INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC

Alimannao Hills Penablanca, Cagayan

Course Code : ENG 209 Reviewed by : MYRNA A. PAGULAYAN, Ph.D.
Dean, College of Education
Descriptive Title : LITERARY CRITICISM
Credits : 3 units (3 unit lecture)
Approved by : PRESENITA C. AGUON, Ph.D.
Requisites : None Vice President for Academic
Affairs
Co – Requisites : None

Prepared by : JHOANNA PAULINE C. MAMANSAG, MAEd Date Approved : April 11, 2015
VISION: COLLEGE PURPOSES & OBJECTIVES:
The International School of Asia and the Pacific aims to be the premier school in the
country producing globally competent entrepreneur contributing significantly to the “Caring for the FILIPINOS and the people of the world.”
upliftment of the quality of life of the individuals, family community, country and the
humanity.

MISSION:
The mission of International School of Asia and the Pacific is the holistic development of
the person – a man conscious of his external destiny, aware of dynamics of change,
challenged by the needs of daily living, cognizant of national and international
developmental goals and ready to meet the demands of life in pursuit of his objectives in
whatever socio-economics level he belongs.

CORE VALUES:

Nationalism Godliness Patience

Trustworthiness Industry

PROGRAM EDUCATIONAL OBJECTIVES (PEO)

 The College of Education is dedicated to Education graduates who, within a few years of graduation, are expected to:

I. Process their students’ varying concepts of teaching in the light of their personal experiences or observations.
II. Develop and appreciate their students’ understanding of the mechanics of instruction reflecting principles of teaching
III. Implement to their students’ alternative instruction modes of delivery
IV. Implement effective classroom management techniques.
(Note: Program Educational Objectives (PEO) are derived from CMO 52, series of 2007)
STUDENT OUTCOMES (SO):

a. In-depth knowledge and understanding of the, Concept of teaching and the teaching profession, principles of teaching, instructional decision
and processes
b. Decision-making skills related to appropriate selection of, objective, subject matter/content, methodologies and strategies, different types of
instructional materials, instruction delivery systems.
c. Competencies in, applying principles of teaching/ learning in contrived and if possible in actual natural situations, identify applying teaching
strategies appropriate for particular teaching learning situations and objectives set.
d. Demonstrating positive attitudes towards teaching particularly in: appreciating teaching as a profession, manifesting professionalism and
appropriate work ethics befitting teacher, demonstrating commitment to his tasks assigned and capability to engage in collaborative efforts
and team work.

(Note: Student Outcomes are derived from CMO 52, series of 2007)

COURSE DESCRIPTION:

This couse gives standard direction by which to shape the Education Students’ perspective about a work of literature through discussion of major
approaches in literary criticism. It is designed to provide education students with different perspective using varied literary approaches in critiquing
literary pieces. It focuses on the development and enhancement of the learners’ critiquing skills.

COURSE OUTCOMES (CO):

A graduate of Bachelor in Secondary Education course must achieve the following after finishing the subject:
1. Can give some understanding of the history of literary criticism;
 2. Can distinguish the different types of traditional critical theories and applied practical criticism;
3. Can interpret works of literature from various prospective;
4. Can apply the different approaches in analyzing as literary piece.
5. Manifest appreciation of the important role that research plays in education

VALUE AIMS:
This course will be able to instill and initiate to students the concept of education; thus, this shall enable students to develop their critiquing skills,
applying the appropriate theory or approach on the different literary genres. It will enable them to recognize themselves as individual thinkers and
readers who has unique sense of interpreting the meaning of literature based on their personal creative imagination of classifying, analyzing and
evaluating literary works. They shall develop in them the value of constructive critiquing and love in the different literary genres of our new times as
an advantage to their future profession.
GRADING SYSTEM
COURSE REQUIREMENTS
The student’s grade at the end of the semester
 Regular class attendance and participation represents the combined marks for (CS) class standing
 Quizzes, Seat works, Assignments projects, attendance, etc; Average Quizzes (AQ); and
 Analysis Drill outputs the Term Test (TT). There are four (4) grading periods
 Portfolio of Literary Analysis using the different approaches to literature namely, Preliminary, Midterm, Semi-Final, and Final
 Term Test Examinations. The school has adopted the cumulative
grading system, which is computed as follows:

CLASSROOM MANAGEMENT
Teachers:
 All teachers are expected to conduct themselves in a professional manner
especially when dealing with their students.
 Classroom shall be neat and orderly before the class starts.
 A permanent seat plan of the students shall be prepared by the subject teacher 1. Prelim Grade
every beginning of the semester and must be followed during the entire duration PG= AQ+CS+TT
of the semester. 3
 The class should start with a prayer and end with a prayer.
 Teachers must be in their classes 5 minutes before the schedule. 2. Midterm Grade MCA= PG
 Teachers should erase the boards before leaving the class and put off all + 2(MG)
 electrical appliances including lights and electric fans. MG= AQ+CS+TT
 The teacher should be the last to leave the room in case there are no more 3
subjects after his / her class. 3
 He / she should ask students to pick up pieces of papers or plastics before
leaving the classroom. 3. Semi-Final Grade
 Any damage to the classroom used by teachers should immediately be reported SFG= AQ+CS+TT SFCA= MG
to the General Services Office or through the Quality Assurance Moderator for + 2(SFG)
Administration. 3
Students: 3
 All students must come on time and must be in their complete uniform during
class hours. 4. Final Grade
 Strictly NO littering inside the class and no eating while class is going on. FG= AQ+CS+TT FCA= SFG
 All students must conduct themselves with discipline throughout the entire class. + 2(FG)
 Shouting or howling is strictly prohibited as it would disturb other classes in 3
adjacent classrooms or buildings. 3

ACADEMIC COUNSELLING TIME: TTH 7:30-9:00 LEGEND:

PG = Prelim Grade
MG = Midterm Grade
MCA = Midterm Cumulative Average
SFG = Semi – Final Grade
SFCA = Semi – Final Cumulative Average
FG = Final Grade
FCA = Final Cumulative Average

TEXTBOOK:
Guerin, Wilfren L., et al. Handbook of Critical Approaches to Literature 4th ed. Oxford University press:2000

ADDITIONAL REFERENCE:
Marper’s magazine subscription, august 2002- January 2003
WEBSITE REFERENCES:
www.google.com
http://different-approaches-to-literature.html
http://literary-criticism.html
Time Intended Learning
Frame Outcomes (ILO)
Week 1 to 4
12 hrs lecture At the end of the lesson, the
student is expected to :
A. Determine the different
literature theory and critical
practices
B. Determine the nature
rational and basic concepts
of literature
C. Elaborate the elements of
literary work
D. Determine the
approaches in literature
E. Determine the difference
Teaching and Learning
Assessment Tasks
Course Contents Activities
(TA)
(TLA)
PRELIMINARY PERIOD
I. The Nature of Language Lecture discussion of the topics
through LCD presentation Brainstorming
a. Conventional definitions of
Literature Brain storming by dividing the
students into 4 groups and Recitation
b. Alternative definitions of Literature giving topics to discuss, after
specific period of discussion,
II. Areas of Study presentation will be done in
front of the class as group but
a. Literary History with individual task. Group
b. Literary Theory Demonstration
c. Literary Criticism
Lecture discussion of the topics
III. Approaches to Literature through LCD presentation/hand
outs
a. Extrinsic Approach Quiz
a.1 Biographical
Approach Semantic Map
a.2 Sociological
Approach
 between Extrinsic Approach
and Intrinsic Approach
F. Trace how Formalistic
Approach and New Criticism
begun
G. Demonstrate approaches
in critiquing appropriate
literary
WEEK 5-9
15 rs lec A. Trace the history of each
modern approach to
literature
B. Identify proponents and
principles of each modern
approaches to literature
C. Demonstrate certain
b. Intrinsic Approach Organizational Chart of Genres
of Literature Recitation
b.1 Formalistic
Approach
b.1.1 New Lecture/
Criticism Discussion
Drills Output
b.1.2 Basic
Characteristics
of New Criticism
b.2 Close Reading and the Formalist
Method
PRELIM EXAMINATION
MIDTERM PERIOD
IV. Modern Approaches to Literature Lecture through
LCD presentation Teacher Modeling
a. Structuralism
Brain storming by dividing the
b. Post-Structuralism students into 4 groups and Drills output
giving topics to discuss, after
c. Post Modernism specific period of discussion, Graded Recitation
presentation will be done in
d. Feminist Criticism front of the class as group but
with individual task. Seatworks
 approaches to literature in
critiquing literary pieces
A. Trace the history of
Marxist theory to literature
B. Identify proponents and
WEEK 10-13 principles of each
12 rslec approaches to literature
C. Demonstrate certain
approaches to literature in
critiquing literary pieces
A. Find for appropriate
WEEK 14-18 literary piece that can be
15 rs best studied using certain
approach to literature
ALLIGNMENT OF THE PROGRAM EDUCATIONAL OBJECTIVES TO THE INSTITUTION MISSION STATEMENT:
PROGRAM EDUCATIONAL OBJECTIVES (PEO)
MIDTERM EXAMINATIONS
SEMI – FINAL PERIOD
Essay
Research-based activity
e. Marxist Criticism Problem
Conceptualization
Oral Presentation
f. Reader-Response Criticism
Collaborative Work
Drills on applying certain
g. Psychoanalysis
approaches to literature
Drills output
SEMI FINAL EXAMS
Recitation
FINAL PERIOD
V. Critical Practice
Library Work/research-based Progressive Report
activity of activity
FINAL EXAMS
MISSION STATEMENT
 (Note: This mission statement must be coming from your school’s
vision, mission, and core values. The number of your mission
statement maybe 2, 3, 4, or more depending upon how you
interpret your mission statement.)
Mission Mission Mission
Mission Mission
Statement Statement Statement
Statement 1 Statement 5
2 3 4
a b c d e
a. Process their students’ varying concepts of teaching in the light of their / / / /
personal experiences or observations.
b. Develop and appreciate the their students’ understanding of the / / /
mechanics of instruction reflecting principles of teaching
c. Implement to their students’ alternative instruction modes of delivery / / / / /
d. Implement effective classroom management techniques. / / / / /

ALLIGNMENT OF THE PROGRAM EDUCATIONAL OBJECTIVES TO STUDENT OUTCOMES

STUDENT
PROGRAM EDUCATIONAL OBJECTIVES (PEO) OUTCOMES (SO)
A B
C D E F G
a. Process their students’ varying concepts of teaching in the light of their personal experiences or observations. / / / / / / /
b. Develop and appreciate the their students’ understanding of the mechanics of instruction reflecting principles / / / /
of teaching
c. Implement to their students’ alternative instruction modes of delivery / / / / / /
d. Implement effective classroom management techniques. / / / / / / /
ALLIGNMENT OF STUDENT OUTCOMES TO COURSE OUTCOMES

COURSE COURSE
OUTCOME OUTCOMES
STUDENT OUTCOMES (SO) LEVEL
S Proficiency
Satisfied assessed by
a. In-depth knowledge and understanding of Concept of teaching and the teaching I / Oral & written
profession, principles of teaching, instructional decision and processes examination
b. Decision-making skills related to appropriate selection of, objective, subject I / Oral & written
matter/content, methodologies and strategies, different types of instructional materials, examination
instruction delivery systems.
c. Competencies in, applying principles of teaching/ learning in contrived and if possible in E/D / Oral & written
actual natural situations, identify applying teaching strategies appropriate for particular examination
teaching learning situations and objectives set.
d. Demonstrating positive attitudes towards teaching particularly in: appreciating teaching as E/D / Oral & written
a profession, manifesting professionalism and appropriate work ethics befitting teacher, examination
demonstrating commitment to his tasks assigned and capability to engage in collaborative
efforts and team work.

(Note: Levels are derived from the following :)

I (Introduce) - a course introducing the concepts of the outcome

E (Enable) - a course enabling/ strengthening the application of the outcome

D (Demonstrate) - a course demonstrating the outcome

Blank - if no relation