Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

Estancia, Iloilo

Vision

A leading polytechnic institution offering capability and industry – oriented programs; deriving its strengths from the tradition of polytechnics, particularly the business –
professional partnerships in developing a competent person responsive to his needs and to the community.

Mission

NIPSC, as a state – supported institution established pursuant to B.P. 500, aims to provide education and training for human resource development to accelerate and sustain
the socio – economic transformation of its service area by offering quality, relevant accessible, and effect tive polytechnic programs.

More specifically, NIPSC is committed to:

1. Provide education that will promote personal development, social responsibility, technological proficiency, and professional integrity;
2. Provide responsible professionals/leaders, competent technologists, highly – skilled technicians and workers, and dynamic entrepreneurs for rural development;
3. Undertake research and extension to further knowledge and technology transfer;
4. Enhance its critical role in community development; and to achieve balanced growth.
5. Use planning to effectively respond to the changing environment, and to achieve balance growth.

Goals and Objectives

1. To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional requirements, and gainful employment;
2. To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops;
3. To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social development;
4. To strengthen faculty competencies through in service program, scholarship and study assistance;
5. To support the faculty to undertake action research aimed at improving the teaching and learning situation;
6. To enhance the management capabilities of key official through the use of participatory decision making;
 7. To contribute to community improvement by encouraging faculty and staff members to become leaders/officers and members of civic, professional, religious and other NGO’s
in the service area;
8. To use research to generate knowledge and find solutions to social problems;
9. To make institutional development planning as a means for responding to changes;
10. To promote a college environment that is conductive to the pursuit of learning and other academic activities.

Institutional Profile of a Graduate

An ideal NIPSC graduate is a/an:

C – Community service competent R – Research oriented E – Excellent time manager A – Academically competent T – Technically equipped I – Innovative V – Values oriented E – Environmental friendly

Goals and Objectives of the School of Arts and Sciences

The School is committed to:

1. Produce the professional manpower who can be the answer to the demands of a dynamic, technologically challenging, and rapidly developing local and global communities;
2. Update faculty to enable them to provide the latest in the arts and sciences to produce quality graduates;
3. Equip the learning environments with facilities that will stimulate and academically oriented students; proficiency, and professional integrity;
4. Expose faculty and students to activities and experiences which will enable them to be scientifically, academically, and aesthetically oriented to a challenging world behind a
rich, colorful, and valuable past.

Program Objectives
The AB Department is specifically committed to:

1. Provide quality education necessary for the total development and success of students, as persons and members of the community.
2. Involve students in research activities regarding life sciences that will distinctively enhance their knowledge in the field of bio-education and become productive
citizens of the country.
3. Expose students to activities and experiences that will develop their intellectual curiosity, life-long love for learning, and practical skills in order to become successful
in their chosen field of employment.
4. Inculcate RICH (Responsibility, Integrity, Cooperation, Honesty) values in students necessary for their immediate interaction with humanity and understanding of the
natural world.
 Detailed Teaching Syllabus
School: School of Education Program: BS TOURISM
Prepared by:

MARK ANTHONY P. LOPEZ ARTHUR G. BUENAVISTA, Ed.D. HELEN A. GASAPO, Ed. D. ALMA R. DEFACTO, Ed. D.
Subject Professor BSEd Chairperson Dean, School of Education Vice President for Academic Affairs
Course Code: Descriptive Title: Purposive Communication
GE 1
Lecture Hours/ Week: 3 hrs per week Laboratory Hours/Week: None
Pre – requisites: NONE

Course Description:
Purposive Communication is about writing, speaking, and presenting to different audiences and for various purposes. (CMO 20 s 2013)

Purposive Communication 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 other academic endeavors, their
chosen disciplines, and their future careers as they compose and produce relevant oral, written, audio-visual and/or web-base4d output for various purposes.

Learning Outcomes

At the end of the course, the students should be able to:

Knowledge

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
Skills

1. Convey ideas through oral, audio-visual, 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
4. Write and present academic papers using appropriate tone, style, conventions, and reference styles
Values

1. Adopt cultural and intellectual awareness and sensitivity in communication of ideas

2. Appreciate the differences of the varieties of spoken and written language
3. Adopt awareness of audience and context in presenting ideas
4. Appreciate the impact of communication on society and the world

Course Outline and Timeframe

 Week Topics
1 Communication processes, principles, and ethics
1 Communication and globalization
2 Local and global communication in multicultural settings
Varieties and registers of spoken and written language
2 Evaluating messages and/or images of different types of texts reflecting different cultures
1. What is the message?
2. What is the purpose of the message?
3. How is the message conveyed by the text and/or image?
4. Who is the target audience of the message?
5. What other ways of presenting the message are there?
3 Communication aids and strategies using tools of technology
4-6 Communication for various purposes
1. to obtain, provide, and disseminate information
2. to persuade and argue
7-10 Communication for work purposes
11-18 Communication for academic purposes

Intended Learning Topics Teaching/Learning Resource Material Textbook Assessment Time Allotment Remarks
 Outcomes Outcomes (T)
(ILO) (TLA) References
(R) Task Tool

 Describe the nature,  Communication  Description of  LCD projector or manila  Lecture  Transmutation
elements,and functions of processes, the nature, paper and class Table
verbal and non-verbal principles, and elements,and functions  Audio and/or video clips of T3 , R4 discussion on
communication in various ethics of verbal and non- various media (e.g. TV elements and
and multicultural contexts verbal communication commercials; movies; types of
in various and newscasts; etc.) communication
multicultural contexts  Texts from newspapers,
magazines, journals  Group work on
9 hrs.
 Group work on  See identifying
identifying elements http://www.healthknowle elements of
of communication in dge.org.uk/public-health- communication
various texts textbook/organisation- in various texts
management/5a-
understanding-
itd/effective-
communication
 See
http://promeng.eu/downl
oads/training-
materials/ebooks/softskills
/effective-communication-
skills.pdf
 Chase, R. &Shamo, S
(2013), Elements of
effective communication,
4th ed. Washington, Utah;
Plain and Precious
Publishing.

 Explain how cultural Communication  Class discussion of  LCD projector or manila  Reaction  Rubric
and global issues affect and Globalization essay, “Fight from paper paper and/or
communiocation conversation” or video  See “Communicating in a discussion forum
 “Connected but alone” multicultural society and on the impact of
 Appreciate the impact and “How social media world” globalization on
of communication on can make history” or  Article “Flight from how people
society and the world “Wiring a web for conversation” communicate. and,
global good http://www.nytimes.com vise versa 9 hrs
/2012/04/22/
opinion/Sunday/the- T7, R7
flight-from-
conversation.html?_r=0
 Video “Connected but
alone”in TED talks
https://ww.ted.com/talk
s/sherry_turtle
_alone_together
 Video “How social media
can make history”
https://www.ted.com/tal
ks/clay_shirky
_how_cellphones_twitter
_facebook_can
_make_history
Video “Writing a web for
global good”
https://www.ted.com/tal
ks/gordon_brown
 Determine culturally  Local and Global  Lecture and class  LCD projector or manila  Quiz and seatwork  Transmutation
appropriate terms, Communication in discussion on using paper on using culturally Table
expressions, and images multicultural culturally appropriate  Invited appropriate terms, 6hrs
(sensitivity to gender, settings terms, expressions and students/speakers from expressions, and
race, class, etc.)  Varieties and images; varieties and different cultures T7, R7 images; varieties
 Adopt cultural and registers of registers of language  Films or videos showing and registers nof
T6, R5
intercultural awareness spoken and  Class discussion of different speakers from language
and sensitivity in written cultural various regions  Research  Rubric
communication of language appropriateness in communicating in a and report on
ideas communicating as multilingual setting (e.g. various cultural
tackled in film/video “Lost in Translation”) and intercultural
 Exercises on using  See TED Talks “Pop modes of
culturally appropriate culture in the Arab communication
terms, expressions, and world” (e.g.,
images https://ww.ted words/gestures
  Interview .com/talks/shereen_el used in a particular
invited _feki_pop_culture_in_th region or country
speakers/students e_arab_world to show respect)
 See and/or various
https://celsalangues.w.or issues in
dpress.com/2015/01 communication
/29/it-aint-right-innit- (e.g., use of
about-language-register politically correct
-in-english/ words in today’s
 See http://www.really- world; gender
learn-english.com/ sensitivity through
Language-register.html language)
 See https://www.uni-
due.de/SVE/
 See
http://www.britishcounc
il.org/blog/which-
variety-english-should-
you-speak

 Evaluate multimodal  Evaluating  Lectures and class  LCD projector or manila  Invitation  Rubric
texts critically to messages and/or discussion on critical paper for people to join 3hrs
enhance receptive images (e.g. reading and listening  Authentic texts about T1, T2 cause-oriented
(listening, reading, pictures,  Exercise on cultural sensitivity from events using
viewing) skills illustrations) of analyzing content of media (text messages; various media such
 Convey ideas through different types of various text social media messages; as email, social
texts reflecting R4, R5 media, print
oral, audio-visual, newspaper, magazine,
and/or web-based different cultures and journal articles; print and/or electronic
presentations for (regional, Asian, and electronic advertisements
different target Western, etc.) advertisements)
audiences in local and 1. What is the  See sample:
global settings using message? http://www.kwintessentia
appropriate registers 2. What is the l.co.uk/
 Adopt awareness of purpose of the cultural-
audience and context message? services/articles/cultural-
in presenting ideas 3. How is the sensitivity.html
message  See sample:
conveyed by the https://mindspaceintuitio
text and/or n.files.wordpress.com
image? /2015/01/cross-
 4. Who is the cultural.jpg
target audience  See sample:
of the message? http://i.telegraph.co.uk/
 What other multimedia/archieve/
ways of 01440/burger_1440211c.j
presenting the pg
message are  See sample:
there? http://atlantablackstar.co
m/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
 Convey ideas  Communication  Lecture and class  LCD projector or manila  Oral,  Rubric
through oral, aids and discussion non paper audio-visual 9 hrs.
audio-visual, strategies using preparing audio visual  Texts, video/audio clip[s and/or web-based
and/or web- tools of and web-based from various sources T1, T4 presentations to
based technology presentations  See promote cultural
presentations  Group work http://creatingmultimoda values (e.g.,
for different R6 respect for elders,
and class discussion on ltexts.com/
target identifying problems  “The world’s worst bayanihan spirit,
audiences in with the research research presentation” etc.)
local and global presentation in the https://www.youtube.co
settings video m/watch?v=nSGqp4-
appropriate bZQY
registers  Adler, R., Elmhorst. J.M., &
 Adopt awareness of Lucas, K.
audience and context (2012).Communication at
in presenting ideas work. Strategies in
business and the
professions. NY: McGraw
Hill.
 Convey ideas through  Communication  Lecture and class  LCD projector or manila  Public  Rubric
oral, audio-visual, for various discussion on paper announcements
and/or web-based purposes informative,  Sample texts (inquiry (audio/v ideo,
 presentations for 1. to obtain, persuasive and letter, police reports, social media)
different target provide, and argumentative political speeches, letters T1, T4 about disaster
audiences in local and disseminate communication of appreciation, etc.) preparedness
global settings using information  Lecture and  See  Editorial about
appropriate registers  to persuade an discussion of Types http://www.omafra.gov.o R6 environmental
 Create clear, coherent, d argue of Speeches and n.ca/english/rural/ issues 6 hrs
and effective Public Speaking facts/03-033.htm  Formal
communication (Read, Memorized,  See One-minute
materials Impromptu/Extempo http://www.capmembers Speech based on
 Present ideas raneous) .com/media/cms/12 current issues
persuasively using  Short exercises: lmod2_ch8_effective_co (Extemporaneous)
appropriate language asking for information mmunication_63
registers, tone, facial through inquiry letter afca8970d43.pdf
expressions, and or interview, response  See
gestures to queries, incident http://hplengr.engr.wisc.
 Adopt awareness of reports edu/Prof_Comm.pdf
audience and context  See
in presenting ideas http://www.pearsonhigh
ered.com/sample
chapter/0205524214.pdf
 Searles, G. (2014).
Woprkplace
Communication: The
Basics. Boston: Allyn&
Bacon, 6thed.
 Dainton, M. &Zelley E.
(2015). Applying
communication theory
for professional life. A
practical introduction. 3rd
ed., Sage Publications.
 Lucas, S. (2011). The art
of public speaking.
NY: McGraw Hill.
 Video of “The Most
Important Cannot be
said”: Eddie Calasanz at
TEDxADMU (youtube)
 Create clear, coherent  Communicating  Lecture and class  LCD projector or manila  Workplace  Rubric
and effective for work discussion on paper documents (e.g.  Transmulation
 communication purposes (e.g. effective  Video of “Giving T4, T7 minutes; memo) Table
materials healthcare, communication and Presentations Worth  Written
 Present ideas education, oral presentations in Listening to”, Gordon and/or oral
persuasively using business and the workplace Kangas at TEDx Talks presentation 6 hrs.
appropriate language trade, law,  Analysis of different (youtube) (group reporting)
registers, tone, facial media, science communication  Sample communication R4, R6 of a medical
expressions and and technology) materials materials from different case/business
gestures  Writing workplace settings (e.g. proposal/media
 Adopt awareness of exercises on minutes, memo, campaign
audience and context communication requests, proposal/program
in presenting ideas in materials for the business/technical/incide or project proposal
communicating ideas workplace (e.g. nt reports, letters) for addressing a
minutes, memo,  See health issue/
requests, https://www/vuu.edu/up problem (using
business/technical/inci loads/files/SampleMinute communication
dent reports, letters) s.pdf aids and
 See strategies-tools of
http://www.monash.edu. technology
au/lls/lionline/writing/me
dicine/reflective/5.xml
 See
http://tawanmandi.org.af
/knowledge-
portal/Media?
workplace_communicatio
n_chapter_in_communic
ations.pdf
 See
http://www.dol.gov/odep
/topics/youth/softskills/C
ommunication.pdf
 Dainton, M. &Zelley E.
(2015). Applying
communication theory
for professional life. A
practical introduction
3rdedition.,Sage
Publications.
 Searles, G. (2014).
Workplace
 Communication: The
Basics. Boston :Allyn&
Bacon, 6th ed.

 Write and present  Communication  Lecture and class LCD projector or manila  Analysis Papers
academic papers using of academic discussion on paper (e.g., literary
appropriate tone, style, purposes (e.g. communication for Bullock, R. &Goggin, M. analyusis, 6 hrs.
conventions and research-based academic purposes (2013). The Norton Field T4, T6. T7 political science
reference styles journal or  Independent Guide to Writing 3rd analysis paper)
magazine research(topic edition. W.W Norton and and/or Technical
 Adopt awareness of article, etc.) proposal, literature Company. Papers (for
audience and context in review, data gathering, See http://english28- journal article or
R1, R6, R7
presenting ideas data analysis) payte.weebly.com/uploa magazine article)
ds/3/8/2/9/38294063/ on political,
nortonfieldguide2.pdf social, cultural,
 Convey ideas through See economic or
oral, audio-visual, http://www4.stat.ncsu.ed health,
and/or web-based u/~reich/st810A/oral.pdf environment
presentations for See issue
different target http://pne.people.si.imic  Academic
audiences in local and h.edu/PDF/howtalk.pdf Presentations (e.
global settings using  g., paper
appropriate registers presentations for
a
local/internation
al conference;
lecture
presentations for
a
local/internation
al forum) of
analysis/technica
l 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.)

PURPOSIVE COMMUNICATION Required Readings and Other Materials

T1 Adler, R., Elmhorst. J.M.,& Lucas. Communicating at Work: Strategies for Success in Business and the Professions.NY: McGraw Hill, 2012.
T2 Bullock, R. and Goggin, M. The Norton Field Guide to Writing. 3rd ed. W.W. Norton and Company, 2013.
T3 Chase, R, and Shamo, S. Elements of Effective Communication.4th ed. Washington, Utah: Plain and Precious Publishing, 2013.
T4 Dainton, M. and Zelley E. Applying Communication Theory for Professional Life.A Pracvtical Introduction.3rd ed., Sage Publications, 2015
T5 Lucas, S. The Art of Public Speaking.NY: McGraw Hill, 2011.
T6 Mooney, A., Peccei, J.S, La Belle, S. et.al, Language, Society and Power: An Introduction. 3rd ed. London: Routledge, 2010.
T7 Searles, G. Workplace Communication: The basics. 6th ed. Boston: Allyn& Bacon, 2014.

PURPOSIVE COMMUNICATION Suggested Readings and References

R1 Abrams, R. Successful Business Plan: Secrets and Strategies. Redwood, CA: Planning Shop, 2010.
R2 Axelrod, R. & Cooper, C. The St. Martin’s Guide to Writing.10th ed. Bedford/St. Martin’s, 2013
R3 Biber, D. & Conrad S. Register, Genre, and Style.Cambridge:Cambridge University Press, 2009.
R4 Lehman, C. &Dufrene, D. Business Communication.Mason, OH: Soputh-Western Cengage Learning, 2011.
R5 Miller, K. Communication Theories: Perspectives, Processes, and Contexts. 2nd ed. NY:McGraw Hill, 2004.
R6 Anderson, K. & Tompkins, P. Practicing Communications Ethics: Development and Decision-making. Routledge, 2015
R7 Wallace, C. Critical Reading in Language Education. Basingstoke and New York: Palgrave McMillan, 2005

OBE Grading System

 For Non – Laboratory Subject:

Cognitive ------------------------------------------------------------------------------- 60%

Quizzes/ long test -------------------------------------- 20%
Class participation--------------------------------------20%
Mid-Term/Final-------------------------------------------20%
Psychomotor---------------------------------------------------------------------------30%
Output- project-------------------------------------------15%
Performance Based Activity--------------------------15%
Affective-------------------------------------------------------------------------------- 10%
RICH Values---------------------------------------------10%

TOTAL---------------------------------------------------------------------------------- 100%

TRANSMUTATION FORMULA:
Example

TR = X 30 + 65 RS = 20 TR = x 30 + 65 =

PS = 80 = 7.5 + 65 = 72.5 73%