INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC

Alimannao Hills, Peñablanca, Cagayan 3502 Approved by : PRESENITA C. AGUON, Ph.D.

Telefax No. (078) 304-1010 Vice President for Academic Affairs
College of Teacher Education Date Signed:

Course Code : ENG 219 Date Approved : June 2017

Descriptive Title : INTRODUCTION TO STYLISTICS
Credits : 3 units (54 hours) Updated : A. Y. 2017-2018
Pre-Requisites : None

Prepared by : JHOANNA PAULINE C. MAMANSAG, MAEd.

Date Signed :

SCHOOL VISION: The International School of Asia and the Pacific aims to be the premier school in the country producing globally competent entrepreneurs
contributing significantly to the upliftment of the quality of life of the individual, family, community, country, and the whole humanity.

SCHOOL MISSION: The mission of ISAP is the holistic development of the person – a man conscious of his eternal destiny, aware of the dynamics of change,
challenge by the needs of the daily living, cognizant of national and international developmental goals and ready to meet the demands of life in pursuit to his
objectives in whatever socio-economic level he belongs.

CORE VALUES:
Godliness Nationalism Trustworthiness Industry Patience
PROGRAM EDUCATIONAL OBJECTIVES (PEO) (FROM CMO PER PROGRAM)
The College of Education of the International School of Asia and the Pacific educate BSEd graduates who, within few years of graduation, are expected to:
1. have a provision of mastery as called in the secondary school curricula;
2. have an integration of theory and practice in the professional course through observation in actual laboratory classes or contrived/simulated experiences to
provide early exposure to teaching and related activities;
3. add subjects on emerging technologies;
4. have a provision for community exposure through field-based experiences;
5. enrich the specialization component; and,
6. have a total immersion in practice teaching in the last semester.

STUDENT OUTCOMES: (FROM CMO PER PROGRAM)

1. Have the basic and higher level of literacy, communication, numeracy, critical thinking and learning skills, needed for higher learning.
2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.
3. Have a deep and principled understanding of how educational processes relate to longer historical, socio-cultural and political processes.
4. Have a meaningful and comprehensive knowledge of the basic matter they will teach.
5. Can apply a wide range of teaching process skills (including curriculum development, lesson planning, material development, educational assessment and
teaching approaches.
6. Have a direct experience in the field and classroom.
7. Can demonstrate and practice the professional and ethical requirements of the teaching profession.
8. Can facilitate learning in diverse types of learners and learning environments, using a wide range of teaching knowledge and skills.
9. Can reflect on the relationships among teaching process skills, the processing of learning in students, the nature of the content/subject matter, and the
broader social forces encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills and practices.
10. Can be creative and innovative in thinking of the alternative teaching approaches, take informed risks in trying out these innovative approaches and evaluate
the effectiveness of such approaches in improving student learning.
11. Willing and capable to continue learning in order to better fulfil their mission as teachers.
COURSE DESCRIPTION:
This course deals with the employment of various styles in phonological, lexical, semantic and pragmatic levels. Furthermore, analysis of styles used in
words and sentences can also help the critic to determine transformations in the structure given.
COURSE OUTCOMES:
At the end of the course, the students are expected to:
a. demonstrate understanding of the concepts underlying the subject matter
b. devise learning activities that will help in understanding the styles employed
c. distinguish the differences in the levels of linguistic analysis
d. explain transformations in various structures

VALUE AIMS:
This course shall provide the future teachers with a broad perspective in understanding the styles being employed in various structures and creatively design
instructional materials appropriate to facilitate learning among the learners.

COURSE REQUIREMENTS:
Term Tests
Recitation
Quizzes
Written Outputs
Class Demonstration
Attendance
ACADEMIC COUNSELING:
TIME : Friday 1:00-3:30
VENUE : ISAP FACULTY LOUNGE
Grading:
The students’ grade at the end of the semester represent the combined marks for Class Standing (CS): class participation, projects, attendance, etc.,
Average Quizzes (AQ); and Term Test (TT). There are four grading periods namely Preliminary, Midterm, Semi-Final and Final Term. The school has adopted the
cumulative grading system which is as follows:
1. Prelim Grade
PG = AQ + CS + TT
3
2. Midterm Grade
MG = AQ + CS + TT MCA= PG + 2(MG)
 3 3
3. Semi-Final Grade
SFG = AQ + CS + TT SFCA= MG + 2(SFG)
3 3

4. Final Grade
FG = AQ + CS + TT FCA= SFG + 2(FG)
3 3

Where:
PG = Prelim Grade
MG = Midterm Grade
SFG = Semi Final Grade
SFCA = Semi Final Cumulative Average
FG = Final Grade
FCA = Final Cumulative Average
CLASSROOM MANAGEMENT:
Teachers:
1. All teachers are expected to conduct themselves in a professional manner especially when dealing with their students.
2. Classroom shall be neat and orderly before the class starts.
3. A permanent seat plan of the students shall be prepared by the subject teacher every beginning of the semester and must be followed during the entire
duration of the semester.
4. The class should start with a prayer and ends with a prayer.
5. Teachers must be in their classes 5 minutes before the schedule.
6. Teachers should erase the writings on the board before leaving the class and put off all electric appliances including lights and electric fans.
7. The teacher should be the last to leave the room in case there are no more subjects after his/her class.
8. He/She should ask students to pick up pieces of papers or plastics before leaving the rrom.
9. Any damage to the classroom used by the teachers should immediately be reported to the General Services Office or through the Quality Assurance
Moderator for Administration.
Students:
1. All students must come on time and must be in their complete uniform during class hours.
2. Strictly NO littering inside the class and No eating while the class is going on.
3. All students must conduct themselves with discipline throughout the entire class.
4. Shouting and howling is strictly prohibited as it would disturb other classes in adjacent classrooms or buildings.
REFERENCES:
Leslie Jeffries. Textual Meaning and its Place in the Theory of Language. DOI: 10.2478/topling-2015-0006
www.scribd.com
www.goalsofstylistics.pdf
www.google.com

Time Intended Learning Outcomes Course Contents Teaching and Learning Assessment Tasks (AT)
Frame (ILO) Activities
PER TOPIC (TLA)
PRELIMINARY PERIOD
a. define stylistics, its nature I. What is Stylistics? The teacher will discuss on Students will present in the
scope and importance A. Nature of Stylistics the definition, nature, class a certain style of their
b. identify the different B. Scope of Stylistics scope and function of style own which they want to catch
functions of style C. Importance of Stylistics to Language as well as to its relevance the attention of the audience.
c. construct meaningful Teaching in the field of language The item or concept must be
Week 1 sentences D. Functions of Style teaching. useful or meaningful to its
to d. effectively communicate 1. Style as Choice future users.
Week 5 using the styles in written 2. Style as the Man
and oral discourse 3. Style as Deviation
(15hrs) e. employ styles in teaching 4. Style as Conformity
 and learning process
a. mention the grammatical
elements relevant to a
syntactic analysis of text
Week 6 b. state the elements of the
to clause in English
Week 9 c. describe the structure of the
nominal group in English
(12hrs) d. identify stylistic devices
employed in specific texts
e. utilize stylistic devices in
appropriate situations
5. Style as Time/Period
6. Style as Situation A diagnostic activity will be Students will construct
E. Goals of Stylistics given to students so as to sentences which will be
assess whether they have further analysed by
II. Sentence a shallow or in depth grasp identifying the components of
A. What is a sentence? of what a sentence is, its each of the sentences given
B. Composition of a Sentence components and types. by the students.
C. Types of Sentences
1. According to Purpose
2. According to Order
PRELIM EXAMINATION
MIDTERM PERIOD
III. Levels of Linguistic Analysis (Syntactic Level) In these topics, the Students must identify the
A. Units of Grammar teacher will present the role of every word in a given
B. The Group components using a discourse using the levels of
C. The Clause deductive teaching linguistic analysis in syntactic
D. The Sentence technique so that students aspect. Whereas, upon
E. Some Other Syntactic Features will thoroughly grasp every understanding the concepts,
IV. Stylistic Devices component that constitutes students must therefore
A. Phonological Level of Stylistic Devises a specific structure. acquire mastery in the
B. Syntactic Devices in Stylistics Furthermore, lines from efficient use of the stylistic
C. Textual Meaning in Stylistics literary pieces will be used devices to facilitate better
as platforms in identifying understanding of the texts.
the stylistic devices
employed and apply
stylistic devices in their
MIDTERM EXAMINATION discourse.
 SEMI-FINAL PERIOD
a. demonstrate mastery of V. Levels of Linguistic Analysis (Lexico-Semantic To facilitate learning to Students will be working with
different levels of linguistic Level students, the teacher will pairs in the quiz and groups
analysis A. Semantics give assignments so that for the games. Meanwhile, on
Week b. distinguish the functions of B. Lexico-Semantics students will have their the topic concerning the types
10 each level C. Lexical Relations advance reading. On the of words, students will be
to c. explain the lexico-semantic D. Types of Words other hand, activities such given an assignment to
Week level of language E. Denotations and Connotations as games and quizzes will supplement their learning
13 description F. Idiomatic Meaning be executed for an from the classroom.
d. distinguish features intensive learning of Diagnostic tests will also be
(12hrs) between denotation and students. Powerpoint taken in identifying their
connotation Presentations will also be knowledge on the meaning of
e. explain lexical relations delivered to students so words and formative test after
f. carry out the lexico- that they could further the lesson discussed.
semantic analysis of a text understand the
SEMI-FINAL EXAMINATION technicalities underlying
the topics being discussed.

FINAL PERIOD
a. understand the concept of VI. The Notion of Rankshifting The teacher will have the Students will have written
rankshifting and A. Graphology lecture discussion method drills on these topics so that
Week foregrounding B. Phono-Graphology and Socratic method so as level of learning will be
15 b. apply learned concepts in C. Features of Phono-graphological analysis to solicit ideas from them. assessed. Furthermore, they
 to oral and written discourse VII. Foregrounding Moreover, examples will be can also provide their ideas
Week c. identify special features of A. Types of Foregrounding presented for deeper regarding these topics by
18 the topics to easily facilitate 1. Deviation understanding. presenting their readings and
learning 2. Repetition results of their researches for
(9hrs) d. design learning activities these topics.
appropriate for the lessons FINAL EXAMINATION

ALIGNMENT OF THE PROGRAM EDUCATIONAL OBJECTIVES TO THE INSTITUTION’S MISSION STATEMENT:

PROGRAM EDUCATIONAL OBJECTIVES( PEO) MISSION STATEMENT

(Found in the CMO per Course)
Holistic Aware Cognizant Meet the
demands
a b c d
1. have a provision of mastery as called in the secondary school curricula / / / /
2. have an integration of theory and practice in the professional course / / /
through observation in actual laboratory classes or contrived/simulated
experiences to provide early exposure to teaching and related activities
3. add subjects on emerging technologies / / / /
4. have a provision for community exposure through field-based / / / /
experiences
5. enrich the specialization component / / / /
6. have a total immersion in practice teaching in the last semester / / / /

ALIGNMENT OF THE PROGRAM EDUCATIONAL OBJECTIVES TO STUDENT OUTCOMES:

PROGRAM EDUCATIONAL OBJECTIVES

STUDENT OUTCOMES (SO) (PEO)
 a b c d e f

1. Have the basic and higher level of literacy, communication, numeracy, / / / / / /

critical thinking and learning skills, needed for higher learning.
2. Have a deep and principled understanding of the learning processes and / / / / / /
the role of the teacher in facilitating these processes in their students.
3. Have a deep and principled understanding of how educational processes / / / / / /
relate to longer historical, socio-cultural and political processes.
4. Have a meaningful and comprehensive knowledge of the basic matter / / / / / /
they will teach.
5. Can apply a wide range of teaching process skills (including curriculum / / / / / /
development, lesson planning, material development, educational
assessment and teaching approaches.
6. Have a direct experience in the field and classroom. / / / / / /
7. Can demonstrate and practice the professional and ethical requirements / / / / / /
of the teaching profession.
8. Can facilitate learning in diverse types of learners and learning / / / / / /
environments, using a wide range of teaching knowledge and skills.
9. Can reflect on the relationships among teaching process skills, the / / / / / /
processing of learning in students, the nature of the content/subject
matter, and the broader social forces encumbering the school and
educational processes in order to constantly improve their teaching
knowledge, skills and practices.
10. Can be creative and innovative in thinking of the alternative teaching / / / / / /
approaches, take informed risks in trying out these innovative approaches
and evaluate the effectiveness of such approaches in improving student
learning.
11. Willing and capable to continue learning in order to better fulfil their / / / / / /
mission as teachers.

ALIGNMENT OF STUDENT OUTCOMES TO COURSE OUTCOMES:

 LEVEL STUDENT OUTCOMES COURSE OUTCOMES
SATISFIED ASSESSED BY
COURSE OUTCOMES
a. demonstrate understanding of the concepts underlying the I A,B,C,D,E,F Term test/ Written
subject matter Demonstrations
b. devise learning activities that will help in understanding the P A,B,C,D,E,F Term test/ Written
styles employed
c. distinguish the differences in the levels of linguistic analysis I A,B,C,D,E,F Term test/ Written
Demonstrations
d. explain transformations in various structures P A,B,C,D,E,F Term test/ Written
Demonstrations