Weekly outline
Week 1: Introduction to Communication I & II
Course Code: Communication I & II
Course Title: Integrated Communication I & 2
Course Description: Communication Skills
Unit Credits: 6 Units
Number of Weeks: 15
Semester: First Semester, Academic Year 2021-2022
COURSE LEARNING OUTCOMES
(Adopted from Reading Into Writing 1 and 2)
After having completed the course, students should be able to:
CLO 1
comprehend, identify, and isolate elements of sentence structures and their various transformations,
requiring them to build, transform, restructure, and generate sentences;
CLO 2
write paragraphs as communicative acts;
CLO 3
write longer stretches of discourse beyond the paragraph on academic subject matters;
CLO 4
familiarize themselves with logical concepts necessary to prepare them for the writing of
expository discourses;
CLO 5
develop the skills required in writing discourses;
CLO 6
write discourses; and
CLO 7
conduct basic research.
COURSE OUTLINE
COMMUNICATION I
I. Introduction to the course and grammar review
II. Building and using vocabulary
A. Levels of abstraction
B. Hyponymy: specific and general
C. Word collocation
D. Denotation and connotation as tools of social control and domination
III. Reading and writing paragraphs
A. Topic sentences in paragraphs
B. Functions of paragraphs
C. Functional paragraphs as moves in exposition
IV. Reading and writing extended discourse
A. Making a reading outline
B. Writing a précis
C. Writing a paraphrase
V. Writing the concept paper
COMMUNICATION II
VI. “The Ethics of Higher Studies” by Etienne Gilson
VII. The Logic of Assertions
A. Statements of convention
B. Statements of fact
C. Statements of opinion
VII. Reading and writing basic types of discourse
A. The position paper
B. The reaction paper
C. The research paper
1. Choosing a topic
2. Formulating a problem
3. Locating information
4. Synthesizing materials from different sources
5. Writing the outline
6. Writing the paper
7. Documentation
MODE OF DELIVERY
The course would be conducted using synchronous and asynchronous approaches. The dates for the synchronous sessions are indicated in the course guide. Please note that your attendance in synchronous sessions is not required. This is in consideration of the possible problem on internet connectivity. The soft copy of the course pack is to be made available for those who could not join the synchronous sessions.
All materials and announcements are to be posted on the UP Manila Virtual Learning Environment (VLE). Submissions are to be made via the class members’ respective Google Drive folders where they could be uploaded any time access to the internet is possible. Deadlines for the requirements are adjustable depending on your available resources. Do not hesitate to make your concerns known to me in the course of the semester.
COURSE MATERIALS
The reading materials for this course could be accessed either via the UP Manila Virtual Learning Environment (VLE) or shared via Google Drive links. The following are our major references:
Dadufalza, C.D. (2011). Reading Into Writing 1. The Bookmark, Inc. (RWI)
Dadufalza, C.D. (2011). Reading Into Writing 2. The Bookmark, Inc. (RWII)
STUDY SCHEDULE
WEEK
TOPICS
ACTIVITIES
ASSESSMENT TOOLS
COMMUNICATION I
SYNCHRONOUS
ASYNCHRONOUS
As scheduled via Zoom
Submissions via Google
1
I. Introduction to the course Grammar review
Discussion
1st meeting
August 30, 2022
2
II. Building and using vocabulary
2
A. Levels of abstraction
Discussion
2nd meeting
September 6, 2023
Analysis of the level of abstraction of words in sentences
Written exercise
RWI, Exercise A,
pp. 33-34
Graded written exercise
RWI, Exercise B, p. 34
2
B. Hyponymy: specific and general
Determining the level of specificity and generality of words
Written exercises
RWI, Exercise A, pp. 29-30
Exercise B, p. 30
Graded written exercise
RWI, Exercise C, p. 30-31
2
C. Word collocation
Determining the appropriate pairing or grouping of words
Written exercises
RWI, Exercises A and B, p. 41
Graded written exercise
RWI, Exercise G, p. 42
2
D. Denotation and Connotation as tools of social control and domination
Analysis of how words are used to express power
Written exercise
Graded exercise
RWI, Exercise A, pp. 43-44
3
III. Reading and writing paragraphs
3
A. Topic sentences in paragraphs
Discussion
3rd meeting
September 13, 2023
Identifying topic sentences in paragraphs
Graded written exercise
3
B. Functions of paragraphs
Describing functions of paragraphs
Graded written exercise
3
C. Functional paragraphs as moves in exposition
Analyzing the functions of paragraphs
Written exercise
4
IV. Reading and writing extended discourse
Discussion
4th meeting
September 20, 2022
4
A. Making a reading outline
Discussion
4th meeting
September 20, 2022
Reading texts and writing reading outlines
Graded reading outline of an essay
5
B. Writing a precis
Discussion
5th meeting
September 27, 2023
Reading texts and summarizing them
Graded précis of an essay
5
C. Writing a paraphrase
Discussion
5th meeting
September 27, 2023
Reading excerpts from texts and restating them
Graded paraphrase of an excerpt from an essay
6
V. Writing the concept paper
Discussion
6th meeting
October 4, 2022
Writing a concept paper
Graded concept paper
7
FINAL EXAMINATION
Oct. 14, 2022
COMMUNICATION II
8
VI. “The Ethics of Higher Studies”
Discussion
7th meeting
October 11, 2022
9
VII. The Logic of Assertions
9
A. Statements of convention
Discussion
8th meeting
October 18, 2022
Analyzing the types of assertions used in texts
Graded written exercise
9
B. Statements of fact
9
C. Statements of opinion
D. Statements of preference
10
VIII. Reading and writing basic types of discourse
Writing discourses
10
A. The position paper
Discussion
9th meeting
November 8, 2022
11
B. The reaction paper
Discussion
10th meeting
November 15, 2022
Graded reaction paper
12
C. The research paper
12th to 15th meetings
November 22, 2022
Writing the research paper
Graded worksheets and research paper
12
- Choosing a topic
12
2. Formulating a problem
13
3. Locating information
13
4. Synthesizing materials from different sources
13
5. Writing the outline
13
6. Writing the paper
13
7. Documentation
14
15
COURSE REQUIREMENTS
COMMUNICATION I*
COMMUNICATION II
Exercises
50%
Research paper, Worksheets
50%
Concept paper
30%
Reaction paper
20%
Final examination
20%
Exercises
30%
100%
100%
I am Dr. Gina S. Salazar, Associate Professor 4 at the Department of Arts and Communication (DAC). I am formerly the Associate Dean for Academic Affairs of the College of Arts and Sciences and the Chair of the Department of Arts and Communication. I have been a faculty member of DAC for 29 years and 9 months, handling OrCom 200 (Organizational Communication Research), OrCom 199 (Organizational Communication Research), OrCom 192 (Qualitative Research Methods in Organizational Communication), OrCom 111 (Technical Reporting), Linguistics 100 (Introduction to Language), Communication 10 (Critical Perspectives in Communication), and Communication I & II (Communication Skills) classes. I earned my doctoral degree in Public Administration from the National College of Public Administration and Governance (NCPAG), UP Diliman. My master’s and bachelor’s degrees are both in English Studies. You could get in touch with me via my official email address gssalazar@up.edu.ph .
In the conduct of the live sessions, please take note of the following:
1. Turn on your video so we could see one another during the live session.
2. Your audio is muted during the presentation. It would be unmuted if you raise your hand for
any question during the discussion.
3. Feel free to use the “raise hand” feature should you wish to ask questions anytime during
my presentation.
4. You may also use the chat box for your questions.
5. Be ready to take note of concepts and ideas during discussions because meetings are to
be recorded for evaluation purposes only.
You are expected to practice intellectual honesty in all the synchronous and asynchronous activities. Plagiarism is punishable by a grade of 5.0 in the requirement regardless of your academic standing in this class. Even with the “No fail policy” in the University because of the pandemic, any act of plagiarism is to be penalized with a failing grade in the requirement. To quote the Office of the Vice President for Academic Affairs Memorandum No. 2021-122, ‘the “no fail policy” is not applicable in cases where the student has been found to be guilty of intellectual dishonesty. University procedures should be followed in processing student disciplinary cases.” ‘ For our purpose in this class, we are to adopt Version 6 of the working draft of the Policy on Intellectual Dishonesty of the Department of Arts and Communication.
Activity 1: Discussion of the Course Guide for Communication I and II
Intended Learning Outcome: After having gone through this activity, you should be able to describe the content of Communication 1 and 2.
Let’s Begin
You are to be oriented to Communication 1 and 2 during our first meeting.
Read/Watch
Please make sure that you have already accessed the copy of the Communication 1 and 2 Course Guide before the start of the first synchronous session.
Think
As you read the Communication 1 and 2 Course Guide, reflect on the significance the course to you as a UP student.
Activity Guide
You could access the Communication 1 and 2 Course Guide via
https://docs.google.com/document/d/1GP-h-STOama2dCeuQ0YH2SJxzF4aAI6E/edit
If you could not access the link above, a soft copy of the Communication 1 and 2 Course Guide is included in the Course Pack.
Activity 2: Grammar Review on Agreement and Prepositions
Intended Learning Outcome: After having gone through this activity, you should be able to apply the grammatical rules presented in our class in the writing exercises to be accomplished during the semester.
Let’s Begin
As a communication skills course, Integrated Communication 1 and 2 is structured based on the assumption that you already possess a high level of linguistic competence—the knowledge of the structures of the English language. Having the grammar review as the first activity of this course would help you assess if you are equipped with the fundamental knowledge of the English grammar that is a prerequisite to the succeeding major topics of the course.
Read
For the grammar rules, kindly click the link of the PDF copy of the Power Point presentation provided in the activity guide.
Think
Based on the slides and our discussion, answer the following questions:
- What is agreement?
- What are the types of agreement in English?
- What are examples of each of the types of agreement enumerated below?
a. Determiners and nouns
b. Pre-determiners
- Describe the concept of pronoun-antecedent agreement.
- What is the recent change in the use of the pronoun “they”?
- Familiarize yourself with the rules on prepositions.
Activity Guide
You may access the PDF version of the grammar review presentation through this link:
https://docs.google.com/presentation/d/17SufBhfgvqd0uNT-xRaEg0xkxfXiPSHk/edit#slide=id.p73
Week 2: Building and Using Vocabulary
Activity: Analysis of the Level of Abstraction of Words in Sentences
Intended Learning Outcome: After having gone through this activity, you should be able to analyze the level of abstraction of words and choose the level appropriate to your purpose in speaking or writing.
Let’s Begin
Words can be concrete or abstract. According to Eugenio, et al., (1978), “words which evoke images of things or denote the nature of things as closely as possible are concrete (p. 13).” Phone is concrete, but cellular phone is more concrete, and iPhone is the most concrete among the three. In writing, sometimes there is a need to talk about things that could not be experienced using the senses. This requires the use of abstract words such as justice, democracy, and liberty. It is important to know when you are to use concrete or abstract words as you write or speak.
Read
For the purpose of differentiating between concrete and abstract words, refer to Exercise A, pp. 33-34 of Reading Into Writing 1. Access our class VLE. Read the article “Abstract and Concrete Language” for illustrations on the difference between abstract and concrete expressions. Use the link below.
https://drive.google.com/drive/search?q=Abstract%20%26%20concrete%20language
Think
As you learn about concrete and abstract words, think of answers to the following questions:
- What effect do concrete words have on the clarity of your writing or speech?
- What effect do abstract words have on the clearness of your writing or speech?
- Opened: Tuesday, 6 September 2022, 12:00 AMDue: Friday, 9 September 2022, 5:00 PM
Activity Guide
For the exercise on concrete and abstract words, answer Exercise B found on p. 34 of Reading Into Writing 1. Access our class VLE.
- Save your answers in PDF using the file name
Comm 1&2 DAYS Topic 2 activity Your surname
Example: Comm 1&2 TF Topic 2 activity Salazar
- Upload the file in your Google Drive folder on September 9, 2022.
Evaluation Criteria
Your answers to the exercise would be checked and the corresponding score would be the basis of evaluation. This activity is categorized as an exercise; kindly refer to the criteria for grading in the Course Guide.
Activity: Determining the Level of Specificity and Generality of Words
Intended Learning Outcome: After having gone through this activity, you should be able to analyze the relationship between words in terms of specificity and generality.
Let’s Begin
According to the Cambridge Dictionary, hyponymy is a lexical relation where the meaning of a word is included in the meaning of another word. The relationship is between a general word such as vehicles and the specific words such as cars, buses, and trains. The general word is referred to as a hypernym while the specific words are hyponyms of the hypernym.
Read
For a better understanding of the concept of hyponymy as a lexical relation, consult the discussion on pp. 94-96 of The Study of Language. You should also do Exercises A and B on pp. 29-30 of Reading Into Writing 1 for practice exercises; these exercises are not required to be submitted. Access our class VLE.
Think
As you read on hyponymy, reflect on the significance of knowing the concept by answering the following questions:
- What particular arrangement of words is illustrated in hyponymy?
- What is the value of knowing hypernyms and hyponyms in the contexts of reading and writing?
- How is the concept applied in reading and writing?
- Opened: Friday, 16 September 2022, 12:00 AMDue: Friday, 16 September 2022, 5:00 PM
Activity Guide
- For the graded exercise on hyponymy, answer Exercise C on pp. 30-31 of Reading Into Writing 1.
- Write your answers based on the numbering in the exercise.
- Save your answers in PDF using the file name
Comm 1&2 DAYS Topic 3 activity Your surname
Example: Comm 1&2 TF Topic 3 activity Salazar
- Upload the file in your Google Drive folder on September 16, 2022.
Evaluation Criteria
Your answers to the exercise would be checked and the corresponding score would be the basis of evaluation. This activity is categorized as a graded exercise; kindly refer to the criteria for grading the Course Guide.
Activity: Determining Appropriate Pairings and Groupings of Words
Intended Learning Outcome: After having gone through this activity, you should be able to analyze and determine the appropriate pairings or groupings of words (words that must go together).
Let’s Begin
As stated in https://dictionary.cambridge.org/us/dictionary/english/collocation, collocation dictates what words should go together in sentences. As an example, we say the degree of hotness but not the level of coldness. Students state that the examination results will be released in two days, but the doctor informs the family members that the patient is to be discharged in the hospital next week. Other examples of collocations are listed below:
make a wish large house
keep one’s promise expensive clothes
heavy rain long hair
scenic view bright stars
Knowing collocations is a part of one’s competence in the English language.
Read
Refer to the actual discussion of collocations in
https://dictionary.cambridge.org/us/dictionary/english/collocation.
After having read on collocations, answer the following:
- How many categories are there for collocations? What are they?
- Refer to the two columns of collocations above. Which are strong collocations? Which are weak?
- What makes collocations strong?
- What makes collocations weak?
- Opened: Friday, 16 September 2022, 12:00 AMDue: Friday, 16 September 2022, 12:00 AM
Activity Guide
For the graded exercise on word collocations, answer Exercise G on p. 42 of Reading Into Writing 1. Access our class VLE.
- Write your answers based on the numbering in the exercise.
- Save your answers in PDF using the file name
Comm 1&2 DAYS Topic 4 activity Your surname
Example: Comm 1&2 TF Topic 4 activity Salazar
- Upload the file in your Google Drive folder on September 16, 2022.
Evaluation Criteria
Your answers to the exercise would be checked and the corresponding score would be the basis of evaluation. This activity is categorized as an exercise; kindly refer to the criteria for grading the Course Guide.
Activity: Analysis of How Words are Used to Express Power Relations
Intended Learning Outcome: After having gone through this activity, you should be able to analyze the nuances of words and determine how these are instruments of social control and domination.
Let’s Begin
Words carry two types of meaning. The first is denotative, the second is connotative. The former is commonly described as the dictionary meaning of a word while the latter is the associative meaning of the same word. Red is a color in neutral terms. But there are many meanings associated with red. The word could connote love or warmth. It could also be suggestive of anger.
Read
For a clearer understanding of the levels of meaning, read “The Suggestive Power of Words: Denotation and Connotation” taken from A Textbook in Freshman English. Follow this link:
https://drive.google.com/drive/search?q=The%20Suggestive%20Power%20of%20Words .
Think
As you read the chapter on connotation and denotation, answer the following questions:
- What are the instances that entail the use of denotations?
- When do you use connotations?
- What is the purpose in using denotations? Connotations?
- How do connotations affect the effectiveness of your oral or written communication skills?
Dig deeper
Read “Emotional Meanings” by Robert Thouless. Here is the link:
https://drive.google.com/drive/search?q=Emotional%20Meanings .
- Opened: Friday, 16 September 2022, 12:00 AMDue: Friday, 16 September 2022, 5:00 PM
Activity Guide:
For the graded exercise on connotation and denotation, answer Exercise A on pp. 43-44 of Reading Into Writing 1.
- Write your answers based on the numbering in the exercise.
- Save your answers in PDF using the file name
Comm 1&2 DAYS Topic 2 activity Your surname
Example: Comm 1&2 TF Topic 2 activity Salazar
- Upload the file in your Google Drive folder on September 16, 2022.
Evaluation Criteria
Your answers to the exercise would be checked and the corresponding score would be the basis of evaluation. This activity is categorized as a graded exercise; kindly refer to the criteria for grading the Course Guide.
Week 3: Reading and Writing Paragraphs
Activity: Identifying Topic Sentences in Paragraphs
Intended Learning Outcome: After having gone through this activity, you should be able to recognize topic sentences in paragraphs.
Let’s Begin
Previously, activities are focused on words. Now, we are moving to a higher level structure—that of the sentence. With meaning as the primary goal in one’s attempt to understand the paragraph, the sentence as a unit of meaning becomes central in generating an interpretation of the paragraph that you are reading or in concretizing a thought that you are writing in it. The topic sentence expresses the main idea in a paragraph. All the other sentences in that paragraph contribute to the development of the idea in the topic sentence. The skill in identifying the topic sentence in a paragraph is crucial in understanding what you are reading. The same skill is also a requisite in achieving clarity in your writing.
Read/Watch
To gain a better understanding of a topic sentence, access “On Paragraphs” via the link
https://owl.purdue.edu/owl/general_writing/academic_writing/paragraphs_and_paragraphing/index.html
Think
Go beyond what you have read by answering the questions below.
- Ideally, when you are writing, where should you place the topic sentence of your paragraph?
- What is the advantage of positioning the topic sentence there?
- What is the advantage of having an explicit topic sentence?
Dig Deeper
Reading the article “Defining Topic Sentences to Improve Student Meaning Making in Writing” by Greg Woodruff would further your appreciation of the usefulness of the topic sentence in writing. Use the link below.
- Opened: Friday, 23 September 2022, 12:00 AMDue: Friday, 23 September 2022, 5:00 PM
A. Read the excerpts from the essay “What an Intellectual Is and Is Not” by Morton Cronin. Identify the topic sentences in the paragraphs.
1 The object of our scrutiny pleads for definition. What is an intellectual? I shall define him as properly an individual who has elected as his primary duty duty and pleasure in life the activity of thinking in a Socratic way about moral problems, whether these be social or individual. He explores such problems consciously, articulately, and candidly, first by asking factual questions, then by asking moral questions, finally by suggesting action which seems appropriate in the light of the factual and moral information which he has elicited. His function is analogous to that of a judge, who must first ascertain the facts, then the law, and in the end must accept the obligation of revealing in as obvious a manner as possible the course of reasoning which led him to his decision.
2 First of all, an intellectual is interested in moral problems as they concern the generality of people, not just as they concern himself, his relatives, and his close associates. The problems which he himself is afflicted will influence the direction of his thinking, but his thinking does not stop with whatever modus vivendi he works out between the world and himself. Briefly, he considers general problems, seeks general solutions, and contributes to the public philosophy.
3 Secondly, his views are fully articulated. He is a conscious thinker. He collects evidence, weighs and sifts it, and exhibits a developed capacity for separating the true from the false. He does not mind disclosing his premises and explaining his terms. He does not disdain exceptions and qualifications nor shrink from ironies and paradoxes. His mode of discourse, in short, is at the opposite extreme from the gnomic utterance of the intuitive thinker.
4 His third and most important characteristic is his willingness—indeed, his eagerness—to subject his views to critical discussion. If he is a good example of his type he will glow with with health and good humor in an argument. He talks truth in the dialectic maze the way some men maneuver for love in the labyrinth of romance. Yet his object is not to score debating points. For him the pursuit of truth must be cooperative, as well as dialectic, and all the pleasure vanishes when that pursuit turns into a mere contest of wills with his interlocutor. It is easy for him to say “I don’t know,” and he is impressed when his own questions evoke reply.
B. Write your answers based on the numbering of the paragraphs. Write the topic sentence per number.
C. Save your answers in PDF using the file name
Comm 1&2 DAYS Topic 6 activity Your surname
Example: Comm 1&2 TF Topic 6 activity Salazar
D. Upload the file in your Google Drive folder on September 23, 2022.
Evaluation Criteria
You get 5 points for each correctly identified topic sentence in paragraphs 1 to 4. The total number of points for the activity is 20 points.
Activity: Describing functions of paragraphs
Intended Learning Outcome: After having gone through this activity, you should be able to identify the functions of paragraphs.
Let’s Begin
As you have learned from the previous activity, paragraphs have topic sentences. Beyond this, paragraphs do have functions. They could be introducers, developers, extenders, modulators, restaters, and terminators.
Read/Watch
For an explanation of each of the functions, refer to the PowerPoint presentation via the link
https://www.slideshare.net/Tyrathebest/the-paragraph-as-structure .
Think
After knowing the functions of paragraphs, provide your thoughts on the following questions:
- Based on paragraph functions, what is the ideal sequencing of paragraphs in an essay?
- Why is such a sequence preferable?
- What paragraphs should always be found in an essay?
- What paragraphs may not be found in an essay?
- What is the basis of your choice of paragraphs that are to be included in your essay?
- Opened: Friday, 30 September 2022, 12:00 AMDue: Friday, 30 September 2022, 5:00 PM
Activity guide
- Read F Sionil Jose’s article “Why we are shallow” via the link below.
https://www.philstar.com/lifestyle/arts-and-culture/2011/09/12/725822/why-we-are-shallow
- Identify the functions of the first 5 paragraphs of the text.
- Save your answers in PDF with the file name
Comm 1&2 DAYS Topic 7 activity Your surname
Example: Comm 1&2 TF Topic 7 activity Salazar
- Upload the file in your Google Drive folder on September 30, 2022.
Evaluation Criteria
You get 5 points for each correctly identified topic sentence in paragraphs 1 to 5. The total number of points for the activity is 25 points.
Activity: Identifying rhetorical moves
Intended Learning Outcome: After having gone through this activity, you should be able to discuss how paragraphs become tools in expository writing via rhetorical moves.
Let’s Begin
Aside from being introducers, developers, extenders, modulators, restaters, and terminators in the context of a composition, paragraphs on their own carry a particular function known as rhetorical moves. Examples of these moves are describing, narrating, illustrating, and enumerating. For a more complete discussion of the rhetorical moves, consult Reading Into Writing 1.
Read/Watch
Read on Rhetorical Moves on pp. 251-274 of Reading Into Writing 1. Access our class VLE.
Think
Associating the functions of paragraphs with rhetorical moves, answer the questions below:
- What rhetorical functions could be used when writing an introducer paragraph?
- What rhetorical move could be utilized in a developer paragraph?
- What rhetorical move could be applied in an extender paragraph?
- What rhetorical move could be employed in a modulator paragraph?
- What rhetorical move could you make use of in a restater paragraph?
- What rhetorical move could you use in a terminator paragraph?
- Opened: Friday, 30 September 2022, 12:00 AMDue: Friday, 30 September 2022, 5:00 PM
Activity 1
For the exercise on identifying rhetorical moves, answer Exercise A (11 items) on pp. 276-279 of Reading Into Writing 1.
- Write your answers based on the numbering in the exercise.
- Save your answers in PDF using the file name
Comm 1&2 DAYS Topic 8 Activity 1 Your surname
Example: Comm 1&2 TF Topic 8 Activity 1 Salazar
- Upload the file in your Google Drive folder on September 30, 2022.
Evaluation Criteria
Your answers to the exercise would be checked and the corresponding score would be the basis of evaluation. This activity is categorized as a graded exercise; kindly refer to the criteria for grading the Course Guide.
- Opened: Friday, 7 October 2022, 12:00 AMDue: Friday, 7 October 2022, 5:00 PM
Activity guide
1. Write a two-level sentence outline of “The Four Extras” using traditional coding. The copy of the essay is given below.
The Four Extras
Richard W. Burkhardt
A freshman college student is a young person with time on his hands. Away from home, with no one to tell him when to study and when to play, the freshman student has to learn how to spend his time. The wise freshman student attends class regularly; reads his assignments every day, and studies industriously because this is what college is all about, courses and assignments. But there is even more – much more – to be gained from college if one is keen enough to recognize the extra opportunities which exist. Many students do not discover the extra educational opportunities of college until they are seniors; and so too many people never discover these treasures. One can profit from these discoveries throughout his entire four years if he finds them as a freshman. A college education is not just the courses one takes –it is all the things that one learns in and out of class while he is in college. It is the extra-class opportunities that are called treasures.
There are at least four extras which are available to the alert student. The first is knowing college professors as people. In the limited time of the scheduled class period, one may miss coming to know the professor as a person. Moreover, in the limited time of the scheduled class period, one can never learn all that the professor knows about his subjects. Few experiences are more rewarding than conversations with informed teachers about the ideas they cherish and the values they hold. For as a person of college ages such experiences are an education by themselves.
Right or wrong, it is very hard to establish such a relationship with a high school teacher. This may be because the student cannot see the opportunity. It is not always easy in college, but it is usually easier, partially because the student, in a new environment, looks at his professors differently from the way he looked at his high school teachers. It is mostly growing up. A college student, one year older than a high school student, may be more grown up, and therefore, able to see his professor as an adult worth knowing.
The second extra of college life is attending the special events that are brought to the campus—speakers, orchestras, and plays, and the convocations. One is always surprised at the number of people who pass up these events by saying “I don’t really like music,” or “Why should I go to hear somebody talk about Mesopotamia when I can’t even spell it?” Why do people go to college if it is not to learn new things and to find out about ideas they have never heard of before? The purpose of education is to lead on, to lead out, to take people where they have not been before, to develop new tastes, new appreciations, to develop respect for other people’s ideas of beauty and expression. Since in many colleges attendance at convocation is no longer required, students sometimes demonstrate their new-found independence by staying away – and thereby miss a part of their educational opportunities.
The third extra is related to the second. On most college campuses student groups sponsor outstanding films for those who care to see them and arrange discussion groups on a wide variety of topics. A judicious sampling of student-arranged intellectual activities is an extra opportunity. If able and active students do not participate in this type of activity, it becomes feeble and uninteresting and disappears…This type of education is rewarding because it is so spontaneous, and has little outside supervision, and because one can test his ideas and sharpen his arguments in verbal exchanges with fellow students.
The fourth extra – and there are others – is reading unassigned books and magazines. A library is a thing of wonder and excitement. One can do the assigned reading for his courses first, and see what tremendous things there are beyond the assignment, beyond the class. Some college libraries still have open stacks, which means that one can walk where the books are and look and read and browse to his heart’s content. There it is everything that anyone ever thought, felt, or said about anything, in four to five languages, with or without pictures. The only thing that remotely compares to the stacks of a library is the dessert section of a good cafeteria.
No one of these four extras will cost much out-of-the-pocket money. Most of them are free to all college students, or, to be more accurate, be blinded by the fraternity, sorority, and athletic-society type of opportunity. Some are blinded by excessive devotion to the few courses for which they are enrolled and think they cannot afford the time for the extras.
But one can afford the time if he is smart enough to schedule his life so that some of these extras become a part of his education. Everyone has the same twenty-four hours, but each person spends the twenty-four hours, he will in effect be getting a double college education, while others are obtaining only one. One’s college education consists not only the courses he takes; it consists of what he does with his time at college. Why not get a complete college education? Take the extras too.
2. Save your outline in PDF using the file name
Comm 1&2 DAYS Topic 9 activity Your surname
Example: Comm 1&2 TF Topic 9 activity Salazar
3. Upload the file in your Google Drive folder on October 7, 2022.
Evaluation Criteria
Your outline will be graded using the rubric below.
Points
Parts of the outline
Thesis statement
Major ideas
Minor ideas
Your score
20
All the parts of the outline are provided.
The thesis statement is comprehensive enough to cover all the major ideas in the article.
All the major ideas are in the appropriate levels.
All the minor ideas are in the appropriate levels.
15
The outline has no title.
The thesis broad enough to include more than half, but not all, of the total number of major ideas in the article.
The outline missed out on one major idea.
The outline missed out on one minor idea.
10
The outline has no thesis statement.
The thesis statement is not inclusive of half the total number of major ideas in the article.
The outline missed out on half of the total number of major ideas.
The outline missed out on half of the total number of minor ideas.
5
The outline has no body.
The thesis statement is too broad or too general, inclusive only of one major idea.
The outline missed out on more than half of the total number of major ideas.
The outline missed out on more than half of the total number of minor ideas.
Total:
/100
Week 4: Reading and Writing Extended Discourse, Making a Reading Outline
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Activity: Reading texts and writing reading outlines
Intended Learning Outcome: After having gone through this activity, you should be able to create a reading outline of a text.
Let’s Begin
An outline is the skeleton on which the structure of any composition is based. It is the source of the logical organization of ideas in an essay. There are two types of outline – the reading outline and the writing outline. If you are to read an article, try to find the author’s ideas and how these are ordered in the text, and then write the outline from the ordering that you have derived from the composition, you are writing a reading outline. But if you intend to
write an article and you list your ideas on your chosen topic and arrange them in writing, the resulting outline is a writing outline.
Read
To learn more about the topic, read on outlining on pp. 303-304 of Reading Into Writing 1.
Think
The discussion on outlining in Reading Into Writing 1 is enough to enable you answer the following:
- What are the parts of an outline?
- What are the types of coding used in outlining?
- How is the topic outline different from a sentence outline?
- What is the thesis statement?
- What are levels in an outline and how are they related to the groupings of ideas that you are to write about?
- What is the concept of exclusivity in the levels of an outline?
Dig deeper
You may want to consider the following additional readings:
For the process of writing an outline, consult “Why and How to Create a Useful Outline” by the Online Writing Laboratory (OWL) of Purdue University. The link is given below.
As for the types of outlines, you may refer to the link below that would give you access to “Types of Outlines and Samples” by the OWL of Purdue University.
Week 5: Précis Writing and Paraphrasing
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Activity: Reading texts and summarizing them
Intended Learning Outcome: After having gone through this activity, you should be able to summarize reading materials.
Let’s Begin
A precis is a summary of ideas in an essay. The basic skill of knowing how to summarize a text is crucial in understanding whatever text you are reading. It is required that as you summarize what you have read, you are to retain the original tone and mood of the material, and the contents and their ordering in the text. You should also use your own words in writing the summary.
Read
Read on the prećis on pp. 323-324 of Reading Into Writing 1. Access our class VLE.
Think
- What is the major purpose of the precis?
- What should you include in your summary?
- How long should the precis be in relation to the length of the original text?
- When are you to use the precis?
- What are the strategies in writing a precis?
Dig deeper
Read further on the types of summary in “Summary” by the Harvard College Writing Center via
https://writingcenter.fas.harvard.edu/pages/summary .
- Opened: Friday, 14 October 2022, 12:00 AMDue: Friday, 14 October 2022, 5:00 PM
Activity guide
- Create a précis of “The Four Extras.”
- Save your précis in PDF using the file name
Comm 1&2 DAYS Topic 10 activity Your surname
Example: Comm 1&2 TF Topic 10 activity Salazar
- Upload the file in your Google Drive folder on October 14, 2022.
Evaluation Criteria
Your précis will be evaluated based on the rubric below.
Points
LANGUAGE
CONTENT
YOUR SCORE
Grammar
Tone
Point of View
Restatement
Major ideas
20
The summary is free from grammatical errors.
The tone in the original article is preserved.
The point of view of the original article is retained in the precis.
All the statements in the precis are paraphrases of the original.
All the major ideas in the article are included in the precis.
15
The summary has 1 to 5 grammatical errors.
10
The summary has 6 to 10 grammatical errors.
Minor ideas are included in the precis.
5
The summary has more than 10 grammatical errors.
The tone in the original article is lost.
The point of view of the original article is not retained in the precis.
Portions of the precís are verbatim copy of the original.
Total:
/100
Activity: Reading an excerpt of an essay and restating it
Intended Learning Outcome: After having gone through this activity, you should be able to restate an excerpt from a scholarly discourse.
Let’s Begin
A paraphrase is a restatement of an excerpt from any expository writing. Similar to the rule in precis writing, when paraphrasing, you have to retain the original tone of the excerpt that you are restating using your words. The paraphrase could be longer than the original text because you are to include the details regarding the ideas in your restatement.
Read
A more substantial discussion of the paraphrase is presented on pp. 335-336 of Reading Into Writing I. Access our class VLE.
Think
- What is the major purpose of the paraphrase?
- What should you include in your restatement?
- How long should the paraphrase be in relation to the length of the original text?
- Why is the length so?
- When are you to use the paraphrase?
- What are the strategies in writing a paraphrase?
Dig deeper
Read more on the paraphrase through the following links:
“Principles of Paraphrasing” by the Harvard Graduate School of Education
“Paraphrase: Write It in Your Own Words” by the OWL of Purdue University
- Opened: Friday, 14 October 2022, 12:00 AMDue: Friday, 14 October 2022, 5:00 PM
Activity guide
Following the steps in writing a paraphrase, restate the paragraph below taken from “The Ethics of Higher Studies” by Etienne Gilson.
“The first virtue you will impose on yourselves by taking such a step will be intellectual honesty. We know perfectly well what moral honesty is, and we would never for the world allow ourselves to sin against it; intellectual honesty is a much less known virtue, and higher studies will precisely teach you what it is. Moral honesty is, at the bottom, a scrupulous respect for for the truth. This statement may appear, at first sight, as an abstract and verbal parallelism, but try seriously to follow it down to its last consequences, and you will realize what it means…”
2. Save your in PDF using the file name
Comm 1&2 DAYS Topic 11 activity Your surname
Example: Comm 1&2 TF Topic 11 activity Salazar
3. Upload the file in your Google Drive folder on October 14, 2022.
Evaluation Criteria
Your paraphrase will be graded based on the rubric given below.
Points
LANGUAGE
CONTENT
YOUR SCORE
Grammar
Tone
Point of View
Restatement
Major ideas
Minor ideas
20
The summary is free from grammatical errors.
The tone in the original article is preserved.
The point of view of the original article is retained in the precis.
All the statements in the precis are paraphrases of the original.
All the major ideas in the article are included in the paraphrase.
All the supporting details are
Included in the paraphrase.
15
The summary has 1 to 5 grammatical errors.
Half or more than half of the total number of major ideas are included in the paraphrase.
Half or more than half of the total number of supporting details are included in the paraphrase.
10
The summary has 6 to 10 grammatical errors.
Less than half of the total number of supporting details in the original text are mentioned in the paraphrases.
Less than half of the total number of supporting details in the original text are mentioned in the paraphrases.
5
The summary has more than 10 grammatical errors.
The tone in the original article is lost.
The point of view of the original article is not retained in the precis.
Portions of the precís are verbatim copy of the original.
No major ideas are included in the paraphrase.
No supporting details are included in the paraphrase.
Total: /100
Week 6: Writing the Concept Paper
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Activity 1: Writing the concept paper
Intended Learning Outcomes
After having gone through the activity, you should be able to:
- Discuss the content of a concept paper;
- Explain the purpose of a concept paper; and
- Write a concept paper.
Let’s Begin
As described by Dadufalza (2011), the concept paper clarifies the core of a concept, its essence. Aside from the requisite of knowing the content of this type of discourse, the task of writing a concept paper entails your understanding of the point in writing it.
Read
Dadufalza, C.D. (2011). The Concept Paper. Reading Into Writing 2 (pp. 183-186). Brown Madonna Press, Inc.
Dadufalza, C.D. (2011). “Coping with Transitions.” Reading Into Writing 2 (pp. 194-196). Brown Madonna Press, Inc.
Think
In analyzing the essay “Coping with Transitions,” answer the following questions:
- What is the thesis statement of the essay?
- Based on the organization of ideas in the essay, how is the major idea developed?
- What is the author’s purpose in writing the essay?
Dig Deeper
Dadufalza, C.D. (2011). ‘Ano Ba ‘Yan!’. Reading Into Writing 2 (pp. 191-192). Brown Madonna Press, Inc.
- Opened: Friday, 18 November 2022, 12:00 AMDue: Friday, 18 November 2022, 5:00 PM
Groupings
GROUP 1
GROUP 2
GROUP 3
GROUP 4
Activity Guide for the Group Paper
- Given the guidelines in writing the concept paper on pp. 183-186 of Reading Into Writing 2, write a concept paper on the topic Life During the Pandemic. Use references in your concept paper.
- The essay should be in 500 words.
- Use a one-inch margin on all sides, with the text double-spaced and on Times New Roman font 12.
- After the text, indicate the names of the group members in alphabetical order, surnames first.
- Save the file in PDF with the file name:
ConceptPaper SECTION GROUP NO.
Example: ConceptPaper TFC2 GROUP 6
- Upload the file in the group Google Drive folder on November 18, 2022.
- FINAL EXAMINATION File
- Communication I Final Exam. Answer Key File
Here is the answer key for the final examination. Please take note that for the outline, the statements therein may be verbatim copy of sentences in the essay or may be paraphrases of the statements in the text. As for the scoring, kindly refer to the details below:
Title 5 pts.
Thesis statement 10 pts.
Level of major ideas 10 pts.
Level of subtopics 5 pts.
Total number of items for outlining: 110