CG Purcomm Ece

DON HONORIO VENTURA STATE UNIVERSITY COLLEGE OF ENGINEERING AND
ARCHITECTURE
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines ISO 9001: 2015
Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 DHVSU Main Campus, Villa de Bacolor, Pampanga
QMS-Certified
URL: http://dhvsu.edu.ph E-Mail Address: ceadhvsu@gmail.com
OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing

Revision No.
DHVSU-BC-CEA-OBTLCP-001
06
Semester 1st Semester
Academic 2023-2024
Institutional Vision, Mission, and Core Values Year
University Vision
DHVSU envisions of becoming one of the lead universities in the ASEAN Region in producing globally competitive professionals who are capable of creating, applying
and transferring knowledge and technology for the sustainable development of the humanity and society.
University Mission
DHVSU commits itself to provide a conducive environment for the holistic development of students to become globally competitive professionals through quality
instruction and services; innovation and research towards the sustainable development of society.
Core Values
 Professionalism
 Excellence
 Good Governance
Course Information
Course Code PURCOM 101 Course Title Purposive Communication
The course is about writing, speaking, reading, listening, and presenting to different audiences and for various purposes. The themes promote
cultural and linguistic diversity while lessons include challenging tasks that enhance students’ critical thinking, listening, speaking, reading,
writing, and viewing skills. The effectiveness of communication in English entails the strategic use of multimodal resources including visual and
electronic devices. It also requires the ability to choose the appropriate ethics in language and communication intended for different audience.
Course Description
The course also offers the contextualize type of learning in a multilingual setting which require keen language awareness and intercultural
competence. 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 3.0 No. of Hours/week 1hr and 30min Face to Face
Pre-requisite/s None Co-requisite/s None
Course Classification General Subject Curriculum Basis CMO No. 20, series of 2013
No. of Times Revised 6th
Revision Date of Revision January 31, 2023
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Course Structure
This course will be a full Face-to-face learning modality for the course structure. Students will participate through a face-to-face discussion.
Program Outcomes
PO-001 The Purpose of Communication in Various Perspective and Principles:

1. Effectively communicate orally and in writing using English;
2. Examine the different influences, factors, and forces that shape ethical communication;
3. Discuss the different representations and conceptualizations of the nature, elements, and functions of verbal and non-verbal communication in various
disciplinal perspectives and multicultural contexts; and
4. Explain how cultural and global issues affect communication.
PO-002 Unpacking the English Language Macro Skills:
1. Convey ideas through oral, audio-visual, writing, 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.
PO-003 Managing and Presenting the Skills:
1. Critically examine the curriculum (e.g. content, pedagogy and assessments) and program, and enhance (e.g. innovate) them necessarily;
2. Plan and implement safe and effective physical activity programs to address the needs of individual and groups in school and/or non-school settings;
3. Monitor and evaluate physical activity programs in school and/or non-school settings;
4. Use appropriate assessments in, as and for student or client learning; and
5. Use information, media and technology in pedagogy and for lifelong learning.
PO-004 Curriculum and Program Planning, Implementation, Monitoring and Evaluation:
1 Critically examine the curriculum (e.g. content, pedagogy and assessments) and program, and enhance (e.g. innovate) them necessarily
2. Plan and implement safe and effective physical activity programs to address the needs of individual and groups in school and/or non-school settings;
3. Monitor and evaluate physical activity programs in school and/or non-school settings;
4. Use appropriate assessments in, as and for student or client learning; and
5. Use information, media, and technology in pedagogy and for lifelong learning.
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Course Learning Outcomes Vis-à-vis Program Outcomes (POs)
Course Learning Outcomes

POs
Upon completion of the course, the students should be able to:
At the end of this course, the students should be able to: PO-001
CLO-001
Explain the different communication processes, principles and ethics;
CLO-002 Describe the nature, elements, and functions of verbal and non-verbal communication in various and multicultural contexts; PO-002
PO-003
CLO-003 Explain how cultural and global issues affect communication;
PO-004
CLO-004 Determine culturally appropriate terms, expressions, and images; PO-003
Enhance receptive (listening, reading, writing, viewing) skills through integration of multimodal and academic texts of specialized PO-002
CLO-005 field of study. PO-004
Course Design Matrix
INSTRUCTIONA ASSESSMENT
INTENDED L DELIVERY OF GENDER VALUES TIME
COURSE CONTENT/
LEARNING REFERENCE/S DESIGN LEARNING SENSITIVENESS INTEGRATIO TABLE
SUBJECT MATTER
OUTCOMES (ILO) OUTCOMES (GAD) N
Face-to-Face
(ALO)
At the end of the Vision, Mission, Core DHVSU Code 1. Thorough During the discussion Self Confidence 1 week
lesson, the students Values and Outcomes discussion of the and other aspects of
must have:  The University Bachelor of Science in Student Handbook the instruction, the Rapport
Vision, Mission Electronics Engineering following will be
1. Internalized and and Core 2. Creative observed
demonstrated the Values; explanation of the  use non- sexist
vision, mission, and Student Handbook rules and words
core values of the  The College of regulation  show respect
university, the Engineering regardless of
college and degree. and 3. Innovative gender
Architecture’s presentation of  reduce barriers in
2. Creatively presented Mission and their understanding developing a
oneself in front of the Goals; on the VMGO personal and
class in order to academic success
establish familiarization
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INTENDED GENDER VALUES
COURSE CONTENT/ L DELIVERY OF TIME
LEARNING REFERENCE/S SENSITIVENESS INTEGRATIO
SUBJECT MATTER DESIGN LEARNING TABLE
OUTCOMES (ILO) (GAD) N
Face-to-Face OUTCOMES
between and among  The Bachelor of (ALO) created by sexism.
classmates. Science in  recognize gender
Electronics issues arising from
Engineering their different
Outcomes social position and
gender roles.
Contents of the
Syllabus
Self-Introduction
Class Rules
At the end of the 1. Course overview Audio and/or video clips of 1. Lecture and Rubrics for each During the discussion Respect 2 weeks
lesson, the students various media (e.g., TV Discussion assessment may and other aspects of
must have: commercials, movies, be considered the instruction, the
2. Communication newscasts, etc. 2. Group depending on the following will be Self-confidence
1. Discuss the processes, principles, discussions activity to be observed:
different theories, and ethics. #8 centered on the given.  use non- sexist
representations of #30 similarities/differen words;
the self from #31 ces on  show respect
various disciplinal 3. Presentation and conceptualizations regardless of
perspective. introduction of the and the various gender;
English Language identifies  reduce barriers in
2. Examine the Macro Skills influences. developing a
different influences, personal and
factors and forces academic success
that shape ethical created by sexism;
communication.  recognize gender
issues arising from
3. Describe the nature, their different
elements, and social position and
functions of verbal gender roles.
and non-verbal
communication in
various and
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multicultural (ALO)
contexts.
At the end of the 1. Communication in Communication for 1. Lecture and Oral Assessment During the discussion Respect 1 week
lesson, the students the Twenty-First Society Discussion (with and other aspects of
must have: Century: PPT) Video the instruction, the
presentation following will be Self-realization
1. Describe the nature,  Communication observed:
elements, and functions processes and See “Communicating in a  use non- sexist
of verbal and non- principles multicultural society and Audio exercises words;
verbal communication  Models of world”  show respect
in various and Communication regardless of
multicultural contexts. (Aristotle, Written gender;
Shannon- #4 assessment  reduce barriers in
2. Identify ethical and Weaver, and #7 developing a
unethical Osgood- #9 personal and
communication. Schramm) #15 academic success
 Verbal and #26 created by sexism;
Non-verbal #32  Recognize gender
Communication #33 issues arising from
3. Explain how cultural  Ethical #34 their different
and global issues affect Communication #43 social position and
communication. and #44 gender roles.
Globalization #45
#46
4. Determine culturally #47
appropriate terms, #48
expressions, and images
(sensitivity to gender,
race, class, etc.)
5. Adopt cultural and

intercultural awareness
and sensitivity in
communication of
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ideas. (ALO)
At the end of the 2. Punctuation Marks Merriam Webster 1. Lecture and During the discussion Self-realization 2 days
lesson, the students Textbook Discussion (with and other aspects of
must have:  use of commas PPT) the instruction, the Awareness on the
 use of following will be importance of
semicolons observed: punctuation
1. Discuss the usage of  use of period #36  use non- sexist marks
punctuation marks in  use of words;
preparation for apostrophe  show respect
technical writing.  use of hyphen regardless of
 use of dashes gender;
2. Review the  use of  reduce barriers in
importance of exclamation developing a
punctuation marks to point personal and
eradicate confusions in academic success
 use of question
writing. created by sexism.
mark
 use of
3. Ability to identify
parentheses
and correct common
grammatical errors in  use of quotation
terms of the usage of marks, etc.
punctuation marks.
Grammar 2. Student Self-
4. Demonstrate an (Basic Parts of Speech) Review and/or
understanding of Teacher
punctuation through Discussion /
correct usage. Review
At the end of the 3. The Receptive skills: 1. Collaborative 1. Listening to Express oneself freely Instill the value 3 days
lesson, the students #38 Discussion an Audio Book about the topic and the
must have: Process of Listening (short story) and regardless of gender. importance of
2. Giving Auditory providing listening.
1. Use listening texts as  Effective Instructions assessment
sources for language listening skills Knowing the
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input through listening (types and (ALO) difference
to short, controlled techniques) between hearing
texts containing and listening.
frequency language
items.
2. Develop better
comprehension.
3. Develop language
competence –“listening
to learn”.
4. Ability in listening
confidence.
At the end of the 1. Lecture and Activities for During the discussion Develop 2 days
lesson, the students 4. Reading #22 Discussion (with Face-to-face and other aspects of confidence in
must have: techniques #37 PPT) Class: the instruction, the reading
following will be comprehension.
1. Develop the reading 1. Written observed:
efficiency by (ex. Skimming and Exercises  use non- sexist
modifying your style of scanning) words; Having the sense
reading to suit the 2. Video  show respect of appreciation in
purpose for which you Presentation / regardless of reading.
are reading. Assessment gender;
 reduce barriers in
2. Able to identify and 3. Rubrics for
correct common
developing a
each assessment personal and
grammatical errors (e.g.
SVA, word forms etc.)
may be academic success
considered created by sexism.
depending on the
activity to be
given.
At the end of the 5. Writing 1. Lecture and Activities for Express oneself freely Inculcate and 2 Weeks
lesson, the students Discussion (with Face-to-face about the topic develop the love
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must have: Elements of Paragraph #5 PPT) (ALO)
Class: regardless of gender. for writing
#6
1. Describe the nature  Unity #17 1. Writing a
of elements of  Coherence #21 Business letter
paragraph. (local and #24 (Format)
verbal bridges) #29
 Emphasis #39 and / or
2. Identify the parts of a  Topic Sentence
paragraph using context  Sufficient 2. Writing a
Development Resume
3. Practice writing a  Writing a
paragraph Paragraph 3. Rubrics for
(Topic each assessment
4. Evaluate an sentence and may be
integrated context to supporting considered
explain the techniques sentences) depending on the
of essay writing  Writing an activity to be
essay given.
 Introduction
5. Identify and explain 4. Major exams
(lead, bridge,
paraphrasing
thesis
techniques.
statement)
 Body (topic and
support
6. Avoiding plagiarism
sentence/s)
and copy-paste
practices through  Conclusion
paraphrasing. (summary and
significance)
7. Learn how to  Paraphrasing
paraphrase content
watched, listened and /
or read.
Technical Writing
as an Output
 Introduction to
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8. Identify and discuss Writing (ALO)
the standards of  Writing
technical writing. Business
Letters (Format,
9. Cite the different Content, Types
forms of technical e.g., Cover
documents. Letter and
Resume)
10. Identify and explain  Minutes of the
how to write business Meeting
letters.
At the end of the 6. Types of Speech 1. Lecture and Express oneself freely Facing the fear of 1 day
lesson, the students Styles Discussion (with about the topic public speaking.
must:  Intimate PPT) regardless of gender.
 Casual Learning to the
1. Distinguish types of  Formal values of self-
speech styles  Consultative confidence.
 Frozen
2. Identify which
speech style is
appropriate to use.
3. Observe the proper

language forms in using
speech styles.
4. Respond accordingly
and effectively to a
speech act.
At the end of the 7. Speeches according 1. Lecture and Express oneself freely Facing the fear of 1 day
lessons, the students to purpose Discussion (with about the topic public speaking.
must:  Expository/ PPT) regardless of gender.
Informative Learning to the
1. Distinguish types of  Persuasive values of self-
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speeches according to  Entertainment (ALO) confidence.
purpose and delivery
2. Use the principles of

effective delivery
speech in different
situations.
At the end of the 8. Process of Public 1. Lecture and Activities for Express oneself freely Facing the fear of 1 week
lessons, the students Speaking and its #40 Discussion (with Face-to-face about the topic public speaking.
must: Elements PPT) Class: regardless of gender.
Learning to the
1. Appreciate the art of 1. Job interview; values of self-
speaking. 9. Interview Recorded confidence.
Resume; and/or
2. Acquire practical Recorded Taking public
skills and knowledge interview speaking as an
necessary to express opportunity.
themselves clearly in a
variety of speaking 2. Recorded
situations. Speech
(Conference/
3. Learn how to Declamation/
overcome anxiety, fear, Spoken Poetry/
and nervousness when Impromptu, etc.)
making a presentation. (Optional)
3. Major exams
(Pen and paper)
At the end of the 10. Communication 1. Lecture and Activities for Taking advantage 2 days
lessons, the students Aids and Strategies #41 Discussion (with Face-to-face of technology as
must: using Tools of PPT) Class: a means of
Technology communication.
1. Appreciate the Can ask the
impact of students to create Maximizing the
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communication on (ALO)
a simple PPT for tools for learning
society and the world. their output. strategies in
(Serves as an terms of
2. Create clear, additional communication.
coherent, and effective output/activity/o
communication ptional)
materials
Note: This will
serve only as an
additional output
and will not be
an alternative for
the Speech
Output.
Note: This course design for face-to-face class and may include additional topics and activities deemed necessary by the instructor/professor.
List of References:
Printed Materials and Online References:
1. Alcantara, R. & Espina F. Technical Writing for Filipino Students, 2nd Edition Makati City: Katha
Publishing Co., Inc., 2003.
2. Alcantara, R. & Espina F. Technical Writing for the Filipino Students, 3rd Edition Makati City:
Katha Publishing Co., Inc., 2010.
3. Ang, Jaime G. (2009). Oral Communication: A Content-Based and Learning Centered Text-Manual in Effective Speech Communication.
4. Baker, Amy (2019). Content Career: What is a Vlog – the real Vlog Meaning & Definition. Retrieved from https://contentcareer.com/blog/what-is-a-vlog-the-real-vlog-meaning-definition/.
5. Bailey, Stephen (2011), Academic Writing: A handbook for International Students, 3rd Edition, Routeledge, NY, pp. 50-55, 62-76.
6. Bazerman, Charles (2010), The Informed Writer: Using Sources in the Disciplines (5th edition), The WAC Clearinghouse, Houghton Mifflin Harcourt (HMH), ISBN:
0395687233,9780395687239.
7. Biber, D. & Conrad S. (2009). Register, genre, and style. Cambridge: Cambridge Univ. Press
8. Chapter 2: Communicating in a Multicultural Society and World” 2018. Study Blue Inc. Retrieved from https://www.studyblue.com/?src_url=https://www.studyblue.com/notes/note/n/ chapter-
2-communicating-in-a-multicultural-society-andworld/deck/85450#flashcard/ view/85450.
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9. Chase, R. & Shamo, S. (2013). Elements of effective communication, 4 th ed. Washington, Utah: Plain and Precious Publishing
10. Cloudio, L. & Abinales P. (2018). The Contemporary World. C&E Publishing Inc.
11. Communication in 21st Century” 2017. Sage Publishing Inc. Retrieved from https://in.sagepub.com/sites/default/files/upm-binaries/80397_Chapter_1.pdf.
12. Dainton, M & Zelley E. (2015). Applying communication theory for professional life. A practical introduction 3 rd ed. Sage Publications.
13. Flowerdew, John; Miller, Lindsay (2005). Second Language Listening: Theory and Practice. p. 4. ISBN 978-0521786478.
14. Griffin Em. (2012). A First Look at Communication Theory Eighth Edition. McGraw-Hill.
15. “Having Communication Presence in a Multicultural Society & World (2020). Sage Publishing Inc. Retrieved fromhttps://us.sagepub.com/sites/default/files/upmassets/105710_book _item
_105710.pdf.
16. Hymes, D. (1974). Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: University of Pennsylvania Press, p.53-62.
17. Lannon, John M. . Technical Writing ; 1985 Little Brown Company (Canada) Limited
18. Mandelbaum, A. (2019). Ethical Communication: The Basic Principles.
19. Menoy, Jesus Z. The Simplified Research and Technical Report (Revised Edition) Mandaluyong
City: Books Atbp. Publishing Corp., 2009.
20. Padilla, Mely et al., Speech for Effective Communication (2013). Trinitas Publishing Inc.
21. Roen, Duane, Glau, Gregory R., Maid, Barry M. (2016), The McGraw-Hill Guide: Writing for College, Writing for Life, McGraw-Hill Education, ISBN: 0078118085, 9780078118081.
22. Romero & Romero (1985)(https://getunbound.com/blog/12-reasons-you-should-read-at-least-12-books-this-
ear#:~:text=Reading%20improves%20your%20conversational%20skills,what%20you%20want%20to%20say.&text=Their%20conversation%20tends%20to%20be,they%20found%20in%20a%20book.
23. Schmandt-Besserat, Denise and Michael Erard. (2008) "Origins and Forms of Writing." Handbook of Research on Writing: History, Society, School, Individual, Text. Charles Bazerman, ed.
New York: Lawrence Erlbaum Associates, 7-21 [21].
24. Tam, C.M, Tam, Vivian W.Y, Tsui, W.S (2004), Green construction assessment for environmental management in the construction industry of Hong Kong, International Journal of Project
Management, Volume 22, Issue 7, October 2004, Pages 563-571.
25. Tech Terms “Vlog” (2011). 2020 Sharpened Production. Retrieved from https://techterms.com/definition/vlog.
26. VLOGGINGPRO, Inc. (2019). What is a Vlog and What does Vlogging mean? Retrieved from https://vloggingpro.com/what-is-a-vlog-and-what-does-vlogging-mean/.
27. Vicente, C., Soria, W., Mogol, E. & Sumanga, G. Technical Writing Manila: 1997.
28. Villamarzo, P., Relis, J., & Cruz, E. Interactive Technical Writing Manila: UST Publishing House, 2003.http://www.quia.com/files/quia/users/skrichard/TechWriting/Common
_Tech_Papers_PDF, date retrieved: May 15, 2014.
29. Zhang, Xiaoling, Shen, Liyin, Tam, Vivian W.Y. & Lee, Winnie Wing Yan (2012), Barriers to implement extensive green roof systems: A Hong Kong study, Renewable and Sustainable
Energy Reviews, 16(1),pp. 314-319.
30. Texts from magazines, journal http://www.healthknowledge.org.uk/public-health-textbook/organisation-management/5a-understanding-itd/effective-communication
31. http://promeng.eu/downloads/training-materials/ebooks/soft-skills/effective-communication-skills.pdf
32. Video “connected but alone” in TED talks http://www.ted.com/talks/sherry_turkle_alone_together
33. Video “How social media can make history” http://www.ted.com/talks/clay_shirky_how_cellphones_twitter_facebook_can_make_history
34. Video “Wiring a web for global good” http://www.ted.com/talks/gordon_brown
35. Importance of Punctuation Marks in Research https://www.enago.com/academy/importance-of-punctuation-in-research-paper-part-1/
36. https://www.enago.com/academy/importance-of-punctuation-in-research-papers-part-2/
37. https://literarydevices.net/skimming/
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38. http://www.au.af.mil/au/awc/awcgate/kline-listen/b10ch3.htm
39. https://writingcenter.unc.edu/tips-and-tools/introductions/
40. https://saylordotorg.github.io/text_stand-up-speak-out-the-practice-and-ethics-of-public-speaking/s07-04-stages-of-listening.html
41. https://repository.lib.ncsu.edu/bitstream/handle/1840.2/2293/Miller-Comm_21st_Cent.pdf?sequence=1
42. Video “Wiring a web for global good” http://www.ted.com/talks/gordon_brown
43. https://www.skillsyouneed.com/ips/what-is-communication.html
44. Video https://study.com/academy/lesson/what-is-the-communication-process-definition-steps.html
45. Video https://www.youtube.com/watch?v=wOhLMEKLTKE
46. Video https://www.ted.com/talks/carlos_budding_eye_understand_the_power_of_non_verbal_communication
47. Video https://www.youtube.com/watch?v=kvOZnGZPtfc
48. Video https://www.youtube.com/watch?v=SfKhlJIAhew
Online References:
1.
Criteria for Grading
Class Standing Percentage
Projects 20%
Participation 25%
Major Examinations 25%
Hands-on Assignments / Activities 20%
Attendance / Attitude 10%
TOTAL 100%
Course Policies
 Active Participation is essential to maximum/total learning experience. A student is required to participate in a face-to-face class. 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.
 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.
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Prepared by:
Faculty : JOHN REINJOE F. NAMIT, LPT, MAEd

Email Address : jrfnamit@dhvsu.edu.ph
Contact Number : +639511952969
Consultation Hours : ______________________
Submitted by:
Faculty : JOHN REINJOE F. NAMIT, LPT, MAEd

Email Address : jrfnamit@dhvsu.edu.ph
Contact Number : +639511952969
Consultation Hours : ______________________
Reviewed and Noted by:
RUBY GALANG, MAEd

Chairperson, Languages Department
Approved:
ADONIS V. DAVID, PhD
Dean, College of Arts and Sciences (CAS)
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DON HONORIO VENTURA STATE UNIVERSITY COLLEGE OF ENGINEERING AND

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing

PO-001 The Purpose of Communication in Various Perspective and Principles:

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

Course Learning Outcomes

Course Design Matrix

5. Adopt cultural and

3. Observe the proper

2. Use the principles of

Faculty : JOHN REINJOE F. NAMIT, LPT, MAEd

Faculty : JOHN REINJOE F. NAMIT, LPT, MAEd

Reviewed and Noted by:

RUBY GALANG, MAEd

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