmental awareness – Need of the hour. Retrieved from https://www.youtube.com/watch?v=vLiOyHXRjTc

Gamble, Teri K. and Michael Gamble.2005.Communication Works. International Edition. New York: McGraw-Hill.

Gillikin, J. (2018). Example of meeting minutes. Retrieved from http://smallbusiness.chron.com/example-meeting-minutes-3157.html

How to conduct successful meetings? Retrieved from https://sixth.ucsd.edu/_files/_home/student-life/conducting-successful-meetings.pdf

Inquiry letter format. Retrieved from https://targetstudy.com/letters/inquiry-letter/how-to-write-inquiry-letter.htm#InquiryLetterFormat1

Juteau, L. (2009). How to conduct a meeting. CPP-T, Chi-Omega. Arlington, Virginia.

Lucas, S. (2011). The art of public speaking. NY: McGrawHill.

Page 8 of 15
McKay, D. R. (2017). How to take meeting minutes. Retrieved from https://www.thebalance.com/how-to-take-meeting-minutes-524780

Mock meeting for minute taking. Retrieved from https://www.youtube.com/watch?v=ItIpCy7o0L4

Mooney, A. Peccei, J.S. La Belle, S. et.al. (2010). Language, society and power: An introduction (3 rd edition). London: Routh Ledge

Pictures for public speaking. Retrieved from https://www.google.com.ph/search?q=public+speaking

Planning and running effective meetings. Retrieved from https://hr.fullerton.edu/documents/professionaldevelopment/ubi/archive/ws2010-11/

PreparationExercises.pdf
Root, G. N. (2018). What are meeting minutes? Retrieved from http://smallbusiness.chron.com/meeting-minutes-43322.html

Saylor, J. H. (2006). Conducting effective meetings workbook: A basic business victory guide. USA: The Business Coach.org.

Schnotz, W. (2018). The basics of taking minutes. Retrieved from http://smallbusiness.chron.com/basics-taking-minutes-18203.html

Searles, G. (2014). Workplace communication: The basics (6thedition). Boston: Allyn and Bacon.

Seiler, W. and Beall, M. L. (2011). Communication: Making connections (8th edition). U.S.A.: Allyn and Bacon

Simulated meeting for minute taking practice. Retrieved from https://www.youtube.com/watch?v=wAr_t2OsEdc

Sharma, S. (April 2016). Speech is important to human development. Retrieved from https://www.quora.com/Why-is-speech- important-to-human-
development

Six minutes: Presentation and speaking skills. Retrieved from http://sixminutes.dlugan.com/speech-preparation-3-outline-examples/

Stuart, P. R. (May 2011). Speeches types and some examples. Retrieved from http://www.nsknet.or.jp/~peterr-s/index.html

The Communication Trust: Every Child Understand. Speech, language and communication: Information for managers and school staff. Retrieved from
https://www.thecommunicationtrust.org.uk/media/13565/managers_pack_final_final_8th_may.pdf

The Institute of Chartered Accounts of India. Communication ethics. Retrieved from http://www.icaiknowledgegateway.org/littledms/folder1/chapter-16-
communication-ethics.pdf

Verderber, K. S. et al., (2010). Communicate. Canada: Wadsworth, Cengage Learning

Page 9 of 15
 Weintraut, A. (n.d.). Writing an editorial. Retrieved from https://www.geneseo.edu/~bennett/EdWrite.htm

What is the secret to running effective meetings. Retrieved from https://www.youtube.com/watch?v=6nskgc8sBIk

Wood, J. T. (2009). Communication in our lives. U.S.A.: Wadsworth, Cengage Learning.

3GeLearning. (2014). Basic communication skills.UAE: Replika Press Pvt. Ltd.

IX. Course Requirements:

1. Attendance and Oral Participations
2. Quality outputs and performances
3. Excellent performances in group presentations, examinations, individual performances, and other related subject tasks
4. Samples of class products must be in working portfolio
5. Research Proposal

X. Grading System:
Student’s Learning Task 80 %
Portfolio 20 %

TOTAL 100 %
XI. Provision for Flexibility:

 Students with special needs shall be dealt with appropriately depending on the course’s activities/requirements.

Prepared by: Recommending Approval: Approved by:

ARLON D. BAGA MARICRIS S. ESTUBIO, PhD. CERENIO G. ADRIATICO, PhD.

Visiting Instructor Department Head, BTLED Assistant Director, ARI
Page 10 of 15
 RUBRICS/CRITERIA IN GRADING THE ORAL PRESENTATION
CRITERIA NEEDS IMPROVEMENT (1) SATISFACTORY (2) VERY SATISFACTORY (3) EXCELLENT (4)

VERBAL CONTENT

VISUAL CONTENT

SUPPORT

CONTENT

PRESENTATION

TYPE

RURIC IN GRADING THE MEMORANDUM/ BUSINESS LETTER

CRITERIA 5 4 3 2

IDEAS/CONTENT Ideas are expressed in a clear Ideas are expressed in a pretty Ideas are somewhat The letter seems to be a
and organized fashion. It is clear manner, but the organized, but are not very collection of unrelated
easy to figure out what the organization could have been clear. It takes more than one sentences. It is very difficult to
letter is about better reading to figure out what the figure out what the letter is
letter is about about.

FORMAT Complies with all the Complies with almost all the Complies with the several Complies with less than 75%
requirements in a requirements for a requirements for a of the requirements for a
memorandum/business letter memorandum/business letter memorandum/business letter memorandum/business letter

GRAMMAR Writer makes no error in Writer makes 1-2 error/s in Writer makes 3-4 errors in Writer makes more than 5
grammar grammar grammar errors in grammar

Page 11 of 15
 RUBRIC IN GRADING THE EMPLOYMENT INTERVIEW
CRITERIA 5 4
RÉSUMÉ Résumé is complete and
perfect. It has detailed
description of experiences
and skills
CONTENT OF ANSWERS Applicant’s answers are
well-constructed, he/she
shows confidence in
responding and gives
examples
SPEAKING ABILITY Applicant speaks clearly all
the time. He/she uses
proper diction and easy to
converse with.
GENERAL ATTITUDE Interested and enthusiastic
3 2
Résumé has detailed Résumé has few errors and Resume has poor formatting
description of experiences lacks details of the and there are a lot of
and skills but there are few applicant’s experiences and grammatical errors.
errors skills Experiences and skills are
nor detailed
Applicant’s answers are Applicant’s responses are Applicant only answers with
well-constructed, but too short/vague. Responses yes or no. Responses does
he/she shows a little do not answer the question. not answer the questions
confidence in responding given.
and gives examples.
Applicant speaks clearly all The applicant mumbles Applicant speaks too quietly
the time. He/she uses occasionally. He/she stops or lonely. He/she uses
sometimes make errors in in answering the questions. inappropriate language and
grammar has a poor grammar and
diction.
Seems interested but could Shows little interest and Passive/indifferent
be better prepared enthusiasm
Page 12 of 15
 RUBRIC/CRITERIA IN CONDUCTING A MEETING
CRITERIA 5 4 3 2

EXECUTION The meeting is done in a The meeting is done in a The meeting is somehow done The meeting is badly executed
proper (follows the format proper way (follows the in a good way.
and guidelines in conducting aformat) but it could be more
meeting) and good way which effective if it was rehearsed in
makes it effective. the first place
ILLOCUTION The participant in the meetingThe participant in the meeting The participant in the meeting The participant in the meeting
has good diction and makes no has good diction and makes no has good diction and makes 3- has bad diction.
error in grammar in speaking 1-2 error/s in grammar while 5 errors in grammar while
speaking speaking
MINUTES OF THE MEETING The minutes of the meeting is The minutes of the meeting is The minutes of the meeting is The minutes in not
clear, comprehensive and complete and somehow and somehow complete and comprehensive and lacking.
complete comprehensive comprehensive

OVERALL PRESENTATION The presentation is excellently The presentation is excellently The presentation good. The The presentation is poorly
executed. The presenters used executed. The presenters used presenters did not use props executed.
props which makes the minimal props which makes
presentation more effective. the presentation more
effective.

ASSESSMENT RUBRIC FOR RHETORICAL ANALYSIS

CATEGORY A B C D E
(5) (4) (3) (2) (1)
Analysis Specific, developed Analysis is generally General and/or Analysis is sparse and No relevant analysis and
analysis, and insightful sound but could be more undeveloped analysis. lacks insight. insightful observations
30 points observations specific or insightful in made.
some areas.

Page 13 of 15
 Supporting Details Support information is Support information has Support information has An attempt has been No support information
related to analysis and minor weaknesses major weaknesses made to add support found or irrelevant.
20 points supportive of the relative to analysis relative to analysis information, but it was
topic /subject. and/or support of the and/or support of the unrelated or confusing.
topic/subject. topic or subject.
Focus Maintains focus on May exhibit minor May lose or exhibit May fail to establish No analytical focus
topic/ subject lapses in focus on topic/ major lapses in focus on focus on topic/ subject. found.
20 points throughout response. subject. topic/ subject.
Writing Fluency: Clear, Demonstrates skilful Demonstrates Writing fluency is
Demonstrates minimal Writing is not fluent –
Concise, Correct writing fluency, exhibits reasonable writing lacking, exhibits severalwriting fluency, exhibits unreadable.
few or no mechanical fluency, exhibits few mechanical errors. numerous mechanical
15 points errors. mechanical errors. errors.
APA and Sources are cited Sources are cited, but Sources are cited, but Some of the sources are Sources are not cited at
Documentation correctly in the there are a few errors in there are several errors not cited and/ or the all.
document and on the the format. in the format. format is not correct.
15 points reference page.

RUBRIC FOR RESEARCH-BASED JOURNAL WRITING

CATEGORY Unacceptable Acceptable Good Excellent SCORE

(Below Standards) (Meets Standards) (Occassionally (Exceeds Standards)
Exceeds)
Introduction Does not Conveys topic, but Conveys topic and Strong 10 points
adequately convey not key key question(s). introduction of
topic. Does not question(s). Clearly delineates topic’s key
describe subtopics Describes subtopics to be question(s), terms.
to be reviewed. subtopics to be reviewed. General Clearly delineates
Lacks adequate reviewed. General thesis statement. subtopics to be
theses statement. theses statement reviewed. Specific
thesis statement.
Page 14 of 15
Focus & Sequencing Little evidence Most material All material clearly All material clearly 15 points
material is clearly related to related to subtopic, related to subtopic,
logically organized subtopic, main main topic and main topic. Strong
into topic, topic. Material logically organized organization and
subtopics or may not be within subtopics. integration of
related to topic. organized within Clear, varied material within
Many transitions subtopics. transitions linking subtopics. Strong
are unclear or Attempts to subtopics, and main transitions linking
nonexistent. provide variety of topic. subtopics, and
transitions. main topic.
Support Few sources Sources generally Sources well selected Strong peerreviewed 15 points
supporting thesis. acceptable but not to support thesis with research
Sources peer-reviewed some research in based support for
insignificant or research support of thesis. thesis.
unsubstantiated. (evidence) based.
Grammar & Grammatical Very few Grammatical errors The paper is free 20 points
Mechanics errors or spelling grammatical, or spelling & of grammatical
& punctuation spelling or punctuation are rare errors and spelling
substantially punctuation errors and do not detract & punctuation.
detract from the interfere with from the paper.
paper. reading the paper.
APA Style & Errors in APA Errors in APA Rare errors in APA No errors in APA 20 points
Communication style detract style are style that do not style. Scholarly
substantially from noticeable. Word detract from the style. Writing is
the paper. choice paper. Scholarly flowing and easy
Word choice is occasionally style. Writing has to follow.
informal in tone. informal in tone. minimal awkward of
Writing is choppy, Writing has a few unclear passages.
with many awkward or
awkward or unclear passages.
unclear passages
Citations & Reference and Two references or One reference or All references and 20 points
References citation errors citations missing citations missing or citations are
detract or incorrectly incorrectly written. correctly written
significantly from written. and present.
paper.

Page 15 of 15