DAVAO DEL NORTE STATE COLLEGE

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VISION CORE VALUES

A premiere Higher Institution in Agri-Fisheries and Socio-cultural The College commits to pursue our vision, accomplish
Development in the ASEAN Region our mission, and achieve our goals through our core
values of excellence, integrity, innovation, stewardship,
love of God and country
MISSION OUR GRADUATES

DNSC strives to produce competent human resource, generate, Our graduates carry DNSC’s values into their
and utilize knowledge and technology, uphold good governance workplaces as competent, collaborative workers and
and quality management system for sustainable resources and socially connected ethical leaders. They adhere to
resilient communities. professional ethics and seek solutions to workplace
problems. They are creative, critical thinkers, and
resilient to cross-cultural environment.
PROGRAM EDUCATIONAL OBJECTIVES PROGRAM OUTCOMES

Five years from graduation, graduates of Teacher Education are By the time of graduation, the students of BACHELOR
expected to: OF SECONDARY EDUCATION MAJOR IN ENGLISH
are expected to:
1. Practice professional and ethical teaching standards in
responding to the demands of the community; 1. Possess broad knowledge of language and literature
2. Pursue lifelong learning for personal and professional growth for effective learning;
as they continue to engage in varied work experiences and 2. Use English as a glocal language in a multicultural
opportunities; context as it applies to the teaching of language and
3. Carry DNSC’s values of Excellence, Integrity, Innovativeness, literature;
Stewardship, Love of God and Country into their workplaces 3. Acquire extensive reading background in language,
as competent, collaborative workers and socially connected literature, and allied fields.
ethical leaders; 4. Demonstrate proficiency in oral and written
4. Demonstrate content expertise in the delivery of instruction; communication;
5. Exhibit digital competence in the teaching and learning 5. Shows competence in employing innovative
process; and language and literature teaching approaches,
6. Engage in teaching and other careers like consultation, methodologies, and strategies;
curriculum planning, instructional materials writing, research 6. Use technology in facilitating language learning and
and extension. teaching;
7. Inspire students and colleagues to lead relevant and
transformative changes to improve learning and
teaching language and literature; and
8. Display skills and abilities to be a reflective and
research-oriented language and literature teacher.

I. Course Name : (ENG111) (Purposive Communication) (2ND Semester) (2021-2022)

II. Course Credits : 3 units
III. Course Description : Purposive communication is about writing, speaking, and presenting to different audiences and
for various purposes (CMO 20, s. 2013). It is a three-unit course that develops student’s communicative competence and
enhances their cultural and intercultural awareness through multimodal tasks that provide them opportunity for communicating
effectively and appropriately to a multicultural context in a local or global context. It equips students with tools for critical
evaluation of a variety of text and focuses on the power of language and the impact of images to emphasize the importance of
conveying messages responsibly. The knowledge, skills and insights that students gain from this course may be used in their
other academic endeavors, their chosen disciplines, and their future careers as they compose and produce relevant
oral, written, audio-visual and/or web-based output for various purposes.

IV. Contact Hours/Week : 3 hours/week

V. Pre- requisite : None
VI. Course Outcomes :
Legend: I – Introductory, E – Enabling, D – Demonstrative
COURSE LEARNING OUTCOMES (CLO) AND LINKS TO PROGRAM OUTCOMES (PO)
Upon completion of this course, the PO Assessment Time
student are expected to 01 02 03 04 05 06 07 08 09 10 11 Tools Frame
12

Address: Davao del Norte State College Website:www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
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CLO1: Describe the nature, I E Google Week 1-6

elements, and functions of verbal Forms/
and non-verbal communication in Rubrics for
various and multicultural contexts to Reflection
become global citizens for paper/Rubri
sustainable growth; cs for oral
recitation/
DNSC
LMS quiz
CLO2: Develop sensitivity to other E E DNSC LMS Week 7-9
culture by understanding how to quiz/Rubrics
effectively navigate various for video
communication styles found in presentation
different cultures;
CLO3: Internalize values, ethical E E E E DNSC LMS Week
standards, and principles in Quiz/Rubrics for 10-12
communication to demonstrate written outputs
openness, respect and
communicate effectively in a multi-
cultural setting;
CLO4: Distinguish the influence I E E E DNSC LMS Week
and significant contributions of Quiz/Rubrics for 13-14
social media in today’s learning written outputs
setup
by analyzing its function and role in
the communication process and
applying proficiency in technology
to communicate effectively;
CLO5: Show proficiency in E E D E D Rubrics Week
communicating effectively in for oral 15-16
different aspects through written Prese
and oral reflections; and ntation/
Rubrics for
written outputs
CLO6: Apply knowledge and I D E D Rubrics for oral Week
understanding in communicating presentation 17-18
ideas effectively to both academic
and corporate industries.

VII. Course Matrix :

Course Content Time Frame

Preliminary Introduction Week 1
▪ VMGCV and College Officials
▪ Goals of the Institute and Program Outcomes
▪ Class Content and Course Policies
▪ Course Requirements
▪ Grading System
▪ DNSC Learning Management System
 Definition of Communication Week 2-3
 Communication in Multicultural Contexts
 Verbal and Nonverbal Communication
▪ Nature
▪ Elements
▪ Functions
 Effective Intercultural Communication Weeks 4-5
▪ Framework in Developing Intercultural Communication Skills
▪ Barriers to Intercultural Communication
▪ Terms and Expressions in Different Cultures
 Communication Ethics Weeks 6-7
 Communication in Digital Age Week 8
▪ Social Media Communication
▪ Media Reports and Fake News
▪ Communication Advocacy •Speech Content Organization

Address: Davao del Norte State College Website:www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
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• Speech Outline
MIDTERM EXAMINATION Week 9
 Effective Communication in Workplace Setting Week 10
▪ Oral andWritten Workplace Communication
 Writing Business Letters and Memos Week 11
 Conducting Business Meetings Week 12
▪ Business Meeting Protocols
▪ Online Business Meeting
▪ Writing the Minutes
 Effective Communication in Academic Setting Week 13
▪ Oral and Written Academic Communication
▪ Avoiding Plagiarism
▪ Evaluating Sources
 Writing a Research-Based Argumentative Essay Weeks 14-15
 Conducting Academic Presentation Weeks 16-17
FINAL EXAMINATION Week 18

VII. Summative Assessments

1. Written Midterm Examination
2. Written Final Examination

VIII. Course Requirements: Summative Assessments 40% (Written Midterm and Final Examinations)
Course Requirements 30% (Advocacy Video, Position Paper, Letter, Minutes,
Simulated Meeting, Essay, Academic
Presentation)
Written Works 15% (Summative Quizzes)
Oral Recitation 15%
Total 100%

IX. Grading System :

1. Passing Score : 50% of the highest possible score.
raw score
2. Transmutation : ×50+50
highest possible score
3. Numerical Equivalent
Numerical Percentage Description
Equivalent Equivalent
1.0 98-100 Excellent
1.25 95-97 Outstanding
1.5 92-94 Very Good
1.75 89-91 Good
2.0 86-88 Very Satisfactory
2.25 83-85 Satisfactory
2.5 80-82 Moderately Fair
2.75 77-79 Fair
3.0 75-76 Passing
4.0 72-74 Conditional (must be removed through a removal exam (prior to
submission of final grades). If a student passes, the final grade
shall not be better than 3.0. If he fails, the final grade shall be
5.0.
5.0 71-below Failure. It requires a re-enrollment of the course.
INC Incomplete This is given if a student whose class standing throughout the
semester or term is passing but he/she fails to take the final
examination or student fails to complete all the academic
requirements for the course due to illness or other valid
reasons. The deficiency will be indicated by “INC” which must
be removed within a period of one year by passing the
examination or meeting all the requirements for the course
except for graduating students in a given semester. After which
the student shall be given a final grade based on his overall
performance. Accomplished completion form signed by the
subject Instructor must be submitted within the specified period
for such removal. If the student fails to do so, he shall
automatically get a grade of 5.

Address: Davao del Norte State College Website:www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
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Note: Numerical grade should be included in the grading sheet.

X. References:

Alejandro, A., Aquilam, J., Arcenas, S.M., Baldric, C., Betonio, G., Dalagan, J… Ranalan, R. (2018). Purposive communication.
Mutya.

Davao del Norte State College. (2020). English 111: Purposive communication module. Unpublished instructional module.

Fremont University. (2021). Top 10 tips for effective workplace communication. Retrieved from https://fremont.edu/top-10-tips-
for-effective-workplace-communication/

Kansas State University. (n.d.). Evaluating sources with 5 big criteria. Retrieved from https://guides.lib.k-state.edu/c.php?
g=181829&p=1195993

Suarez, C., Perfecto, M.R., Canilao, M.L.E., Paez, D.B. (2020). Purposive communication in English. BlueBooks.
University of Illinois, Springfield. (2022). Avoiding plagiarism. Retrieved from
https://www.uis.edu/cas/thelearninghub/writing/handouts/research-methods/avoiding-plagiarism/

XI. Suggested Readings

ALAMAT. (2021, February 14). ALAMAT- ‘kbye’ (official M/V) [Video]. YouTube. https://www.youtube.com/watch?v=I7vPP-yIhY0

ALAMAT. (2021, July 15). ALAMAT- ‘kasmala’ (official M/V) [Video]. YouTube. https://www.youtube.com/watch?v=_5Y_mTfBh3o

Bustos, M. (2012, January 21). Mikey Bustos Pinoy lessons “Pinoy English” [Video]. YouTube. https://www.youtube.com/watch?
v=UqlFT8zT8V8

Address: Davao del Norte State College Website:www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
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RUBRICS
Advocacy Video Rubric
POOR
EXCELLENT PROFICIENT LACKING TOTAL
CRITERIA 4 POINTS AND
15-20 POINTS 10-14 POINTS 5-9 POINTS POINTS
BELOW

Concept and Creativity Has a clear picture of their advocacy Has a fairly clear picture of their Has brainstormed but lacked Little effort has been
- Clear Campaign Message. and purpose. Adequate explanation of advocacy and purpose. Can describe focus. Ideas are not clearly spent on
- Creative and Original Content. ideas is provided. Compelling and their ideas but have trouble expressing defined. brainstorming and
persuasive approach. them. refining a concept.
Story Content
- Characters & Plot come together to The content has a clear statement of Information is presented as a connected The content does not present a Content lacks a
make Human Interest. purpose or theme and is effective, theme with accurate, current supporting clearly stated theme, is vague, central theme. Much
- Effective Use of Dialogue. compelling, and creative. A rich variety information that contributes to the and some of the supporting of the supporting
- Creative Message Portrayal. of supporting details contributes to the understanding of the idea. Lacks the information does not seem to fit content are irrelevant
- Effective Plotting of Scenes. understanding of the advocacy purpose. element of persuasion. the main idea. to the overall
message.

Cinematography
Makes use of the camera efficiently. Makes use of the camera sufficiently. Does not make use of the No camera elements
- Effective use of shots and camera
Raw videos are in crisp quality. Some footages are of low quality. Minor camera very well. Majority of the used. All video
elements.
Characters are visible and blurring and glitches. footages are of low quality. contents are sourced
- Overall aesthetic appeal.
distinguishable. Blurred and has glitches. from the internet.

Editing
- Well-coordinated sounds and visuals. The video was well-edited and Editing was not done as well as it Video has very little, if any Video is completely
- Coherence and continuity of scenes. transitions smoothly from scene to should have been. Some poor shots editing. Many poor shots remain. raw with no editing or
scene. Audio and other enhancements remain. Video is still somewhat choppy. Video was very fragmented with enhancement done
are well used. Audio and other enhancements were little to no enhancements, in whatsoever.
not maximized. audio and visuals.
Audience Awareness and Reach
- Making the advocacy available to the The advocacy was posted online and The advocacy was posted online but The advocacy was posted online The advocacy was
public. reached a significant amount of garnered little audience interaction. but garnered no audience not made available
audience. Has visible audience interaction. for public
interaction. consumption.

Address: Davao del Norte State College Website: www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
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Big Question Synthesis Essay Rubric

To convert scores derived from this rubric to numerical scores for your gradebook, see “Scoring the Honors Assessments” on the Honors Assessment Resources page.

Criteria 4 3 2 1
Argumentation ● Engaging intro that builds background, ● Intro provides some background/context for the ● Underdeveloped intro with little ● Ineffective intro. Does not
introduces question and thesis. question. background info. provide background info
● Sophisticated thesis articulates a ● Succinct and narrowed thesis; focuses on a central ● Somewhat broad thesis that for BQ.
precise central argument that is argument. highlights an argument. ● Vague or hard to
supportable, arguable and shows ● Writer discusses counter arguments or alternative ● Counter arguments or alternative distinguish thesis.
depth of thinking. perspectives on the BQ perspectives on the BQ are ● Counter arguments or
● Writer evaluates and/or refutes counter ● Conclusion highlights thesis, summarizes artifacts identified but underdeveloped. alternative perspectives on
arguments or alternative perspectives and begins to argue the universality of BQ. ● Conclusion acknowledges thesis the BQ are not
on the BQ and begins to summarize but may acknowledged.
● Conclusion accounts for thesis, synthesizes be unclear/abrupt. ● Conclusion is
artifacts, and argues the universality of the underdeveloped or no
BQ conclusion present

Address: Davao del Norte State College Website: www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
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Use of  Uses strong and compelling textual ● Uses 3-4 relevant artifactsthat support critical ● Uses 2-3 artifacts used to support ● 0-1 artifacts used and they
Evidence evidence from at least 3-4 meaningful and thinking. some critical thinking. may be used only
varied artifacts that require the writer to ● Effectively incorporates quotes, examples, and/or ● Inconsistently incorporates superficially.
assess and evaluate the supporting paraphrases to support thesis and analysis. quotes, examples, and/or ● Quotes and paraphrasing
evidence ● Analyzes evidence to support/extend argument; paraphrases to support thesis and are not handled correctly at
● Skillfully incorporates quotes, elaborates to show some critical thinking and analysis. all
examples, and/or paraphrases to relevance. ● Some analysis of evidence, but ● Little analysis or elaboration
advance the thesis and build the lacks thoroughness and of evidence. Mostly
analysis elaboration; rarely goes beyond summarizes artifacts.
● Sophisticated analysis of specific details what the artifacts say
to support and extend argument.
Analyzes the how, why, and what to
enhance and express
the writer’s critical thinking and
central argument

Address: Davao del Norte State College Website: www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
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Organization ● Artifacts are cohesively and ● Artifacts reflect a basic
level of synthesis around a ● Attempts to synthesize artifacts but ● Little synthesis
sophisticatedly synthesized to support central argument. may be too general at times. ● Argument is underdeveloped
central argument; makes connections ● Consistent argument is built throughout the essay ● Inconsistent argument is built or confusing; weak topic
between artifacts. with related subtopics/assertions, demonstrated through the essay; topic sentences sentences
● Comprehensive and well-developed through some clear topic sentences are broad and general and do not ● Missing or ineffective
argument is built throughout the essay ● Transitions evident throughout essay. make clear claims transitions.
with related subtopics/ assertions, ● Weak transitions or inconsistent
generally demonstrated through use of transitions throughout
argumentative topic sentences ● essay.
● Strong and effective transitions
 throughout essay.

Address: Davao del Norte State College Website: www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
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● A distinct and consistent writer’s voice is ● A distinct and consistent writer’s voice is attempted, ● A distinct and consistent
writer’s
Style ● No attempt at a
evident through the use of varied although inconsistent and still emerging through the voice may be lacking
sentence structure and sophisticated use of some varied sentence structure and attempts ● Rarely demonstrates authentic writer’s voice or the voice is
vocabulary as grade level appropriate at sophisticated vocabulary, as grade level voice and tone (as appropriate to simply that of a student
● Expresses authentic voice and tone (as appropriate grade level); the essay generally struggling with the concept
appropriate to grade level) rather than ● Occasionally demonstrates authentic voice and tone adheres to a set formula of the assignment
simple adherence to a formula (as appropriate to grade level) but the essay may ● The essay is formulaic and
feel formulaic at times does not demonstrate
authentic voice or tone

Address: Davao del Norte State College Website: www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
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Grammar & Formatting ● Strong mechanics and grammar as ● Good mechanics and grammar as appropriate for ● Meaning is somewhat diminished ● Substantial errors in
appropriate for grade level grade level by consistent errors in grammar and punctuation
● May have a few minor mistakes but does ● May have a few patterns of mistakes but they do not punctuation, capitalization, that interfere with
not inhibit meaning. inhibit meaning. spelling, and/or agreement. meaning.
All sources are correctly cited as directed ● Most sources are correctly ● Most sources are not ● No clear evidence of
by the teacher (either in MLA format or correctly cited
cited as directed by the teacher (either in MLA source documentation is
as “Source A”)
format or as “Source A”) present

Address: Davao del Norte State College Website: www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
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Rubric for the Assessment of the Argumentative Essay

3 2 1 0 Score
A. Well developed introductory paragraph Introductory paragraph contains Introduction states the thesis but does not Thesis and/or problem is vague or unclear. Background details
contains detailed background , a clear some background information and adequately explain the background of the are a seemingly random collection of information, unclear, or not
Introduction explanation or definition of the problem, and states the problem, but does not problem. The problem is stated, but lacks detail. related to the topic.
Background/history Define a thesis statement explain using details. States the Conclusion does not adequately summarize the main points.
the problem Thesis thesis of the paper. Conclusion summarizes main topics, but is No suggestions for change or opinions are included. _______
Statement Conclusion summarizes the main topics repetitive. No suggestions for change and/or __
without repeating previous sentences; Conclusion summarizes main opinions are included.
writer’s opinions and suggestions for topics. Some suggestions for
Conclusion change are logical and well thought out. change are evident.

B. Three or more main points are well Three or more main points are Three or more main points, but all lack Less than three main points, with poor development of
developed with supporting details. present but may lack detail and development. Refutation paragraph(s) missing ideas.
MAIN POINTS Refutation paragraph(s) acknowledges the development in one or two. and/or vague Refutation missing or vague. _______
Body Paragraphs opposing view and Refutation paragraph(s) __
Refutation summarizes their main points. acknowledges the opposing view
but
doesn’t summarize points.
Logical, compelling progression of ideas Overall, the paper is logically Progression of ideas in essay Arrangement of essay is unclear and illogical. The writing lacks a
in essay; clear structure which developed. Progression of is awkward, yet moves the reader through the text clear sense of direction. Ideas, details or events seem strung
C. ORGANIZATION enhances and showcases the central ideas in essay makes sense without too much confusion. The writer sometimes together in a loose or random fashion; there is no identifiable
idea or theme and moves the reader and moves the reader easily lunges ahead too quickly or spends too much time internal structure and readers have trouble following the writer’s
through the text. Organization flows so through the text. on details that do not matter. Transitions appear line of thought. Few, forced transitions in the essay or no
smoothly the reader sporadically, but not equally throughout the ssay. transitions are present.
hardly thinks about it. Strong transitions exist _______
Effective, mature, graceful transitions exist throughout and add to the __
throughout the essay. essay’s coherence

Source material is smoothly integrated Source material is used. Source material is used, but integration Lacks sources and/or sources are not accurately documented.
D. into the text. All sources are accurately All sources are accurately may be awkward. Format is incorrect for all sources.
documented in the desired format both in documented, but a few are not in All sources are accurately documented, but many
WORKS CITED the text and on the desired format. Some sources are not in the desired format or lack credibility. _______
the Works Cited page. lack credibility. __

Address: Davao del Norte State College Website: www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
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E. Sentence structure is correct. Sentence structure is generally Work contains structural weaknesses and Work contains multiple incorrect sentence structures.
MECHANICS Punctuation and capitalization are correct. Some awkward sentences grammatical errors. There are four or more errors in punctuation and/or capitalization.
Sentence Structure correct. do appear. There are one or two There are three or four errors in _______
Punctuation & errors in punctuation and/or punctuation and/or capitalization. __
Capitalization capitalization.

TOTAL
Comments:

Grade equivalent:
A=13 – 15 Points
B=10-12 Points
C=7-9 Points
D=4-6 Points
E=3 or less

Grade: _____________

Address: Davao del Norte State College Website: www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
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Rubric: Meeting Minutes

Meeting minutes

Poor 1 pts Fair 3 pts Good 5 pts

Heading 10 % poor fair good

Includes only two of five required components. Includes only three of five required components or Includes title, date, time, and place of meeting. All
information is not in a prominent place or easy to attendees are listed. Absentees are listed as well.
read.

Content 40 % poor fair good

Content was not descriptive and was not a clear Some action items are identified, but without clear Detailed chronological description of all events.
reflection of the entire meeting. description. Logical sequence is not apparent. New business is described. Assignments to team
members are identified with detailed description and
progress. Items put to vote are recorded with results.
Format 20 % poor fair good

Attention to formatting is not apparent. Format was professional but was not in a logical Logical outline format or section headings are used to
sequence. No headings or sections are shown. make the document readable.
Tables, charts or lists are used where appropriate.

Spelling, Grammar, and Punctuation poor fair good

30 %
Editing and revising are not apparent. Multiple or repetitive errors interfere with readability of Free of all grammar, spelling and punctuation errors.
the document.

Address: Davao del Norte State College Website: www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
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Rubric for Business Letter Writing Assessment
Task Description: You will write a formal business letter to the appropriate agency, credit bureau, or business to explain your concern about a possible error on your
credit report. You will receive a scenario to base your letter of complaint. *The instructor can decide if letter must be typed or will allow handwritten
copy.
This task is due on (date) .

4 – Exemplary 3 – Accomplished 2 – Developing 1 – Beginning

weight
Components

 ccurately uses correct business letter  Mostly uses correct business  A few noticeable errors in the  Several noticeable errors in use of
format (heading, greeting, letter format (heading, greeting, business letter format (heading, correct business letter format (heading,
introduction, body, closure, signature, introduction, body, closure, greeting, introduction, body, closure, greeting, introduction, body, closure,
Organization 25%
enclosure, and copy) signature, enclosure, and copy) signature, enclosure, and copy) signature, enclosure, and copy)
 Letter clearly states the purpose  Letter clearly states the purpose  Purpose of letter is unclear  Purpose of letter is unclear
 Appropriate explanations or facts used to  Some explanations or facts used  More explanations or facts need  Main idea is not supported by
support the main idea to support the main idea to be used to support the main explanations or facts
 Easy to follow  Somewhat hard to follow idea  Letter rambles; hard to follow or
Content 25%  Tone is appropriate for intended  Tone is generally appropriate for  Hard to follow understand
audience intended audience  Tone is too informal for intended  Tone is inappropriate for intended
audience audience
 Typed, using correct spacing, font, and  Letter typed with few problems in  Letter typed with frequent  Letter not typed; wrong format used
Appearance 25% format spacing, font, or format problems in spacing, font, or and hard to read
format
 Accurate use of punctuation  One or two mistakes with  More than two mistakes in  Incorrect use throughout the letter of
and grammar punctuation or grammar punctuation or grammar punctuation or grammar
Language
25%  No spelling errors  One or two spelling errors  More than two spelling errors  Frequent spelling errors distract from
Usage letter

Writing Score

Address: Davao del Norte State College Website: www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
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= Final Assessment Score

Oral Presentation Rubric

0 (Unacceptable) 1 (Marginal) 2 (Good) 3 (Excellent) Score

Body No movement or descriptive Very little movement or Movements or gestures Movements seemed fluid and
Language gestures. descriptive gestures. enhance articulation. helped the audience visualize.
Consistent use of direct eye Holds attention of entire audience with
Eye Contact No eye contact with audience. Minimal eye contact with audience. contact with some audience. the use of direct eye contact.
▪ Poised, clear articulation
▪ inaudible or too loud ▪ some mumbling ▪ proper volume
Speaking ▪ rate too slow/fast ▪ uneven rate Clear articulation but not as polished ▪ steady rate
Skills ▪ speaker seemed ▪ little or no expression ▪ good posture
uninterested and used ▪ enthusiasm
monotone ▪ confidence
▪ displays neither clear
▪ displays introductory or closing remarks, ▪ delivers clear opening and closing
introductory nor closing ▪ displays some level of organization with
remarks that capture the attention of the
but segments of the body of the
remarks discernible theme, but the presentation is audience and set the mood
presentation are not presented in a
▪ does not present the not organized clearly or in a coherent
Organization segments coherent manner. ▪ provides a “road map” for the
manner. audience
of the body of the presentation ▪ presents the segments of the body of the
▪ introductory and closing remarks are
in a coherent manner presentation in a coherent manner, but ▪ each segment relates to the others
missing. introductory or closing remarks are according to a carefully planned
▪ irrelevant statements are
made missing. framework
▪ leaves the audience
wondering
where the presentation
is headed.

Consistently uses a Displays some level of inflection Satisfactory use of inflection, but does not Use of fluid speech and inflection maintains
Voice monotone voice throughout delivery. consistently use fluid speech. the interest of the audience.

▪ ran too quickly through visuals and ▪ gave audience almost enough time to ▪ gave audience ample time to absorb

Address: Davao del Norte State College Website: www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege
 DAVAO DEL NORTE STATE COLLEGE
Institute0of Teacher Education
spoke more to the screen than to the absorb material, but occasionally read information on visual
Visuals Used no visuals. audience the slide ▪ spoke to the audience, not the screen
▪ visuals did not detract from the ▪ visuals added to the presentation. ▪ visuals greatly enhanced presentation.
presentation.
▪ correct use of grammar
Multiple grammar errors and ▪ one or two minor grammar errors. ▪ correct grammar ▪ use of some advanced language
Language use of inappropriate vocabulary. ▪ vocabulary use is too elementary or not ▪ vocabulary mostly appropriate for the ▪ effective use of appropriate
effective purpose and the audience vocabulary for the purpose and for the
audience
Totals

Assessed by:

Prepared and submitted by:

EVELYN J. LUMADAY, PhD

Faculty

Reviewed by: Approved by:

SAMSEL RHYS A. PAMPILON, MAELT ARNOLD M. DUPING, PhD

Department Chairperson Dean

Address: Davao del Norte State College Website: www.dnsc.edu.ph

Tadeco Road, New Visayas Email: [email protected]
Panabo City, Davao del Norte, 8105 Facebook Page: www.facebook.com/davnorstatecollege