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21st Century Literature Student Guide
21st Century Literature Student Guide
21st Century Literature Student Guide
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II. AUTHENTIC PERFORMANCE TASK
FIRST QUARTER
GOAL The students will be able to write a critical reflection
paper on any of the texts discussed in class, centered
on issues in society or about particular ‘truths’ in life,
which the students find striking or noteworthy.
ROLE Students will be contributors of a university literary
folio.
AUDIENCE The critical reflection paper will be shared to the
contributors and readers of the folio.
SITUATION The students are invited to submit a paper for possible
inclusion in the special 2020 issue of the Silliman
Literary Journal.
PERFORMANCE/PRODUCT The students must submit a 6-page critical reflection
paper applying the various literary interpretative
strategies in their analysis.
STANDARD The students’ papers will be graded based on the
formulated thesis, content, and organization. See
Appendix A for the rubrics.
1. Central to this paper is a personal reflection about a chosen text (among the rest of
the texts in class) with regard to issues in society or about particular ‘truths’ in life,
which the student finds striking or noteworthy.
2. The paper should have a clearly formulated thesis—or the ‘ultimate point’ or
reason in choosing a particular text. The first paragraph should introduce the
thesis, which is placed (ideally) in the last sentence of the paragraph, through any
of the various introductory strategies to set the background of the claim: narrating
an anecdote (story), posing rhetorical questions, identifying an overall problem,
or presenting a general situation.
3. In three to four paragraphs, the essay should discuss three significant points to
develop and support the thesis. Specific instances or passages from the text should
be cited and different interpretive strategies should be used (when necessary) to
prove your points.
4. In the concluding paragraph, the paper gives a summary of the major points and
the restatement of the thesis. To give a closing thought, the paper could give a
reflection on literature and life; for instance, the conclusion could discuss the value
of literature to one’s life or the importance of discovering insights about the chosen
text to an understanding of oneself, the community, and perhaps the world.
5. Underline the following: thesis statement in the introductory paragraph, topic
sentences in the supporting paragraphs, and restatement in the conclusion
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6. Specifications: 5-7 pages, 1.5-space, encoded, Times New Roman/Book Antiqua-
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SECOND QUARTER
GOAL The students will be able to present their analysis of a
specific text written by a Filipino author, using the
different literary lenses as the basis for their
interpretation and discussion.
ROLE Students will be literary scholars presenting in a
national conference.
AUDIENCE Their analysis of a specific text will be presented to
other literary scholars in the conference.
SITUATION The first virtual Philippine Literary Conference invites
scholars from Asia and beyond to present their
analysis of texts written by local writers, with the aim
of making sense of the nuances of the Filipino lived
experience.
PERFORMANCE/PRODUCT The students must prepare a 30-minute presentation
of their analysis of the text assigned to them. The
presentation includes a brief summary of the text, a
thesis statement, and at least three supporting details,
using the different literary strategies.
STANDARD The presentation will be graded based on
preparedness, delivery, content, use of visual aids, and
ability to answer questions. See Appendix B for the
criteria.
Each group will pre-record a presentation discussing their assigned text. Prior to the
presentation, the group shall submit a written report/outline.
The Group Presentation will be based on the written report/outline which contains the
following:
1. Thesis Statement: the group’s argument on what the text is all about or what the
text reveals
2. Major Points: relevant interpretive strategies that can support your thesis (Are
their economic, political, gender, and cultural issues found in the text?)
3. To provide further support for the major points, lines/passages from the text
should be cited literary terms (such as setting, characters, plot, conflict, or them)
should be used when necessary
4. Sources should be accurately acknowledged using the APA Format.
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III. GRADING
IV. RUBRICS
Rubric for Critical Reflection Paper
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Criteria for Group Presentation
Criteria Score
Comprehensive and insightful discussion of the readings, citing relevant 40
support and references
Logical connection of significant points to comprehensively discuss 20
the topic
Artistic, creative presentation of the text 20
Responses to questions are on-point and well-developed, showing 10
mastery of the topic
Well-coordinated presentation, with tasks equally distributed to 10
group members
TOTAL 100
V. CLASSROOM POLICIES
1. Students are expected to attend class sessions regularly and participate actively in
video conferencing and independent activities. Login to the virtual classroom
according to our assigned class schedule. For collaborative activities, students are
expected to contribute to the output and cooperate with their group mates or
partner.
2. Students can be allowed to make up for missed major exams and quizzes provided
that they can present a valid excuse. In order for an absence to be considered
excused, a student’s parent or guardian has to present to the instructor an email
(attached with a medical certificate when necessary) duly endorsed or received by
the class adviser, guidance counselor, and principal.
3. Students must turn in their offline tasks, assignments, and other requirements on
time. Late submission will not be accepted unless prior arrangements have been
made.
4. Students should turn in their written tasks in PDF format, unless otherwise
specified. Inability to turn in requirements especially the major writing activities
warrants a failure in the subject.
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7. Students should observe classroom netiquettes during the online distance
learning. Students are expected to attend sessions on time, dress up appropriately,
and maintain respectful behavior.
9. Students are only allowed to communicate with their instructor during the
assigned class schedules and indicated office hours. Late night emails will not be
entertained.
10. Students must put away their mobile phones, iPads, and other unnecessary
gadgets while the video conferencing session is going on.
11. Video conferencing sessions are scheduled in advance to give everyone enough
time to prepare. If a student is unable to attend the session due to unforeseen
technical issues, that student must inform the instructor by email as soon as
possible.