Outcomes-Based Syllabus in Reading and Writing Skills

Academic Semester SUBJECT TITLE: No. of Hours No. of Weeks

Year
Theoretical Practical
Second Reading and Writing Skills 20
80
2018 –
2019
CORE SUBJECT DESCRIPTION:

The development of reading and writing skills as applied to a wide range of materials other than poetry, fiction and drama

CORE SUBJECT INTENDED LEARNING OUTCOMES(CILOs): At the end of the course, the students should be able to:
1. Identify the various features of connected discourse;
2. Apply different techniques in selecting and organizing information;
3. Illustrate information in a written text through an appropriate graphic organizer;
4. Identify the various types of patterns of development in writing across disciplines;
5. Identify the properties of a well-written text;
6. Explain critical reading as looking for ways of thinking;
7. Interpret and explain the meaning of passages through claims that are explicitly or implicitly made in a written text;
8. Use critical reading skills for understanding, evaluating and reasoning;
9. Use critical reading skills for interpreting, reasoning and evaluating;
10. Explain the importance of text evidence in critical reading;
11. Identify different types of academic writing;
12. Identify the unique features and requirements in composing texts across disciplines;
13. Compose different types of academic writing;
14. Identify different types of professional correspondence;
15. Identify the unique features of and requirement in composing professional correspondence; and
16. Compose different types of professional correspondence

CORE SUBJECT REFERENCES:

References:
Jose, Luijim S., et. al., Reading and Writing Skills For Senior High School, Books Atbp. Publishing Corp., 2016
http://en.wikipedia.org/wiki/connecteddiscourse
http://elc.polyu.edu.hk/elsc/material/writing/coherence.htm
http://dictionary.reference.com/browse/coherence
http://grammar.about.com/od/c/g/cohesionterm.htm
http://dictionary.reference.com/browse/cohesion
http://highered.mcgraw-hill.com/sites/0070400555/studentview0/writing-999/paragraphpatterns.html
http://en.wikipedia.org/wiki/Intertextuality
http://www2.iath.virginia.edu/elab/hfl0278.html
http://en.wikipedia.org/wiki/literaturereview
http://guides.library.harvard.edu/literaturereview

After completing this subject, STUDENTS WILL BE ABLE TO:

ST. BENILDE
ST. BENILDE CORE
LEARNING OBJECTIVES LEARNING GOALS MISSION
VALUES
DEPLOYMENT
Realize that information in a written text may be selected and Creative and
Perseverance Instruction
organized to achieve a particular purpose analytical thinking
Subject Intended Learning Demonstrate the relationship of a written text and the context in which Creative and Professionalism and
Professionalism
Outcomes (SILO) it was developed analytical thinking Values
Identify the requirements of composing academic writing and Professionalism
Proactive Professionalism,
professional correspondence Values
Critique a chosen sample of each pattern of development focusing on Creative and
Perseverance Instruction
information selection, organization, and development analytical thinking
Produce each type of academic writing and professional Instruction and Quality
Creative and
correspondence following the properties of well-written texts and Perseverance Service
analytical thinking
process approach to writing Globally Competent

INCLUSIVE INTENDED TIME ATs REFERENCES AND TEACHING

DATES / CONTENT LEARNING TLAs (TEACHING-LEARNING ALLOTM (ASSESSMENT DEVICES
ACTIVITIES)
WEEKS OUTCOMES (ILO) ENT TASKS)

Unit 1: Reading and Thinking Strategies Across Text Types

Week 1 & 2 Text as Connected 1.1. Describe a Gapped lecture in the topic Text as 8 hours Written Refer to Core Subject References
Discourse written text as Connected Discourse (Spoken and above
connected Written) Performance:
discourse
1.2. Differentiate Common Features of connected discourse Group
the various Presentation
features of  Assimilation
connected
 Catenation
discourse (spoke
INCLUSIVE INTENDED TIME ATs REFERENCES AND TEACHING
DATES / CONTENT LEARNING TLAs (TEACHING-LEARNING ALLOTM (ASSESSMENT DEVICES
ACTIVITIES)
WEEKS OUTCOMES (ILO) ENT TASKS)

and written)  Elision

1.3. Create short  Intrusion
dialogues using
connected
discourse Activity
1.4. Correct
sentences with Transitional Words
misused transition
words  Agreement/Addition/Similarity
1.5. Use
 Opposition/Limitation/Contradiction
transitional words
to show  Cause/Condition/Purpose
connectedness in  Examples/Support/Emphasis
a written discourse  Effect/Consequence/Result
 Conclusion/Summary/Restatement

Activity

Synthesis of the first lesson

Week 3 & 4 Techniques in 2.1. Distinguish Motivational Activity 8 hours Written Refer to Core Subject References
Selecting and between and above
Organizing among techniques Gapped lecture in Techniques in Selecting Performance:
in selecting and
Information and Organizing Information Group
organizing
information Presentation
2.2. Identify the  Brainstorming List
main idea and its  Graphic Organizer
supporting details o Concept Map
through o Story Map
brainstorming
o Series of Events Chain
listing
2.3. Illustrate o Flow Chart
information in a o T-Chart and Venn Diagram
written text o Discussion Web
through an  Topic Outline
appropriate
INCLUSIVE INTENDED TIME ATs REFERENCES AND TEACHING
DATES / CONTENT LEARNING TLAs (TEACHING-LEARNING ALLOTM (ASSESSMENT DEVICES
ACTIVITIES)
WEEKS OUTCOMES (ILO) ENT TASKS)

graphic organizer  Sentence Outline

2.4. Construct a
topical and a Activity
sentence outline of
the information in Synthesis of the lesson
a written text
Week 5 & 6 Patterns of 3.1. Distinguish Gapped lecture in Patterns of Development 8 hours Written Refer to Core Subject References
Development between and in Writing above
among patterns of Essay Writing
development in  Narration
writing across  Classification
disciplines
3.2. Determine the  Comparison and Contrast
purpose of the  Cause and Effect
writer in a given  Description
text  Persuasion/Argument
3.3. Create short  Example/Illustration
paragraphs/essay
s for each of the  Definition
patterns of  Problem-Solution
development in
writing Activity

Synthesis

Week 7 First Preliminary Examination 1 hour Written

Week 7 & 8 Properties of a Well 4.1. Identify Motivational Activity 7 hours Written Refer to Core Subject References
– Written Text properties of a above
well-written text Gapped lecture in Properties of a Well –
4.2. Revise faulty Written Text
and weak
paragraphs  Organization
4.3. Create an  Coherence and Cohesion
essay observing
 Language Use
the properties of
well-written text  Mechanics
INCLUSIVE INTENDED TIME ATs REFERENCES AND TEACHING
DATES / CONTENT LEARNING TLAs (TEACHING-LEARNING ALLOTM (ASSESSMENT DEVICES
ACTIVITIES)
WEEKS OUTCOMES (ILO) ENT TASKS)

Activity

Synthesis

Unit 2: Text and Context Connections

Week 9 & Critical Reading as 5.1. Explains Motivational Activity: Why Am I Reading? 6 hours Written Refer to Core Subject References
10 Looking for ways of critical reading as above
Thinking looking for ways of Gapped Lecture in Critical Reading as GroupActivity
thinking Looking for ways of Thinking
5.2. Interpret and
explain the Activity
meaning of
passages read Synthesis
5.3. Use critical
reading skills for
understanding and
reasoning
Week 10 & Explicit and Implicit 6.1. Identify claims Motivational Activity 6 hours Written Refer to Core Subject References
11 Claims in a Text explicitly and above
implicitly made in Gapped lecture in Different Claims Group Work
a written text Explicitly and Implicitly Made in a Written
6.2. Interpret and Tex
explain the
meaning of  Claims of Fact
passages through
 Claims of Value
claims that are
explicitly and  Claims of Policy
implicitly made in
a written text Activity
6.3. Use critical
Synthesis
reading skills for
understanding,
evaluating and
reasoning
6.4. Write different
types of claims
according to
INCLUSIVE INTENDED TIME ATs REFERENCES AND TEACHING
DATES / CONTENT LEARNING TLAs (TEACHING-LEARNING ALLOTM (ASSESSMENT DEVICES
ACTIVITIES)
WEEKS OUTCOMES (ILO) ENT TASKS)

purpose and
meaning
Week 12 & Context of Text 7.1. Identify the Motivational Activity 6 hours Written Refer to Core Subject References
13 Development context in which a above
text was Gapped lecture in Context of Text Group Activity
developed
Development Research Paper
7.2. Discuss the
structure of text  Hypertext
development  Intertext
7.3. Interpret and
analyze assertions Activity
about the content
and properties of a
Synthesis
text read
7.4. Use critical
reading skills for
interpreting,
reasoning and
evaluating
Week 13 & Critical Reading as 8.1. Explains Motivational Activity 6 hours Written Refer to Core Subject References
14 Reasoning critical reading as above
reasoning Gapped lecture in Formulating Evaluative Group Activity
 Formulating 8.2. Formulate Statements
Evaluative evaluative
Statements
statements about  Formulates assertions about the
a text read content and properties of a text
8.3. Interpret and read
explain assertions
of the content and  Formulates meaningful
properties of an counterclaims in response to
academic text claims made in a text read
8.4. Write
counterclaims in Activity
response to claims
made in a text Synthesis
read
Week 15 Critical Reading as 9.1. Determines Motivational Activity 4 hours Written Refer to Core Subject References
textual evidence to
INCLUSIVE INTENDED TIME ATs REFERENCES AND TEACHING
DATES / CONTENT LEARNING TLAs (TEACHING-LEARNING ALLOTM (ASSESSMENT DEVICES
ACTIVITIES)
WEEKS OUTCOMES (ILO) ENT TASKS)

Reasoning validate assertions Group Activity above

and counterclaims Gapped lecture in Determining Textual
 Determining made about a text Evidence
Textual read
Evidence 9.2. Explain the
importance of text  Think
evidence in critical  Determine
reading  Survey
9.3. Write a
meaningful Activity
counterclaims in
response to other Synthesis
claims made in a
text read
9.4. Cite textual
evidences to
support text
analysis
Week 16 Pre – Final Examination 1 hour

Unit 3: Purposeful Writing in the Disciplines and for Professions

Week 16, Purposeful Writing in 10.1. Explain how Motivational Activity 8 hours Written Refer to Core Subject References
17 & 18 the Disciplines one’s purpose is a above
crucial Film Viewing: Top Ten Writing Rules from Group Activity
consideration in the World’s Famous Writers http://www.youtube.com/watch?v=LLIG
academic and ZEBmBUk
professional Gapped lecture in Purposeful Writing in the
writing Disciplines
10.2. Differentiate
each type of  Book Review or Article Critique
academic writing  Literature Review
10.3. Explain the
unique features  Research Report
and requirements  Project Proposal
in composing texts  Position Paper
across disciplines
10.4. Compose
INCLUSIVE INTENDED TIME ATs REFERENCES AND TEACHING
DATES / CONTENT LEARNING TLAs (TEACHING-LEARNING ALLOTM (ASSESSMENT DEVICES
ACTIVITIES)
WEEKS OUTCOMES (ILO) ENT TASKS)

different types of Activity

academic writing
Synthesis

Week 18, Purposeful Writing 11.1. Identify the Motivational Activity 9 hours Written Refer to Core Subject References
19 & 20 for Professions unique features of above
and requirements Gapped lecture in Purposeful Writing for
in composing Professions
professional
correspondence  Resume
11.2. Differentiate  Application for College Admission
each type of
 Application for Employment
professional
correspondence  Various Forms of Office
11.3. Explain the Correspondence
unique features of o Memos
and requirements o Letters
in composing o E-mail
professional
correspondence Activity
11.4. Produce each
type of Synthesis
professional
correspondence
Week 20 Final Examination 1 hour

Prepared by/Date: Noted by/Date:

Chello Ann P. Asuncion Mr. Joseph J. Tabirara

Faculty Member Vice President for Academic Affairs
October 5, 2018