COURSE SYLLABUS

NEGROS ORIENTAL STATE UNIVERSITY

COLLEGE OF ARTS & SCIENCES

ENGLISH AND LITERATURE DEPARTMENT

Code Number : English 112

Description Title : Writing in the Discipline
Credit : 3 units
Course Description : English 112 is a continuation of English 111. This course focuses on language use and language functions necessary in constructing
coherent and cohesive elements and sentences to form effective paragraphs or written discourse. This includes the study of the different
methods of paragraph development as those needed or required in writing reports, descriptions, reactions, summaries, and the like.
Course Per Week: 3 Hours
Pre-requisite: English 111-Study and Thinking Skill

Mission Statements:
A. Institutional Mission Statement

Negros Oriental State University passionately delivers excellent instruction, fosters cutting-edge research and encourage socially
responsive community service through relevant and innovative technologies.

B. Mission Statement of the College of Arts and Sciences

The College is committed to the holistic development of the students in the various fields of Arts and Sciences, making theme
physically., socially, intellectually, and morally competent human resource equipped with competitive scientific and technological skill
responsive to the needs of the society.

C. Mission Statement of the English Department

The English and Literature Department is committed to produce graduates who are functionally competent in oral and written
communication skills, as well as graduates who are aware and conscious of the literary legacy of well-known local and international writers.
 TASK BY SUB-TASK SUPPORT/ CONTENT FORM PEDAGOGIC ASSESSMENT/ RATIONALE / TIME
THEME MODALITY TASKS EVALUATION GOAL SPAN
STATEMENT
I. UNDERS-  defining a - authentic The Paragraph  sentences  reading Given a number  define what a 5 hours
TANDING paragraph texts  topic sentence  fragments meaningful texts of reading paragraph is
WRITTEN  identifying a - graphs,  support  run-ons  identifying the selecting students  identify the topic
DISCOURSE topic sentence charts sentence  comma parts of a good do the following: sentence in the
 picking out - pictures  clinching splices paragraph 1. identify the sample reading
supporting sentence  identifying the topic sentence selections
details topic sentences 2. draw out the  pick out
 identifying the of a number of support supporting
conclusions reading sentences details from the
selections 3. formulate the selection
 drawing out conclusion for  identify the
support details the given conclusions
for the given paragraph
topic sentences 4. write a brief
paragraph

 reading
II.ACHIEVING  identifying the - authentic Characteristics of  Phrases meaningful texts Given a number  identify the 5 hours
UNITY parts of a texts Good Paragraph  Simple  identifying the of topic parts of a topic
topic sentence - diagram - Parts of the Sentences subject (limited sentences, sentence
 revising vague Topic Sentence topic) and the students do the  revise vague
topic * subject / controlling idea following: topic sentences
limited 1. circle the
sentences to  determining to make precise
make precise topic subjects / sentences
whether the
sentences * controlling limited topic formulate
statements are
where the idea and underline precise topic
too narrow, too
main idea is the controlling sentences for
broad or well-
implied idea paragraphs
focused
2. from a set of
 formulating  constructing where the main
sentences, idea is implied
precise topic precise topic
students
sentences for sentences
determine
paragraphs
whether the
TASK BY SUB-TASK SUPPORT/ CONTENT FORM PEDAGOGIC ASSESSMENT/ RATIONALE / TIME
THEME MODALITY TASKS EVALUATION GOAL SPAN
STATEMENT
 constructing sentence is too  construct well-
well-focused narrow, too focused
statement broad or well- statements
focused

 providing  authentic Supporting  compound  providing  pick out misfit  Provide varied 3.5 hours
varied texts Details sentences support details sentences sentence forms
sentence  student-  complex to a given topic  provide at least for supporting
forms for written sentences sentence (group 2 support details to a
supporting paragraphs * coordinate work) sentences to given topic
details to a  jumbled conjunctions  eliminating the given topic sentence
given topic sentences *subordinate misfit sentences sentence
sentence conjunctions  combining  coordinate/sub
 eliminating sentences using ordinate ideas
misfit coordinate or properly
sentences subordinate
conjunctions

Constructing
 formulating  authentic Conclusion /  simple conclusion or  write a  formulate varied 3.5 hours
varied type of texts Clinching sentences clinching conclusion / types of
clinching  pictures sentence  compound statements of clinching clinching
sentence  charts sentences paragraphs sentence sentence
without conclusion
 TASK BY SUB-TASK SUPPORT/ CONTENT FORM PEDAGOGIC ASSESSMENT/ RATIONALE / TIME
THEME MODALITY TASKS EVALUATION GOAL SPAN
STATEMENT

III. DEVELO-  arranging  paragraph  coherence  transition  reading  fill in the gaps  arrange ideas / 6 hours
PING COHE- ideas / details with jumbled emphasis words, text- meaningful texts with: details logically
RENCE AND logically sentences  from least forming  identifying how 1. correct  use proper
EMPHASIS  using proper  authentic important devices ideas are pronouns transition words,
transition texts on example to  parallel arranged 2. synonyms connectors and
words and advertise- most structures  writing 3. transitional other text –
connectors ments important paragraphs expressions forming devices
and other text- example using inductive /  arrange to achieve
forming from most deductive logically the coherence
devices to important method jumbled
achieve example to  making sentences
coherence least important advertisements  use proper
 identifying the detail connectors
method used  inductive (from  revising
to arrange specific facts to sentences to
ideas/details a achieve
writing a short generalization) parallelism
paragraph deductive
using (from a
inductive or generalization
deductive to specific
method facts)

IV. ANALY-  narrating an Authentic texts / Narration  ordinal  reading  use the correct  identify signal 3.5 hours
ZING THE event comic strips (A objectives meaningful texts time signals foe words to
METHODS OF (chronological DAY IN JUAN’S  nouns of time discoursal present the
 studying /
PARAGRAPH sequencing of LIFE) expressions coherence relationship of
analyzing comic
DEVELOP- events)  conjunctive based on the chronology in
strips
MENT identifying adverbs comic strip, unified and
determining which
signal words past tense version of cohesive way
to present the
TASK BY SUB-TASK SUPPORT/ CONTENT FORM PEDAGOGIC ASSESSMENT/ RATIONALE / TIME
THEME MODALITY TASKS EVALUATION GOAL SPAN
STATEMENT
relationship the comic strip sequence / use the time
of chronology observes arrange the signals for
in a unified chronological sentences to discoursal
and cohesive order make a good coherence in a
way  writing a story story paragraph
 arranging based on the about an
sentences comic strip unforgettable
logically  sequencing of experience
events logically Sequence
 using diagram events logically
to present the
text

 classifying  chart / outline Classification  numerals  reading  complete the  classify given 3.5 hours
 determining  authentic (quantify meaningful texts outline based details under a
general class texts words)  determining on a given general class
 giving details  rhetorical general class classification  determine
for general patterns for  writing general chart general class
ideas classification heading of the  give details foe
 giving items in each general ideas
rhetorical set  write a main
patterns used  giving details for idea sentence
in classifying general ideas in classification
 writing a  writing main  write a
classification idea sentence classification
paragraph in classification paragraph
based on a  completing an based on a
classification outline based chart and
chart and on a given outline
outline classification
chart
TASK BY SUB-TASK SUPPORT/ CONTENT FORM PEDAGOGIC ASSESSMENT/ RATIONALE / TIME
THEME MODALITY TASKS EVALUATION GOAL SPAN
STATEMENT

 identifying pictures of Comparing and both  reading Based on the  identify 3.5 hours
rhetorical / places, well- contrasting the same compa- meaningful text selection below, rhetorical /
known alike ring list down the key
discoursal  spotting discoursal
like signals
markers used people similarities and points for markers used to
and
to signal  authentic differences in comparison signal
similarities texts two pictures and/or contrast similarities and
differ
and  video clips unlike  working inter- difference
differences on the other actively  list similarities
 listing hand  supplying and differences
similarities details of A and B
and contrasting  formulating key  familiarize the
differences of signals points for three methods
A and B or A, comparison and of comparison
B / or contrast and/or contrast
 familiarizing  using the Venn  write a short
the three Diagram to paragraph of
methods of present the text comparison
comparison and/or contrast
and/or
contrast
 writing a short
paragraph of
comparison
and/or
contrast
TASK BY SUB-TASK SUPPORT/ CONTENT FORM PEDAGOGIC ASSESSMENT/ RATIONALE / TIME
THEME MODALITY TASKS EVALUATION GOAL SPAN
STATEMENT

 picking-out  video clips Showing cause - because of  interpreting  real the  pick out points 3.5 hours
points of  pictures and effect - due to illustrations selection of cause and
cause and  authentic text relationship - caused by  reading below, then effect from a
effect from a results from meaningful text complete the selection
selection the reason is identifying and outline  complete an
 completing an that stating the  write a short outline
outline - since distinguishing paragraph write a
 writing a - as a result features of about the paragraph of
paragraph of - results in cause and cause and cause and
cause and effect paragraph effect of Global effect
effect Warming

interpreting
 identifying  authentic text Giving concrete - for example pictures  from the  identifying 3 hours
signal words  pictures examples / - to illustrate  making drawing reading signal words or
or phrases illustration - for instance from a reading selection phrase used to
usual to - in particular selection below, pick-out illustrate idea
illustrate idea  reading the sentence  provide specific
 providing meaningful that provide or concrete
specific or texts concrete examples to
concrete  writing a examples suggest the
example to paragraph of  from the given main idea
support the illustration / topic outline,  write a
main idea example write a paragraph using
 writing a paragraph of illustration /
paragraph illustration / examples
using example
illustration /
example
 TASK BY SUB-TASK SUPPORT/ CONTENT FORM PEDAGOGIC ASSESSMENT/ RATIONALE / TIME
THEME MODALITY TASKS EVALUATION GOAL SPAN
STATEMENT

 identifying the  authentic text explaining the term + genus +  reading assessment on  identify the 6 hours
3 parts of a  video exact meaning: differentia meaningful text the correctness of three parts of a
one-sentence presentation definition - relative  filling in the students one-sentence
definition pronoun columns of the response on: formal
 familiarizing copula be chart / 1. general term  definition
the methods of completing a 2. to complete  familiarize the
grammatical extended chart the definition grammatical
structures definition  completing 3. differentia structures used
used to form definitions by to form the one-
one-sentence supplying a  Choose any or sentence formal
definition differentia combination of definition
 determining  writing extended the  determine the
the methods definition amplification methods in
in making techniques, making
definition then write a extended
 writing an paragraph definition
expanded defining a cell  write an
definition phone, etc extended
definition using
any or a
combination of
the amplification
techniques

 identifying  analyzing comic

Describing a signal words  flow chart  Procedural  Imperatives strips / pictures  demonstrate  identify signal 8 hours
Process used to authentic text Analysis  Signal words  describing a your words used to
describe a  process for process process using a understanding describe a
process analysis analysis flow chart of the process process
 Active voice described in
 passive voice
 middle voice
TASK BY SUB-TASK SUPPORT/ CONTENT FORM PEDAGOGIC ASSESSMENT/ RATIONALE / TIME
THEME MODALITY TASKS EVALUATION GOAL SPAN
STATEMENT

 illustrating in  performing drills the paragraph  illustrate in a

a diagram the on changing by making a diagram the
process active verbs to diagram of the  process
described in passive steps involves described in the
the paragraph  writing a  translate the paragraph
 changing process given diagram  change active
active verbs to analysis into text verbs to a
passive following a flow- following the passive verbs
 stating the chart steps  state the
process observe to give process
illustrated in emphasis on illustrated in the
the diagram in the process diagram in one
one sentence sentence
 writing a  write a process
process analysis based
analysis on the given
based on the flow chart
given flow-
chart
List of References:

Bander, Robert G. From sentence To Paragraph: A Writing Workbook in English as a Second Language. Mandaluyong City: Cacho Hermanas, Inc. 1981

Beltran, Araceli E., and Jean A. Gonzales. Study and Thinking Skill. Cebu City: University of Cebu Press, 2006

Escandallo, Belinda N. Technical Writing for College Students. Cebu City: University of Cebu Press, 2007

Gates, David and Joanne L. Buckley. Put it in Writing. Canada: Alger Press, 1991

Ibao, Mario Marlon J. Linking the World Through English. Makati City: Diwa Scholastic Press Inc. 2002

Lannon, John M. Technical Communication, 8th edition. USA: Addition-Wesley Education, Publisher inc. 200

Pablo Eracem A. et AI. Functional Tex tin English 1. Quezon City: Lorimar Publishing Co. Inc. 2002

Smalley, Regina L. and Mary K. Rueten. Refining Composition Skill-Rhetoric and Grammar 4th edition. USA: Heinle and heinle Publisher, 1995

Delaware Technical & Community College. Writing Skills for Technical Students. 4th edition. New Jersey: Prentice Hall 2000

REQUIREMENT OF THE COURSE:

CRITERIA WEIGHT IN PERCENTAGE

Quizzes/Long Exams 30%

Oral Participation, Project, Attendance 30%
Major Examinations (Mid-Term/Final Exams) 40%

Total 100%
PREPARED BY:

THE ENGLISH AND LITERATURE FACULTY

NEGROS ORIENTAL STATE UNIVERSITY SYSTEM

MS. ALSAN R. DIVINAGRACIA MRS. FLORENCIA V. DIPALING MRS. CONSOLACION C. UNABIA

NORSU, Main Campus NORSU, Main Campus NORSU, Main Campus

MRS. JANICE DEGAMO MRS. ISIDRA P. CALUMPANG ROSE MARIE T. PINILI, Ed.D.
NORSU, Siaton Campus NORSU, Bais Campus NORSU, Main Campus

CHECKED BY:

ROSE MARIE T. PINILI, Ed.D.

Chair, English and Literature Department

APPROVED FOR USE BY:

VIOLETA B. TARING, Ed.D.

Dean, College of Arts and Sciences

VICTORIA P. DINOPOL, Ph.D.

Vice President for Academic Affairs