>>>>Communication for Society (GEC Series)

Communication for Society (GEC Series)

Php 248.00

Purposive Communication


by Marikit Tara A. Uychoco and Maria Lorena Santos

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Communication for Society (GEC Series)

Communication for Society (GEC Series)

Purposive Communication


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Communication for Society: Purposive Communication is a tertiary-level textbook for the General Education course Purposive Communication, as required by the Commission on Higher Education (CHED) of the Republic of the Philippines.

The course description is “Writing, speaking, and presenting to different audiences and for various purposes.” The five skills of communication (listening, speaking, reading, writing, and viewing) are studied and simulated in advanced academic settings, such as conversing intelligently on a subject to impart, reporting on group work or assignments, writing and delivering a formal speech, writing minutes of meetings and similar documents, preparing a research or technical paper, and making an audio-visual or web-based presentation. In the process, the criteria for effective communication are discussed and used as the basis for peer evaluation of communication exercises in the class as well as for judging communication techniques by public officials, educators, industry leaders, churches, and private individuals. The purpose of these combined activities is “to enable students to practice strategies of communication with a clear purpose and audience in mind, guided by the criteria of effective communication and the appropriate language” (CHED, 2013).

In addition, “At the end of the course, students should be able to listen, comprehend, critique, and respond to live or recorded conversations, speak in public with confidence, explain extended texts in their own words using examples and other aids to bolster their explanation, write texts ranging from a simple report to a full-length technical or research paper (scientific, social science, or literary depending on the student’s major), and prepare an audio-visual or web-based presentation on an assigned topic” (CHED, 2013).

The course is both pragmatic and aspirational: it helps students in using English language skills to gain and share knowledge and insights with different discourse communities in the Philippines, as well as in using these skills to create and critique knowledge for the good of Philippine society.

The general objectives of the course, as encapsulated in this textbook, are the following:

1. To help students become problem-solvers, change agents, and knowledge workers and creators in Philippine society

2. To make students appreciate and articulate individual and societal concerns in the social, academic, and corporate level

3. To encourage students to appreciate and articulate social issues and concerns in public speaking

4. To ensure that students critically read and write texts using old and new technologies

It primarily uses the Outcomes-Based Education (OBE) approach. Dr. William Spady and Dr. Francis Uy, in their book, Outcome-Based Education: Critical Issues and Answers, mention ten components of the OBE paradigm in the Information Age, as opposed to the traditional paradigms set during the Industrial Age. Although all of the ten components are important and will be followed in this textbook, there are several components that will be essential in the philosophical and pedagogical approaches used in this book.

The first component is Concept Integration (rather than Content Segmentation), wherein exit outcomes take the forms of “complex performance abilities that require students to integrate, synthesize, and apply a range of diverse content, concepts, and competence to performance tasks” (Spady and Uy, 2014). We also believe that Instructional Coaching is an equally important component, where the teacher acts as a coach and mentor, to help students perform their best, and to do this in an individualized, performance-based manner. In terms of assessment, we will use Criterion Validation, with clear rubrics to help students understand the outcomes they are expected to exhibit and how they will be assessed in each task. Lastly, our activities will emphasize the creation of a Cooperative Learning environment and will rely on a Collaborative Structure in the classroom (Spady and Uy, 2014).

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