CENTRO ESCOLAR UNIVERSITY

Manila * Makati * Malolos

SYLLABUS ON PURPOSIVE COMMUNICATION

Course Number : COLA 11 Course Descriptive Title : PURPOSIVE COMMUNICATION

No of Units : Lec: 3 No of Hours per Week : 3
Pre-requisites : NONE
CEU VISION – MISSION STATEMENT CENTRO ESCOLAR EXPECTED

UNIVERSITY PHILOSPHY
Ciencia y Virtud ( Science and Virtue)
UNIVERSITY VISION
To be the University of First choice
UNIVERSITY MISSION
To promote a brighter future for our
students, for the Philippines and for the world.
CEU CORE VALUES
V - Valuing others, caring for them and
empowering them
A - Accountability, integrity and trust worthiness
L - Lifelong learning as individuals and as an
organization
U - Unity, teamwork and loyalty
E - Excellence in all endeavors
S - Social responsibility as citizens of the Filipino
nation and of the world
GRADUATE ATTRIBUTES (CEEGA)
LIFELONG LEARNER
•Learns and works independently as well as collaboratively.
•Translates knowledge generated from research and other sources to improve quality of life.
•Creates new ideas to better understand society
•Evaluates own thinking, behavior and spirituality for self-growth
REFLECTIVE AND CREATIVE THINKER
•Thinks critically and creatively.
•Open-minded.
•Solves problems systematically.
•Loves art and shows artistic sensibility.
CARING AND TRUSTWORTHY CITIZEN
•Values people and acts in unity with others.
•Commits to social justice and principles of sustainability and respect for diversity.
•Practices good stewardship and accountability.
•Manifests social responsibility by helping improve conditions of those who have less in life or circumstance.
PROFICIENT COMMUNICATOR
•Articulates ideas clearly for varied purposes and audiences of diverse culture.
•Listens attentively, engages in meaningful exchange and shares knowledge, values, attitudes and intentions.
•Utilizes effectively appropriate media and information technologies.
COMPETENT AND PRODUCTIVE PROFESSIONAL
•Initiates, innovates better ways of doing things and accountability.
•Promotes quality and productivity.
Course Description:
Purposive Communication is about writing, speaking and presenting to different audiences and for various purposes.
It is a three-unit course that develops students’ communicative competence and enhances their cultural and intercultural awareness through multimodal tasks that provide
them opportunities for communicating effectively and appropriately to a multicultural audience in a local or global context. It equips students with tools for critical
evaluation of a variety of texts and focuses on the power of language and the impact of images to emphasize the importance of conveying messages responsibly. The
knowledge, skills, and insights that students gain from this course may be used in their 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 Intended Learning Outcomes:
1.Describe the nature, elements, and functions of verbal and non-verbal communication in various and multicultural contexts.
2.Explain how cultural and global issues affect communication.
3. Determine culturally appropriate terms, expressions, and images.
4. Evaluate multimodal texts critically to enhance receptive (listening, reading, viewing) skills.
5. Summarize the principles of academic text structure.
6. Convey ideas through oral, audio-visual , and/or web-based presentations for different target audiences in local and global settings using appropriate registers.
7. Create clear, coherent, and effective communication materials.
8. Present ideas persuasively using appropriate language registers, tone, facial expressions, and gestures.
9. Write and present academic papers using appropriate tone, style, conventions and reference styles.
10. Adopt cultural and intercultural awareness and sensitivity in communication of ideas.
11. Appreciate the differences of the varieties of spoken and written language.
12. Adopt awareness of audience and context in presenting ideas.
13. Appreciate the impact of communication on society and the world.
Intended Learning Outcomes Content Teaching Learning Activities Time Resources Assessment
Allotment
 Describe the nature,  Communication  Provide students with access  LCD projector or manila  Quizzes and seatwork
elements, and functions processes, to a text or journal article, a paper on identifying elements
of verbal and non-verbal principles , and blog, multimedia presentation  Audio and/or video clips of communication (e.g.
communication in ethics  Provide question to help guide of various media (e.g. TV sender, message,
various and students’ focus as they engage commercial, movies, channel, receiver, etc.)
multicultural contexts with the text newscasts, etc.)
 Provide personal reflection in  Texts from newspapers, Writing Assignment:
the forum of online quiz magazines, journals Collaborate: your writing
 Giving and responding to  See group has been asked to
constructive feedback http://www/healthknowled design a museum to
 Using technology to improve ge.org.uk/public-health- commemorate the history of
communication textbook/organisation- the people (or group of
 Achieving success through management/5a- people) in your college
understanding- community
 effective communication
 Present and identify key
challenges to become
effective communicator
 Provide activities involving
student interaction with
content can include listening
to and/or watching a live
recorded talk engaging with
multimedia
 Provide live lecture online on
campus
 Explain how cultural  Communication  Class discussion of essay,
and global issues affect and “Flight from conversation” or
communication. Globalization video “Connected but alone”
and “How social media can
 Appreciate the impact make history” or “Wiring a
of communication on web for global good”
society and the world.  Discuss the challenges of
communicating in the global
place
 Identify the barriers to
effective communication
across borders
 Explain the critical role of
time in global communication
efforts
itd/effective-
communication
 See
http://promeng.eu/downlo
ads/training-
materials/ebooks/soft-
skills/effective-
communication-skills.pdf
 Chase, R. a& Shamo, S.
(2013). Elements of
effective communication,
4th ed. Washington, Utah:
Plain and Precious
Publishing.
 LCD projector or manila  Reaction paper and/or
paper discussion forum on
 See “Communicating in a the impact of
multicultural society and globalization on how
world” people communicate,
 Article “Flight from and vice versa.
conversation”
http://www.nytimes.com/2
012/04/22/opinion/sunday
/the-flkight-from-
conversation.html?_r=0
 Video “Connected but
alone” in TED talks
https://www.ted.com/talks
/sherry_turkle_alone_toge
ther
 Video “How social media
can make history”
https://www.ted.com/talks
/clay_shirky_how_cellpho
nes_twitter_facebook_can
_make_history
 Video “Wiring a web for

 Determine culturally  Local and
appropriate terms,
expressions, and images
(Sensitivity to gender,
race, class,etc.).
 Varieties and
 Adopt cultural and
intercultural awareness
and sensitivity in
communication of ideas.
global good”
https://www.ted.com/talks
/gordon_brown
 Lecture and class discussion  LCD projector or manila  Quiz and seatwork on
Global using culturally appropriate paper using culturally
Communication terms, expressions and  Invited students/speakers appropriate terms,
in multicultural images; varieties and registers from different cultures expressions, and
settings of language  Films or videos showing images; varieties and
different speakers from registers of language
registers of  Class discussion of cultural various regions  Research and report on
appropriateness in communicating in a various cultural and
spoken and
communicating as tackled in multilingual setting (e.g. intercultural modes of
written
language film/video “Lost in Translation”) communication (e.g.,
 See TED Talks “Pop words/gestures used in
 Provide exercises on using culture in the Arab world” a particular region or
culturally appropriate terms, https://www.ted.com/talks country to show
expressions, and images /shereen_el_feki_pop_cult respect)and/or various
ure_in_the_arab_world issues in
 Interview invited  See communication (e.g.,
speakers/students https://celsalangues.wordp use of politically
ress.com/2015/01/29/it- correct words in
 Communicate across cultures aint-right-innit-about- today’s world; gender
language-register-in- sensitivity through
 Provide tips for making english/ language)
presentation around the world  See http://www.really-
learn-
 Provide / Make presentations english.com/language-
to international endeavor, register.html
language proficiency to  See https://www.uni-
ensure clear communication due.de/SVE/
 See
 Select the right medium http://www.icaltefl.com/ca
tegory/varieties-of-english
 Discuss the opportunities and  See
challenges of intercultural http://www.britishcouncil.

 Evaluate multimodal  Evaluating
texts critically to
enhance receptive
(listening, reading,
viewing) skills.
 Convey ideas through
oral, audio-visual ,
and/or web-based
presentations for
different target
audiences in local and
global settings using
appropriate registers.
 Adopt awareness of
audience and context in
presenting ideas.
communication org/blog/which-variety-
english-should-you-speak
 Explain the importance of  Dainton,M. & Zelley E.
recognizing cultural variations (2015). Applying
and the categories of cultural communication theory for
difference professional life. A
practical introduction 3rd
 Discuss steps you can ed. Sage Publications.
improve intercultural  Biber,D. & Conrad S.
communication skills (2009). Register, genre,
and style. Cambridge:
 Discuss the intercultural Cambridge Univ. Press
communication: studying
culture and intercultural
communication: Improving
Skills
 Lecture and class discussion  LCD projector or manila  Invitation to people to
messages and/or on critical reading and paper join cause-oriented
images (e.g. listening  Authentic texts about events using various
pictures, cultural sensitivity from media such as email,
illustrations)of  Give exercises on analyzing various media (text social media, print,
different types content of various texts messages; email and/or electronic
of texts messages; social media advertisements
reflecting  Compare the strengths and messages; newspaper,
different weaknesses of the print and magazine, and journal
cultures electronic media available for articles; print and
(regional, short messages electronic advertisement)
Western, Asian,  See sample:
etc.)  Identify the qualities of an http://www.kwintessential
1. What is the effective email subject line .co.uk/cultural-
message? services/articles/cultural-
 Describe the role of blogging sensitivity.html
2. What is the in all form of communication  See sample:
purpose of the today https://mindspaceintuition.
message? files.wordpress.com/2015/
3. How is the  Explain why identifying your 01/cross-cultural.jpg
 See sample:

 What other
 Convey ideas through  Communication
oral, audio-visual ,
and/or web-based
presentations for
different target
audiences in local and
global settings using
appropriate registers.
 Adopt awareness of
audience and context in
presenting ideas.
message audience, purpose, and scope
conveyed by the is vital to successful blogging
text and/or
image?  Describe the process and
4. Who is the explain how it helps distribute
target audience blog
of the message?
ways of
presenting the
message are
there?
 Lecture and class discussion
aids and on preparing audio visual and
strategies using web-based presentations
tools of
technology  Group work and class
discussions on identifying
problems with the research
presentation in the video
 Adapt the three-step process
for successful blogging
 Craft messages for electronic
media
 Explain and identify the
audience, purpose, and scope
is vital to successful blogging
 Select the best technology for
a message
http://i.telegraph.co.uk/mu
ltimedia/archive/01440/bu
rger_1440211c.jpg
 See sample:
http://atlantablackstar.com
/2013/11/19/9-racist-ads-
commercials-that-
promote-negative-images-
of-black-people/3/
 Mooney,A. & Peccei, J.S.,
La Belle, S. et.al. (2010).
Language, society and
power: An introduction,
3rd ed. London:
Routledge.
 LCD projector or manila  Oral, audio-visual,
paper and/or web-based
 Texts, video/audio clips presentations to
from various sources promote cultural values
 See (e.g., respect for elders,
http://creatingmultimodalt bayanihan spirit, etc.)
exts.com/
 “The world’s worst
research presentation”
http://www.youtube.com/
watch?v=nSGqp4-bZQY
 Adler, R., & Elmhorst,
J.M., & Lucas, K. (2012).
Communicating at work:
Strategies for success in
business and the
professions.NY: McGraw
Hill.

 Convey ideas through  Communication
oral, audio-visual ,
and/or web-based
presentations for
different target
audiences in local and
global settings using
appropriate registers.
 Create clear, coherent,
and effective
communication
materials.
 Present ideas
persuasively using
appropriate language
registers, tone, facial
expressions, and
gestures.
 Adopt awareness of
audience and context in
presenting ideas.
 Use the power of technology
 Treat e-mail as a professional
communication medium
 Choose electronic media for
brief messages
 Present lecture and class
for various discussion on informative,
purposes persuasive, and argumentative
communication
1. To obtain
provide, and
disseminate  Give lecture and discussion of
information Types of Speeches and Public
Speaking (Read, Memorized,
2. To persuade Impromptu,/Extemporaneous)
and argue
 Provide short exercises:
asking for information
through inquiry letter or
interview, response to queries,
incident reports
 Design and deliver oral and
online presentation
 Utilize effective outline for a
30-minute presentation
 Enhance the presentation with
effective visuals
 Plan the presentation
 Write the presentation
 LCD projector or manila
paper
 Sample texts (inquiry
letter, police reports,
political speeches, letters
of appreciation, etc.)
 See
http://www.omafra.govon.
ca/english/rural/facts/03-
033.htm
 See
http://www.capmembers.c
om/media/cms/l2l_mod2_
ch8_effective_communica
tion_63afca8970d43.pdf
 See
http://hplengr.engr.wisc.e
du/Prof_Comm.pdf
 See
http://www.pearsonhigher
ed.com/samplechapter/02
05524214.pdf
 Searles, G. (2014).
Workplace
Communication: The
Basics. Boston: Allyn &
Bacon, 6th ed.
 Dainton, M. & Zelley E.
(2015). Applying
 Public announcements
(audio/video, social
media) about disaster
preparedness
 Editorial about
environmental issues
 Formal One-minute
Speech based on
current issues
(Extemporaneous)
 Interview the local
people who are
involved in the
controversy or who are
reporting on it for the
local paper
 Compose a historical
analysis in which you
explain how the issue
became an issue

 Create clear, coherent,  Communication
and effective
communication
materials.
 Present ideas
persuasively using
appropriate language
registers, tone, facial
expressions, and
gestures.
 Adopt awareness of
audience and context in
presenting ideas.
 Complete the presentation communication theory for
professional life. A
 Collect editorials that practical introduction. 3rd
represent the range of ed., Sage Publications.
disagreements on the issue  Lucas, S. (2011). The art
of public speaking. NY:
McGraw Hill.
 Video of “The Most
Important Cannot be
Said”: eddie Calasanz at
TEDxADMU (youtube)
 Provide lecture and class  LCD projector or manila  Workplace documents
for work discussion on effective paper (e.g. minutes; memo)
purposes (e.g. communication and oral  Video of “Giving  Written and/or oral
healthcare, presentations in the workplace Presentations Worth presentation (group
education, Listening to”: Gordon reporting) of a medical
business and  Present analysis of different Kangas at TEDx Talks case/business
trade, law, communication materials (youtube) proposal/media
media, science  Sample communication campaign
and technology)  Write exercises on materials from different proposal/program or
communication materials for workplace settings (e.g. project proposal for
the workplace (e.g. minutes, minutes, memo, requests, addressing a health
memo, requests, business/technical/inciden issue/problem (using
business/technical/incident t reports, letters) communication aids
reports, letters)  See and strategies-tools of
https://www.vuu.edu/Uplo technology)
ads/files/SampleMeeting
Minutes.pdf
 See
http://www.monash.edu.a
u/lls/llonline/writing/medi
cine/reflective/5.xml.
 See
http://tawanmandi.org.af/k
nowledge-
portal/Media/Workplace_

 Write and present  Communication
academic papers using
appropriate tone, style,
conventions and
reference styles.
 Adopt awareness of
audience and context in
presenting ideas.
 Convey ideas through
oral, audio-visual ,
and/or web-based
presentations for
different target
audiences in local and
global settings using
appropriate registers.
communication_chapter_i
n_communications.pdf
 See
http://www.dol.gov/odep/t
opics/youth/softskills/Co
mmunication.pdf
 Dainton, M. & Zelley E.
(2015). Applying
communication theiry for
professional life. A
practical introduction 3rd
edition., Sage
Publications.
 Searles, G. (2014).
Workplace
Communication: The
Basics. Boston: Allyn &
Bacon, 6th ed.
 Provide lecture and class  LCD projector or manila  Analysis Papers (e.g.,
for academic discussion on communication paper literary analysis,
purposes (e.g. for academic purposes  Bullock, R. * Goggin, M. political science
research-based (2013). The Norton Field analysis paper) and/or
journal or  Present independent research Guide to Writing 3rd Technical Papers (for
magazine (topic proposal, literature edition. W.W. Norton and journal article or
article, etc.) review, data gathering, data Company. magazine article) on
analysis)  See http://english28- political, social,
payte.weebly.com/uploads cultural, economic or
/3/8/38294063/nortonfield health, environment
guide2.pdf issue
 See  Academic
http://www.stat.ncsu.edu/ Presentations (e.g.,
~reich/st810A/oral.pdf paper presentations for
 See a local/international
http://pne.people.si.umich. conference; lecture
edu/PDF/howtotalk.pdf presentations for a
local/international
forum) of
 analysis/technical
paper
 Final project:
Multimodal Advocacy
campaign (print, audio,
visual, web-based)
addressing current
issues tackled in
previous tasks (e.g.,
good governance,
responsible citizenship,
disaster preparedness,
environmental
preservation, poverty
reduction, etc.)
Course Requirements:

Grading Scheme: 2/3 Class Participation and 1/3 Periodic Exam

Required Textbook:

References:

Arens, William F. Titles by: Weigold, Michael F.& Arens, Christian. (2011). Contemporary advertising and integrated marketing communications. New York : McGraw-
Hill/Irwin,

Belch, George E. & Belch, Michael A. (2009). Advertising and promotion: an integrated marketing communications perspective. Boston : McGraw-Hill/Irwin.

Goggin, Gerard. (2011). Global mobile media. London and New York : Routledge.

Hackley, Chris. (2010). Advertising and promotion : an integrated marketing communications approach. Los Angeles : SAGE

Hart, Valerie A. (2010). Patient-provider communications : caring to listen. Boston : Jones and Bartlett.

Locker, Kitty O. & Kienzler, Donna S. (2010). Business and administrative communication. New York, NY : McGraw Hill Irwin

Crispin C. Maslog, ed. (2014). Philippine communication in the digital age. Quezon City : New Day Publishers.

Masterman, Guy. & Wood, Emma H. (2006). Innovative marketing communications : strategies for the events industry. Amsterdam : Elsevier.

O'Hair, Dan., Friedrich, Gustav W. & Dixon, Lynda Dee. (2011). Strategic communication in business and the professions. Boston : Allyn & Bacon.

Samovar, Larry A. & Porter, Richard E . (2010). Communication between cultures. Australia : Wadsworth.

MAKATI

Turner, Kenneth J., Magill, E. & Marples, David John. (2004). Service provision : technologies for next generation communications. Chichester ; Hoboken, NJ : Wiley

Prepared by: Date: Approved by: Date:

(SGD.) Flordeliza E. Coquia, Ph.D.

Arlene S. Opina, Ph.D. June 5, 2017 Arlene S. Opina, Ph.D. June 5, 2017
(SGD.)Alvin S. Sicat, Ph.D. Head, Languages Department