COURSE NUMBER ENE 13.06i NO.

OF UNITS 3

COURSE TITLE ENE 13.06i Story and Narrative in the Social Sciences

PREREQUISITE/S ENGL 11 (Purposive Communication)

ENLIT 12 (Global Voices and Encounters)

DEPARTMENT/ PROGRAM English SCHOOL Humanities

SCHOOL YEAR 2020-2021 SEMESTER Intersession

INSTRUCTOR/S Jose Mari Cuartero

VENUE SECTION B SCHEDULE 9:30-11:00

A. COURSE DESCRIPTION
General Course Description:
This is an interdisciplinary course that develops the students’ awareness and understanding of the
many forms, contexts, perspectives, and rhetorical power of narrative. Through the critical reading
of particular texts that address or cut across the interests of several disciplines, students will be able
to integrate and synthesize different perspectives in the accomplishment of critical and interactive
projects which are based on real-world issues and geared towards rhetorical competence and
service for others.

ENE 13.06i Story and Narrative in the Social Sciences

This course examines narration as a means for social justice. Through sample narratives of
oppression and silencing, it analyzes real-life conflict to assess structure and meaning in
situations of incoherence, silences, and absences. It focuses on first identifying the ethical
practices for representing conflict in local and global settings, and second, articulating the
means for building peace. It aims to initiate healing in individual and collective
consciousness as a step towards social transformation.
 By the end of this course, students should be able to:

COURSE LEARNING OUTCOMES* KNOWLEDGE, SKILLS, ATTITUDES**

CLO1: To critically assess how narratives ● Assess the narrative structure,

and society mutually shape each other. contexts, language, discourse, and
ideology in any given text.

● Critique several texts according to

their discourse and use of language.

CLO2: To evaluate local and global ● Appraise texts through the lens of
narratives of particular disciplines in an personal and disciplinary vantage
interdisciplinary manner. points.

● Articulate opposing narratives and

different perspectives on the same
phenomenon.

● React or respond to particular local

and global experiences and realities
in relation to the different texts.

● Challenge or defend one’s own

reactions to these realities.

CLO3: To produce--using narrative as a ● Demonstrate one’s personal and

basis--a collaborative and disciplinary contexts in relation to a
interdisciplinary project that contributes to complex issue or real-world problem.
a just, inclusive, and equitable society
● React or respond to particular local
and global experiences and realities
in relation to the different texts.

● Challenge or defend one’s own

reactions to these realities.

● Formulate a course of moral and

responsible action.

B. COURSE OUTLINE and LEARNING HOURS

Course Outline

Module: Introduction

Module 1 Story and Narrative: The Story of the Folk

 Linke, Ule. “Folklore, Anthropology, and the Government of Social Life”
Reyes, Isabelo De Los. “Administrativo Folklore” (Short Story)

Module 2 Discourse: The State’s Discourse on the Folk

Scott, James. Seeing Like A State.
Mcgranahan, Carole. “Anthropology as a Theoretical Storytelling”

Module 3 Context: Placemaking of the Folk

Tahimik, Kidlat, Perfume Nightmares (Movie)
Dirks, Nicholas. Autobiography of an Archive

Module 4 Language: Translating the Folk Universe

Asad, Talal. Secular Translations: Nation-State, Modern Self, and
Calculative Reason
Atala, Alex. Chef’s Table (Documentary)

Module 5 Worldview: Our Future with the Folk

Appadurai, Arjun. The Future as a Cultural Fact

Module 6 Synthesis: Collective Folklore Project

F. ASSESSMENTS AND RUBRICS -- ***ADDTASK DESCRIPTION

Assessment Assessment
Tasks Weight

Elements of Narrative 20%

Activities for MAJOR TASK 1:
(Process) Narrative Analysis Series of task
sheets/activities/quizzes/etc., process tasks
dependent on the teacher

MAJOR TASK 1: 20%

(Task) Narrative Analysis Presentation
--PPT with voice over or video

Narrative Application 20%

Activities for MAJOR TASK 2:
(Process) Research, proposal, group feedback

MAJOR TASK 2: 20%

(Task) Collaborative Project (Options: Brochure,
Infographic, Report, etc.)
 Synthesis Paper (Individual) 10%

Class Participation in discussion forums, polls, etc 10%

SAMPLE RUBRICS FOR NARRATIVE ANALYSIS PRESENTATION:

POINTS
Criteria Exceptional Admirable Satisfactory Benchmark/
(4) (3) (2) Passing (1)

¨ The group’s ¨ The group’s ¨ The group’s ¨ The group’s

Content analysis of the analysis of the text analysis of the analysis of the text
text is excellent; is exciting; it text is interesting; presents enough
it increases presents some new it presents some ideas about it, but
knowledge & knowledge & new ideas as rather on a literal
fosters fosters “take-away” level
understanding understanding ¨ The ¨ The
¨ The ¨ The principal/central principal/central
principal/central principal/central ideas of the text ideas of the text
ideas of the text ideas of the text are basically can be deduced
are clearly stated are clearly stated understandable but are not
and creatively, and well-explained but is not often explicitly stated in
comprehensively emphasized and the presentation
explained is not memorable

¨ Outstanding, ¨ Overall design is ¨ Overall design ¨ Overall design is

PowerPoint thematic in every mostly thematic is somewhat okay but can be
Presentation slide, visually ¨ Key words are thematic dull or sloppy
appealing present and ¨ Some key ¨ Some key words
¨ Key words are readable, and are words are present are present but
important and accompanied with and readable, and not so readable,
readable, and are some appropriate are accompanied and are lacking
accompanied and informative with some the appropriate
with appropriate, visuals appropriate and and informative
highly visible, ¨ The text and informative visuals
informative quotations help visuals ¨ The text and
images explain, illustrate, ¨ The text and quotations don’t
¨ The text and and focus the quotations seem the best
quotations presentation somewhat explain choices, barely
expertly explain, and illustrate the explain or connect
illustrate, and presentation, but with the
focus the can be overlong presentation, and
presentation is overlong
 ¨ The ¨ The terminology ¨ The terminology ¨ The terminology
Language terminology of of narrative study is of narrative study of narrative study
narrative study is for the most part is somewhat is somewhat
handled well, and appropriately used appropriately appropriately
is rightly and ¨ Language used with only a used, with quite a
appropriately choices are little noticeable amount
used thoughtful, mostly misunderstanding of
¨ Language grammatical, and of the jargon misunderstanding
choices are generally support ¨ Language ¨ Language
imaginative, the effectiveness of choices are choices are
memorable, the presentation mundane, unclear, can be
grammatical, and commonplace, ungrammatical,
compelling, and somewhat and minimally
enhance the grammatical, & support the
effectiveness of partially support effectiveness of
the presentation the effectiveness the presentation
of the
presentation

¨ The ¨ The ¨ The ¨ The

Organization organizational organizational organizational organizational
pattern is clearly pattern is clearly pattern is pattern follows
and consistently and consistently intermittently unthinkingly the
observable and observable within observable within suggested outline
skillful and the presentation the presentation for presentation
makes the ¨ The presentation ¨ The presentation ¨ The presentation
content of the flows well and most can sometimes be is uneven and
presentation questions are choppy and only choppy, and the
cohesive anticipated and some questions opportunity to
¨ The answered are anticipated expound further is
presentation and answered. lost.
flows well and all
questions are
anticipated and
answered.

H. ADDITIONAL REQUIRED READINGS

McLaughlin, Thomas. “Figurative Language.” (2010). Eds. Frank Lentricchia and Thomas
McLaughlin, Critical Terms for Literary Study. Second Edition. University of Chicago
Press. 80-90.
Thomas, Bronwen. Narrative: The Basics. (2016). First Edition. London: Routledge. [INTRO
and CHAPTERS 1-4. Rizal Library provided us with an e-book on EBSCO: ]
https://search.ebscohost.com.oca.rizal.library.remotexs.co/login.aspx?direct=true&db
=nlebk&AN=1102871&scope=site
J. GRADING SYSTEM

A 92 to 100

B+ 87 to 91

B 83 to 86

C+ 79 to 82

C 75 to 78

D 70 to 74

F 69 below

K. CLASS POLICIES

1. You are expected to use Canvas, the official Ateneo online learning
management system. This will mean activating (if you haven’t already)
your Ateneo obf accounts to be able to access it, regularly checking your
email and Canvas accounts every week for online learning,
announcements and assignments, and alerting in a timely fashion the
administrator for any technical difficulties at <canvas.ls@ateneo.edu>.
2. Likewise at other portions of the course you will be asked to use apps and
other links like Perusall in order to complete particular tasks. Should there
be some technical difficulties, please inform me right away via email at
(email address here). This being our first foray online, let us agree to be
patient with each other as I am not a digital native.
3. Discussion, cooperation, and feedback will be the lifeblood of our classes.
This course will depend a lot on group work and collaborative effort. You
are expected to participate and weigh in. Each group has a right to drop
an uncooperative or delinquent member. Again, please email me for
difficulty with a group member, difficulty working with a group, or difficulty
with bandwidth and other such things. Please read the discussion
guidelines below.
4. The Intersession is a very short term, so you are expected to keep to a
reasonable schedule and plan your way accordingly. Please aim to submit
somewhere near the suggested deadlines to be sure you are on-track.
You can expect feedback on your work within a week.
5. Any time you feel confused in the course, if you become sick or feel you've
fallen behind schedule, if anything at all comes up that you think will
 interfere with your performance in this course, please inform me right
away.
6. Should you wish to speak to me in person, please don't hesitate to let me
know. We can schedule to meet online during the class hours of this
course. I am just as anxious as you to make your learning here an
enjoyable, relevant, and meaningful experience.
7. We must ensure open and smooth two-way communication. I always hope
to answer your email in a timely fashion, in 24-48 hours at most. Please
email me again should I fail to reply. Please be patient as I tend to sleep
early and forget things at some very busy moments in the semester. I
hope you will also try your best in answering email messages I may send
you.

SCHOOL POLICIES

We must abide by university standards and codes of behavior.

1. Only officially enrolled students will be allowed to participate in the course.

2. Please read the LS Undergraduate Student Handbook carefully. You can
access the handbook by clicking this link: (Ateneo Student Handbook)
3. Rules and regulations stipulated in the handbook will be adhered to
strictly. This is especially true for plagiarism and acts of dishonesty. You
can view the PDF copy of the 2018 LS Code of Academic Integrity here:
(Student Guide to the Code of Academic Integrity).
4. The university designed a one-stop shop student services hub called LS-
One. It is designed to help you virtually navigate the campus for now. LS-
One may be accessed using your @obf.ateneo.edu email accounts. Once
logged on, you can more thoroughly navigate the site and use its features.
Click on this link: (LS-One) to access it.

DISCUSSION GUIDELINES

Aim for your best answer in our forums.

● PREPARATION: Give your response some thought before you post. Out
of courtesy to others, please do not write in a stream-of-consciousness
fashion (unless, for some reason, you are told to do so). Avoid lengthy,
rambling responses by organizing your thoughts first before posting. In
most of our discussion boards, you will be asked to limit your response to
 a maximum number of sentences (e.g., "In no more than ten
sentences..."). Please make an effort to follow that.
● PARTICIPATION: A discussion is only as helpful as the level of
participation that we put into it. So please participate—not only by posting
your response, but also by reading others' comments and responding to
them. You may respond by LIKING a post or by REPLYING to it. It would
be great if you could at least pick one person to respond to each time you
participate in a discussion.
● REASON: We want to stand on the common ground of reason. When we
are discussing ideas (in contrast to expressing our feelings), it is
acceptable—and even desirable—to communicate a dissenting opinion,
as long as we support our stance with reason. Discussions should be
grounded in reason--or at least, an attempt to reason. This is the most
important criterion in assessing someone's contribution to discussions of
ideas.
● RESPECT: Respect is an absolute non-negotiable whether we are
discussing our ideas or sharing our feelings. It is absolutely all right to
disagree as long as we do so in a reasonable and civil manner. Respect
becomes even more crucial when people are sharing not ideas, but their
feelings. In such cases, we are expected only to listen, to accept, or to
support.

L. CONSULTATION HOURS

NAME OF FACULTY EMAIL DAY/S TIME

Jomar Cuartero jcuartero@gmail.com Fridays 8:00 AM – 12:00 NOON