LA CARLOTA CITY COLLEGE

Liberal Arts Department

City of La Carlota
–o0o-

OUTCOMES-BASED EDUCATION COURSE SYLLABUS IN ELS 107 (ENGLISH DISCOURSE)

I. COLLEGE
Vision : An innovative higher education Institution moving towards autonomy and producing competitive graduates and global leaders.

Mission: : La Carlota City College is committed to provide innovative quality instruction, relevant research, technology-based extension and market-
driven products that empower graduates for local and global competitiveness.

Goals : The goals of La Carlota City College (LCCC) are as follows:

1. Quality and relevant educational programs;
Specific Objectives:
a. Secure government recognition from the CHED for all academic programs.
b. Enhancement of materials and equipment to strengthen institutional and instructional needs.
c. Improve the instructional standards of the institution.
2. Holistic human competence through trainings, advanced studies and research;
Specific Objectives:
a. Enhance faculty through trainings, workshops, conferences and advanced studies and research.
b. Strengthen the implementation of programs on awards and incentives.
3. Relevant research;
Specific Objectives:
a. Conduct institutional research for the improvement and innovation of curricular instruction and community and extension
services.
b. Conduct study on enhancement of office procedures and processes.
4. Technology-based extension programs; and
a. Strengthen linkages with local and international stakeholders.
b. Introduce appropriate and sustainable technology to community beneficiaries.
5. Market-driven products.
Specific Objectives:
a. Conduct consultative conference of industry competency needs.
b. Increase student’s hours of exposure to actual workplace.
c. Package new programs, practices and services.
 Core Values: The members of La Carlota City College community are expected to manifest the following Core Values with the acronym of LCCC:

L – Loyalty to God
C – Compassion to fellowmen
C – Commitment to service
C - Competence in the workplace

II.LIBERAL ARTS DEPARTMENT MISSION:

The AB English program is designed to facilitate the fullest development of every student in the following areas:
1. Proficiency in English, both oral and written communication needed to the profession;
2. Understanding of the different masterpieces of the world with readings from major writers’ works that shaped the direction of their
time.
3. The art and practice of formal discourse with emphasis on language, tone and style of persuasion.
4. Acquisition of skills necessary for clear thinking and language appreciation.
5. Commitment to the development of an authentic, concerned and humane Filipino with a broad cultural background

III. PROGRAM/DEGREE : Bachelor of Arts Major in English

IV. PROGRAM/DEGREE OUTCOMES : Based on CMO No.44 series 1997

The minimum standards for the AB English program are expressed in the following set of learning outcomes:
A. Common to all programs in all types of schools
The graduates have the ability to:

1. articulate and discuss the latest developments in the specific field of practice.
2. effectively communicate in English and Filipino, both orally and in writing.
3. work effectively and collaborately with a substantial degree of independence in multi-disciplinary and multi-cultural teams act in recognition of
professional, social, and ethical responsibility.
4. preserve and promote “Filipino historical and cultural heritage”
 B. Common to the Discipline
1. Articulate the rootedness of education in philosophical, socio-cultutral, historical, psychological, and political contexts.
2. Demonstrate mastery of subject matter /discipline.
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environment.
4. Develop innovative curricula, instructional plans, teaching researches and approaches, and resources for diverse learners.
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

C. Specific to the Discipline and Major

1. Demonstrate in-depth understanding of the development of adolescent learners.

2. Exhibit comprehensive knowledge of various learning areas in the secondary curriculum.
3. Create and utilize materials appropriate for the secondary level to enhance teaching and learning.
4. Design and implement assessment tools and procedures to measure secondary learning outcomes.

V. COURSE NUMBER AND TITLE : ELS 107 – ENGLISH DISCOURSE

 Pre-requisite/s :

VI. SCHOOL YEAR SEMESTER OFFERED : School Year 2022 - 2023, First Semester,
VII. COURSE DESCRIPTION : The course focuses on the study of spoken and written English above the sentence level.
VIII. COURSE CREDIT/UNIT : 3 units

IX. COURSE SUBJECT OUTCOME :

At the end of the semester, the students are expected to:

1. Apply the concept of discourse analysis to the critical analysis of the spoken and written English Discourse in professional contexts and to then reflect and
generalize from the findings;
1. Critically evaluate and justify the suitability of discourse analytical tools in analyzing and interpreting a variety authentic
professional discourses;
 2. Synthesize and effectively apply discourse analysis approaches and techniques to the analysis of new (or unseen) professional
discourse types (i.e. genres).
3. Through the application of discourse analysis and critical discourse analysis, have developed a more grounded sense of social and
national responsibility, leadership and entrepreneurship.
4. Have developed strategies for life-long learning both autonomously and collaboratively.
5. Display appropriate levels of biliteracy and trilingualism, by considering and discussing the discourse analytical tools

X. COURSE DESIGN MATRIX

TIME
INTENDED LEARNING TOPICS TEACHING AND ASSESSMEN RESOURCE ALLOTMEN
OUTCOMES (ILO) LEARNING T TASKS MATERIALS T
ACTIVITIES (TLAs) (ATs) (in terms of
Hours)
At the end of the unit, the Unit 0. Vision, Mission, Core Modular, Group Writing Modules 3 hrs.
students can: Values and Outcomes Chat(Messenger) Activity
1. can identify, describe and 1. The college vision, mission, Discussion, Google
explain the mission vision, core core values and Outcomes Classroom
values of the college, degree and 2. The Degree Outcomes
course outcomes.

At the end of the unit, the Unit 1. Introduction to Spoken and Modular, Group Chat Paper – Pencil Module 20hrs.
students can: Written Discourse Discussion, Google Test
1. Apply the concept of discourse Classroom
analysis to the critical analysis of the 2. Similarities and Differences Essay
spoken and written English Discourse between spoken and written
in professional contexts and to then discourse
reflect and generalize from the 3. Register variables, field, mode,
and tenor
findings;
Features of spoken discourse,
2.Critically evaluate and justify the
reference, ellipsis, discourse,
suitability of discourse analytical tools markers, etc.
in analyzing and interpreting a variety
 authentic professional discourses;
3.Synthesize and effectively apply
discourse analysis approaches and
techniques to the analysis of new (or
unseen) professional discourse types
(i.e. genres).

At the end of the unit, the students Unit II. Generic structures and Modular, Group Chat Paper – Pencil Module 20hrs.
can: patterns of spoken discourse Discussion, Google Test
4.Through the application of Classroom
discourse analysis and critical 6. Features of written discourse, Essay
discourse analysis, have developed a focusing on Appraisal analysis
more grounded sense of social and prosody, and cohesion.
national responsibility, leadership and 7. An analysis of discourse semantic
features found in written texts.
entrepreneurship.
8. Variation across professional
5.Have developed strategies for life-
genres.
long learning both autonomously and
collaboratively.
6.Display appropriate levels of
biliteracy and trilingualism, by
considering and discussing the
discourse analytical tools

XI. COURSE MAP :

Learning Outcomes ELS 107-ENGLISH DISCOURSE

KNOWLEDGE
1. Apply the concept of discourse analysis to the critical analysis of the spoken L
and written English Discourse in professional contexts. and to then
2. Critically evaluate and justify the suitability of discourse analytical tools in L
analyzing and interpreting a variety authentic professional discourses;
VALUES
1. reflect and generalize from the findings; L
2. developed a more grounded sense of social and national responsibility, L
leadership and entrepreneurship.
 3.Have developed strategies for life-long learning both autonomously and O
collaboratively.
SKILLS
1. Synthesize and effectively apply discourse analysis approaches and techniques P
to the analysis of new (or unseen) professional discourse types (i.e. genres).
2. Display appropriate levels of biliteracy and trilingualism, by considering and P
discussing the discourse analytical tools
3. Organize one’s self for lifelong learning. O

L - Learned P - Practiced O - Opportunity to learn

XII. CRITERIA FOR GRADING :

Periodic Examination - 60%

Quiz - 20%
Attendance - 10%
Recitation - 10%
Total - 100%

XIII. TEXTBOOK/REFERENCES :

Jones, R. “ Discourse Analysis: A Resource Book for Students.” Routledge 250 Pages 31 B/W Illustrations. ISBN 9781138669673.
Published October 29, 2018

https://www.slideshare.net/FarooqNiazi2/register-theory

http://englishstudyhelp.blogspot.com/2012/05/discourse-spoken-and-written-language.html
http://www.literarydevices.com/ellipsis/
file:///C:/Users/acer/Downloads/TheDiscourseMarkersinSpokenLanguage.pdf

Svenja Adolphs,’Genre and Spoken Discourse: Probabilities and Predictions’ adolphs.PDF

Alisaawi, A. Written Discourse Analysis and Its Application in English Language Teaching Article in SSRN Electronic Journal · January
2016VII. A
 The Routledge Handbook of Language and Professional Communication. https://books.google.com.ph/books?
hl=en&lr=&id=nbLpAgAAQBAJ&oi=fnd&pg=PA3&dq=english+discourse+variation+acros
s+professional+genres&ots=Rl6LRuaVTn&sig=MK39aHqW5OtY8f6fFeYVszYigw&redir_esc=y#v=onepage&q=english%20disco
urse%20variation%20across%20professional%20genres&f=false

Prepared by:

CRISNA O. TUYOR, MAED

Instructor

Reviewed by: Recommending Approval:

MARILOU B. YANSON,M.A.T. HELEN C. DONGUINES, Ph.D.

Department Head OIC, College Dean
Approved:

MARY HOPE Q. AYSON, Ph.D.

Acting College President