ATENEO DE MANILA UNIVERSITY

LOYOLA SCHOOLS

COURSE SYLLABUS

Course Code: ENGL11

Title: Purposive Communication
Department: English
School: School of Humanities
Semester & School Year: First Semester, SY 2019–2020
Section: CC
Schedule & Venue: MWF 09:00 AM – 10:00 AM, B-308
Faculty: Irish L. Adante

A. COURSE DESCRIPTION

Purposive Communication is a three-unit course that develops students’ communicative and rhetorical
competence through multimodal tasks suited to a multilingual and 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. Following a process-oriented approach to teaching communication, it offers extensive
language use and practice and promotes opportunities for problem sensing and problem solving.
Students are provided different venues to apply knowledge of rhetoric in creating communication
materials that address real-world issues.

B. GUIDING PRINCIPLES

1. Because of its global spread, the English language has become a lingua franca and a marker of
identity for its users.

2. Cultural and linguistic diversity is a reality that needs to be respected, embraced, and promoted.

3. English has been enhanced by its regular contact with other languages, and it is often used
together with other languages by multilingual speakers who make use of their rich linguistic
repertoire.

4. In today’s age, many speakers use English locally and globally in different domains for various
communication purposes.

5. Speakers, in general, shuttle between different languages, language registers, levels of language,
and language varieties, in given communication contexts through multimodal means.
Translingualism and multimodality, therefore, are resources that need to be recognized,
developed, and utilized.

C. LEARNING OUTCOMES

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

Knowledge
1. examine the nature, elements and purposes of verbal and non-verbal communication in various
multicultural contexts;
2. evaluate multimodal texts critically from multiple perspectives;
3. develop multimodal materials for various contexts and purposes;
4. analyze how the claims of a text persuades its readers by writing a relevant response using logical
reasoning and argumentation;
5. analyze how the claims of a text persuades its readers by writing a relevant response; and
6. evaluate a problem critically and propose an effective solution to address it.

Skills
1. present ideas persuasively using appropriate and effective verbal and non-verbal communication
strategies;
2. design appropriate and effective multimodal communication materials for different purposes in
local and global settings;
3. apply rhetorical strategies appropriate to various contexts of communication;
4. use logical reasoning and rhetorical strategies in formulating sound arguments; and
5. write an essay that effectively integrates personal reflections, observations, and experiences.

Values
1. exemplify cultural and intercultural awareness and sensitivity in communicating ideas;
2. appreciate the differences of the varieties of spoken and written English;
3. adjust to audience and context in presenting ideas; and
4. act upon the various roles of communication on society and the world.

D. COURSE OUTLINE & TIME FRAME

Task 1: Oral/Multimodal Presentation of Personal Essay 7 weeks

Task 2: Oral/Multimodal Presentation of Proposal Essay 8 weeks

Schedule Topics & Texts Tasks

Week 1 Announcements, Reminders, and Task Instructions based Identifying and
on Syllabus establishing contexts

é Faculty Day: August 16 (Friday) Goal Setting

Weeks 2–4 • Communication processes, principles, and Mini-task:

ethics
•Local and global communication in multicultural Infographic on
settings various cultural and
•Varieties and registers of spoken & written intercultural modes of
language communication in a
particular country
“Language, learning, identity, privilege” by James Soriano

“For a While” by Matthew Sutherland

“Pinoy Lessons ‘Pinoy English’” by Mikey Bustos

“The King’s English and I” by Carla Montemayor

é Quezon City Day: August 19 (Monday)

é Ninoy Aquino Day: August 21 (Wednesday)
é National Heroes Day: August 26 (Monday)
Weeks 5–8 • Communicating to obtain information Task 1:
• Communicating to express self (personal)
Personal Reflective
“The Veil” & “The Bicycle” from Persepolis by Marjane Essay that reflects on
Satrapi one’s identity, values,
principles in relation to
“How Ramen Got Me Through Adolescence” by the world (language,
Veronique Greenwood culture, power, etc.)

“Under My Invisible Umbrella” by Laurel Fantauzzo Multimodal

Presentation of
Personal Reflection
Essay

Weeks 9–10 • Evaluating messages and/or images of different Mini-task:

types of texts
Analysis of how
“Fake News. It’s Complicated.” by Claire Wardle different forms of
mis/disinformation
“Fake News: 7 Types of Mis- and Disinformation” by create information
Noemi Lardizabal-Dado chaos on a variety of
media platforms

Weeks 11–17 • Communicating to instruct and inform Task2:

• Communicating to explain and persuade
Problem-Solution
“Planning, Drafting, and Revising” from The Craft of Essay on an issue or
Research by Wayne Booth, Gregory Colomb, and Joseph problem and argue (1)
Williams the existence of the
issue or problem; (2) a
“Why Facts Don’t Convince People (and what you can do proposed solution to
about it)” by Social Good Now address the issue or
problem;
“Facebook” by Last Week Tonight with John Oliver (3) the feasibility of the
proposed solution; and
“Forget Work Perks. Millennial Employees Value (4) the potential benefits
Engagement.” by MacKenzie Kassab to relevant stakeholders

Sample student-written problem-solution essays Oral/Multimodal

Presentation of
é All Saints’ Day: November 1 (Friday) Proposal Essay
é Finals Week: December 9–14

**Readings may be adjusted during the semester.

E. COURSE REQUIREMENTS

• Active participation in class discussions and enrichment activities, exercises, and quizzes
• Submission of drafts, short papers, and two major papers (Tasks 1 & 2)
• Multimodal presentations for each task
F. GRADING SYSTEM

Personal Essay Module 40%

A: 92 – 100
Process (drafts, seatworks, quizzes, etc.) = 25%
B+: 87 – 91
Personal Essay = 10%
MMP of Personal Essay = 5% B: 83 – 86
C+: 79 – 82
Proposal Essay Module 60% C: 75 – 78
Process (drafts, seatworks, quizzes, etc.) = 35% D: 70 – 74
Proposal Essay = 15% F: 0 – 69
MMP of Proposal Essay = 10%
-------
100%

G. CLASSROOM POLICIES

1. Attendance will be checked as soon as the bell rings. Anyone who is not in his/her assigned
seat by this time will be marked late. Three lates make a cut. Coming in 10 minutes after the
bell rings is a cut. This is a three-unit class, so students are only allowed nine cuts. If the
student is late or absent after the 9th cut, he/she will be given a W.

2. Laptops, mobile phones, tablets, and other gadgets must be set on silent mode and must not
be displayed or used during class hours except with permission from the teacher.

3. Students are expected to have read and prepared for the day’s activities. Everyone must bring
hard copies of the required instructional materials, readings, and activity sheets for the day
unless otherwise instructed.

4. Proper, disciplined behavior is expected. A student may be asked to leave the classroom for
misconduct or violating any of the class policies. He or she will then be marked absent (see LS
Handbook 2018 ed., p. 31). A student who commits an offense according to the Code of
Conduct will be reported to the appropriate office and subjected to disciplinary action.

5. No make-up is given for quizzes, seatworks, oral presentations, and other in-class activities
missed. Exceptions are made for student-athletes who are able to provide the necessary
documents and explicitly request for make-up work as soon as they return to class.

6. Major paper requirements (digital and printed) should be A4 size. Use Arial, size 11 black font
with 1.5 spacing, and 1” margins all around. Papers not following the prescribed formatting
will be returned to the student without a grade.

7. Late submission of requirements is NOT allowed. Work done in class but submitted after the
session will not be accepted. Any tasks submitted late will merit an automatic F. The final
papers for Tasks 1 and 2 will not be graded if the corresponding Process tasks are incomplete.
The student will also not be allowed to present his or her MMP based on the paper.

8. If a student needs any necessary special arrangements (e.g., death in the family, illness, etc.),
he/she must communicate this to the teacher right away.

9. IT IS UNDERSTOOD THAT PLAGIARISM IS A CASE OF ACADEMIC

DISHONESTY AND IS A MAJOR OFFENSE IN THE ATENEO DE MANILA
UNIVERSITY. Plagiarism is an act in which the offender uses the same words or
concepts (directly copies and pastes or uses the same ideas) from another person,
website, etc., without proper citations. Submission of a plagiarized work merits an F in the
task or course, with a disciplinary sanction from ADAA.

10. Please read the student handbook carefully. Rules and regulations stipulated in the handbook
will be adhered to strictly.

11. All students must have an Ateneo OBF e-mail account. Moodle and Turnitin will be used for
announcements, activities, and the submission of requirements. It is your responsibility to
ensure that your Ateneo e-mail is active and linked to these platforms. Your account will be
deleted if you use your personal or another person’s e-mail address.

12. Only the beadle can contact me directly via SMS. For all other concerns, send me a properly
written e-mail.

H. CONSULTATION HOURS

Schedule: MWF 11:00 AM – 12:00 PM; 1:00 PM – 2:00 PM (by appointment)

Venue: Department of English, Dela Costa Hall
E-mail: [email protected]
RUBRICS FOR TASK 1: PERSONAL ESSAY (100 POINTS)

CRITERIA EXCELLENT VERY GOOD VERY GOOD GOOD GOOD FAIR FAIR POOR POOR
TO TO TO TO
EXCELLENT VERY GOOD GOOD FAIR
DEPTH OF
REFLECTION
30 28 26 24 22 20 18 16 14
Demonstrates an Demonstrates an Demonstrates a Demonstrates Demonstrates a
excellent and in-depth and general reflection; minimal reflection; lack of reflection;
surprising personalized viewpoints and viewpoints and viewpoints and
reflection; reflection; interpretations are interpretations are interpretations are
viewpoints and viewpoints and supported unsupported or missing,
interpretations are interpretations are supported with inappropriate,
unique and well- insightful and well- flawed logic and/or
supported supported unsupported
COMPLETENESS &
QUALITY OF
25 23 21 19 17 15 13 11 9
REQUIRED Includes all Includes all Includes all Missing some Excludes essential
COMPONENTS components and components and components and components components
(EXPERIENCES, exceeds all meets all meets all and/or does not and/or does not
EVALUATION, requirements requirements requirements fully meet the address the
CONCLUSION) indicated in the indicated in the indicated in the requirements requirements
instructions; each instructions; each instructions; each indicated in the indicated in the
part of the question or part of question or part of instructions; many instructions; many
assignment is the assignment is the assignment is parts of the parts of the
addressed addressed addressed; assignment are assignment are
thoroughly; clear, thoroughly; clear, appropriate not addressed; not addressed;
detailed examples detailed examples examples are examples, when examples are not
are provided, as are provided, as provided, as provided, are not provided
applicable applicable applicable relevant to the
assignment
ORGANIZATION &
STRUCTURE
20 19 18 17 16 15 14 13 12
Writing is clear, Writing is clear, Writing is clear Writing is unclear Writing is unclear
concise, and well- concise, and well- but with a and/or and disorganized;
organized with organized with very frequent tendency disorganized; thoughts ramble
excellent sentence good sentence and to be wordy; thoughts are not and make little
and paragraph paragraph adequate expressed in a sense with little or
construction; construction; slight sentence and logical manner; no awareness of
thoughts are tendency to be paragraph limited awareness sentence structure
expressed in a wordy but thoughts construction; of how to vary variation
coherent and are still expressed thoughts are sentence structure
logical manner; in a coherent and sometimes
varied sentence logical manner; incoherent but
structure shows ability to general idea or
vary sentence flow is clear;
structure shows ability to
vary sentence
structure
LANGUAGE USE
20 19 18 17 16 15 14 13 12
Uses language that Uses language that Uses basic but Uses basic and Uses language
is appropriate for a is fluent and appropriate sometimes that is unsuitable
reflection paper; original; with language; with a inappropriate for the audience
precise and evident sense of basic sense of language; with a and purpose;
engaging with voice, awareness of voice, some basic sense of there are
notable sense of audience, and awareness of voice, some numerous
voice, awareness of purpose; infrequent audience and awareness of spelling, grammar,
audience, and lapses in grammar purpose; lapses in audience, and or syntax errors
purpose grammar purpose; several throughout the
spelling, grammar, paper
or syntax errors
MECHANICS
5 4 4 3 3 2 2 1 0
Paper is correctly Minor errors in Frequent errors in Substantial errors Paper is
formatted; all formatting the formatting the in formatting; all incorrectly
attachments and paper; all paper; some attachments and formatted; all
additional attachments and attachments and additional attachments and
documents or notes additional additional documents or additional
are included documents or notes documents or notes are missing documents or
are included notes are not or unsuitable for notes are missing
included the purpose of the or unsuitable for
assignment the purpose of the
assignment
RUBRICS FOR TASK 2: PROBLEM-SOLUTION ESSAY (100 POINTS)

CRITERIA EXCELLENT VERY GOOD VERY GOOD GOOD GOOD FAIR FAIR POOR POOR
TO TO TO TO
EXCELLENT VERY GOOD GOOD FAIR
DISCUSSION OF
PROBLEM
25 23 21 19 17 15 13 11 9
Demonstrates a deep Demonstrates a Demonstrates some Demonstrates a lack Does not discuss
and well-informed decent understanding understanding of of understanding of the context of the
understanding of the of the context of the the context of the the context of the problem and its
context of the problem and its problem and its problem and its underlying root
problem and its underlying root underlying root underlying root cause/s or the
underlying root cause/s; recognizes cause/s; recognizes cause/s; does not significance of
cause/s; recognizes the wider/global the significance of recognize the solving the
the wider/global significance of solving solving the problem; significance of problem; uses no
significance of solving the problem; uses uses examples to solving the problem; examples to
the problem; uses concrete examples to illustrate the uses irrelevant illustrate the
excellent concrete illustrate the concepts concepts examples to concepts
examples to illustrate illustrate the
the concepts concepts
DISCUSSION OF
SOLUTION
30 28 26 24 22 20 18 16 14
Solution is impressive, Solution is practical Solution has merit Solution is Solution is ill-
unique, and and applicable for the but has impractical for the advised;
applicable for the target community; complications when target community; advantages and
target community; advantages and applied to the target advantages and disadvantages of
advantages and disadvantages of the community; some disadvantages of the the solution are not
disadvantages of the solution are detailed relevant advantages solution are not discussed;
solution are clearly and informed by and disadvantages clearly explained or particulars
detailed and research; particulars of the solution were informed by regarding the
informed by extensive regarding the not thoroughly research; particulars execution of the
research; particulars execution of the discussed; regarding the solution are not
regarding the solution are clearly particulars regarding execution of the given;
execution of the explained in detail; the execution of the solution are illogical counterarguments
solution are clearly counterarguments are solution are not or unclear; are not raised;
explained in detail; identified and explained in detail; counterarguments examples are not
counterarguments are responded to; counterarguments are not properly used as justification
identified and concrete examples are not properly identified and
expertly responded are used as identified and responded to;
to; excellent concrete justification responded to; irrelevant examples
examples are used as examples are used are used as
justification as justification justification
ORGANIZATION
& COHERENCE
20 19 18 17 16 15 14 13 12
Fluent expression of Fluent expression of Somewhat choppy, Very choppy, wordy, Non-fluent, ideas
ideas which are ideas with clear wordy, and/or and/or loosely confused or
succinct and well- organization; some loosely organized organized disconnected; lacks
organized; has logical tendency to be development of development of logical sequencing
sequencing and wordy; has logical ideas, but main ideas, so main ideas and development;
effective use of sequencing and uses ideas stand out; has are unclear; cluttered and
cohesive devices cohesive devices logical sequencing sequencing is wordy with the
but can improve the confusing presence of
use of cohesive irrelevant details
devices
LANGUAGE USE
20 19 18 17 16 15 14 13 12
Uses sophisticated Uses effective Uses effective Uses inappropriate Virtually no mastery
language with language with very language with language with of language with
mastery of word good word range, adequate word limited word range little knowledge of
range, word form, word form, and word range, word form, and some errors in appropriate
and word choice in choice in the and word choice; word form and word vocabulary, word
the academic academic register; occasional lapses in choice; frequent form, and word
register; uses uses effective maintaining an lapses in choice; lacks
effective complex complex academic register; maintaining an awareness of
constructions with constructions with few uses effective but academic register; sentence
very few grammatical grammatical errors simple constructions problems in construction and
errors with few constructions with grammar rules;
grammatical errors several grammatical does not
but meaning is not errors so meaning is communicate
obscured obscured meaning or not
enough to evaluate
MECHANICS
5 4 4 3 3 2 2 1 0
Demonstrates Demonstrates Occasional errors of Frequent errors of No mastery of
mastery of relevant knowledge of relevant citation style and citation style and relevant
conventions, conventions, format, spelling, format, spelling, conventions;
including the including the punctuation, punctuation, dominated by
expected citation expected citation capitalization, capitalization, errors of spelling,
style and format; few style and format; few paragraphing paragraphing punctuation,
errors of spelling, errors of spelling, (layout), but (layout); meaning capitalization,
punctuation, punctuation, meaning not confused or paragraphing
capitalization, capitalization, obscured obscured (layout) or not
paragraphing (layout) paragraphing (layout) enough to evaluate
RUBRICS FOR MULTIMODAL PRESENTATIONS

PERSONAL ESSAY MMP (50 POINTS)

CRITERIA DESCRIPTION EXCELLENT VERY GOOD GOOD AVERAGE FAIR POOR
• Efffective synthesis of all the reflection essays
CONTENT
• Provided clear summaries of the reflections of every member 20 18 16 14 12 10
• Depth of the insights shared
• Appropriateness of the mode chosen by the group
CREATIVITY
• Originality in execution 15 13 11 9 7 5
• Engaging to the audience
• Well-rehearsed presenters with awareness of the presentation flow
ORGANIZATION &
PREPAREDNESS
• Prepared equipment, aids, and/or props necessary to the presentation; 10 9 8 7 6 5
made backup plans in case of technical difficulties
• Clear unity of the group
TEAMWORK
• Team members appear to have contributed equally to the success of 5 4 3 2 1 0
the presentation

PROBLEM-SOLUTION ESSAY MMP (100 POINTS)

CRITERIA DESCRIPTION EXCELLENT VERY GOOD GOOD AVERAGE FAIR POOR
• Informative and relevant to the target community and stakeholders
• Use of logical arguments that have concrete support
CONTENT
• Well-written script that clearly conveys the intended message 35 33 31 29 27 25
• Purpose of the video fulfills the requirements of the task
• Creative and effective use of fillmmaking techniques including visuals
VIDEO-MAKING and graphics, cinematography, acting, costumes and props, editing,
TECHNIQUES and audio
30 28 26 24 22 20
• Professional quality of the video
• Proper introduction, body and, conclusion
• Additional information on the video
PRESENTATION
SKILLS
• Confident and engaging presenters 30 28 26 24 22 20
• Appropriate manner and language use
• Effective voice projection, eye contact, and body language
• Well-rehearsed presenters with awareness of the presentation flow
ORGANIZATION &
PREPAREDNESS
• Prepared equipment, aids, and/or props necessary to the presentation; 5 4 3 2 1 0
made backup plans in case of technical difficulties