ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)
MODULE 15: CLASS, IDEOLOGY AND CULTURAL FORMS
MODULE 13: LITERATURE OF THE GLOBAL SOUTH
Lesson 1: Literature of the Global South
Lesson 2: Latin American Literature
Lesson 3: Latin African Literature
Activities and Assessment
MODULE 14: GLOBALIZATION, MIGRATION AND HYBRIDITY 7-13
Lesson 1: Local and Cultural “Globalization”
Lesson 2: Cultural Studies
Activities and Assessment
13-15
1-6
Lesson 1: Marxism
Lesson 2: Romance Novel and Chick lit as Women Literature
MODULE 16: GENDER AND SEXUALITY 16-19
Lesson 1: Gender and Sexuality
Lesson 2: Gender Critical Reading
Activities and Assessment
MODULE 17: MEDIA, TECHNOLOGY AND POPULAR CULTURE
LANGUAGE AND TRANSLATION 20-25
Lesson 1: Media and Culture
Lesson 2: Language and Translation
Activities and Assessment
Final Project
1
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

LITERATURE OF THE GLOBAL SOUTH

UNIT 3

MODULE At the end of this module, you are expected to: LITERATURE OF THE GLOBAL SOUTH
• Identify representative texts and authors from Asia,
13 •
North America, Europe, Latin America, and Africa. The Global South and Literature explores the historical, cultural, and
DATE: ____________
Appreciate the cultural and aesthetic diversity of literary applications of the term for twenty-first-century flows of transnational
literature of world
cultural influence, tracing their manifestations across the Global Southern
traditions of Africa, Asia, and Latin America. This collection of interdisciplinary
contributions examines the origins, development, and applications of this
emergent term, employed at the nexus of the critical social sciences and
developments in literary humanities and cultural studies. This book will be a key
resource for students, graduates and researchers working in the field of
• HOW CHANGES DID postcolonial studies and world literature. In this globalization debates and critiques
GLOBALIZATION BRING that polarize the Global North from the Global South, the latter refers to the area
INTO LATIN AMERICAN that tend to bear the brunt of the negative effects of globalization. Unlike the
LITERARY TRADITIONS? superpowers and rich countries of Global North, the poor countries of the Global
South are historically disadvantaged to given with. They included developing
nations (formerly the “Third World,” an obsolete Cold War term), war-torn areas,
and former colonies in Asia, Latin America, and Africa. Challenges facing the Global
South include mass poverty, human and civil rights abuses, environmental
degradation, political instabilities, and other kinds of internal conflicts. Movements

Overview: for global justice and “deglobalization” (Bello 2004) as a more equitable alternative
to globalization focus on plight of Global South or the “globalization losers,” and
The 'Global South' has largely supplanted the 'Third World' in discussions push for policies that aim to narrow the gap between the North and the South.
of development studies, postcolonial studies, world literature and comparative
literature, respectively. The concept registers a new set of relationships between
nations of the once colonized world as their connections to nations of the North
diminish in significance. Such relationships register particularly clearly in
contemporary cultural theory and literary production. This collection of
interdisciplinary contributions examines the origins, development, and applications
of this emergent term, employed at the nexus of the critical social sciences and
developments in literary humanities and cultural studies.

2
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

For brevity’s sake, in this lesson we will consider certain issues being the 20th century.
brought up in 21st century Latin America and Africa Literature. Postcolonial Latin
America has produced Hispanophone, Anglophone, and literary works in the PRE-COLUMBIAN LATIN AMERICAN LITERATURE
vernacular and other languages like Portuguese, as well as migrant and mixed-race • Pre-Columbian culture is primarily oral.
literature (e.g., Chicano/ a Literature or Mexican America literature, or more • Oral accounts of mythological and religious beliefs were also sometimes
broadly, Latino/a literature of Spanish American in the US). In this lesson recorded after the arrival of European colonizers, as was the case with the Popol
Vuh.

COLONIAL LATIN AMERICAN LITERATURE

• During the colonial period, written culture was often in the hands of the
church, within which context Sor Juana Inés de la Cruz wrote memorable poetry
and philosophical essays.
• Towards the end of the 18th Century and the beginning of the 19th, a
distinctive criollo literary tradition emerged, including the first novels such as José
Joaquín Fernández de Lizardi's El Periquillo Sarniento (1816).
• The "libertadores" themselves were also often distinguished writers, such
as Simón Bolívar and Andrés Bello.

19TH CENTURY LATIN AMERICAN LITERATURE

• The 19thcentury was a period of "foundational fictions" (in critic Doris
Sommer's words), novels in the Romantic or Naturalist traditions that attempted to
establish a sense of national identity, and which often focused on the indigenous
question or the dichotomy of "civilization or barbarism".
LATIN AMERICAN LITERATURE
MODERNISMO PERIOD LATIN AMERICAN LITERATURE
The literature of the Spanish America is remarkably diverse then and no.
• In the late 19th century, modernism emerged, a poetic movement whose
However, in the “Latin American Boom” of the 1960’s and 70’s writes from this
founding text was the Nicaraguan Rubén Darío's Azul (1888).
region attracted international attention when political turmoil (like Cuban
• The Venezuelan Romulo Gallegos wrote in 1929 what came to be one of
Revolution of 1959) and the atrocities of colonization and dictatorship figured
the most well-known Latin American novels in the twentieth century, Doña
largely in their work but in a “style” that readers in the West at that time found
Barbara.
rather new, exotic: magical realism. Worldwide publishing success aside, the boom
is best understood as (in words of Carlos Fuentes, himself a major literary figure in
POST-WAR OR BOOM PERIOD LATIN AMERICAN LITERATURE
the boom) “the result of four centuries that, literarily, reached a moment of
• After World War II, Latin America enjoyed increasing economic
urgency in which fiction became the way to organize lessons from the past” (qtd. In
prosperity, and a new-found confidence also gave rise to a literary boom. From
Nunn 2001, 122). It gradually rose to prominence globally during the second half of

3

1960 to 1967, the major works of the boom were published.
POST-WAR OR BOOM PERIOD LATIN AMERICAN LITERATURE
• Gabriel garcia marquez → famous boom period writer
POST-BOOM AND CONTEMPORARY PERIOD LATIN AMERICAN LITERATURE
• Post-Boom literature is sometimes characterized by a tendency towards
irony and towards the use of popular genres
B. Responding to Colonial and Racial Discourse
AFRICAN LITERATURE
Studies of African Literature emphasize the need for African-centered
rather Eurocentric perspective in reading works produced from the African
continent and the African diaspora. This is because African literature registers very
deep historical scars and active recuperation from the violence of slavery, Western
colonialization, and in situational and cultural racism. An African-centered
perspective may involve any of the following:
A. Identifying Indigenous African Aesthetics
This calls from the appreciation of the African folklore and how African oral
traditions fold into modern African literary works. The “Father of the
4
ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)
African novel,” Nigerian Chinua Achebe, in his novel Things Fall Apart
(1958) managed to “Tame” the English language into articulating not just
African words but an indigenous African worldwide. Another important
African work in the 1960’sis Uganda poet Okot p’Bitek’s “Song of Lawino,”
which is so thick in African imagery and references to oral tradition that it
can stand as a resources for anthropologies of African tribal cultures (Ngara
1990, 66). “Song of Lawino” is a long dramatic monologue originally
composed in the poet’s native Acoli language, then translated a decade
later by the poet into English in 1966. The translation “murders” (Okol’s
own word) the original structure of rhymed couples into staccato free
verse, but retains the wealth of allusions to oral tradition that became a
weapon for the sharp tongue of the persona Lawino, a simple uneducated
woman who comically lashes out on her husband Ocol, a copycat of
Western ways. What is tragic about the dramatic situation is that Ocol is
no ordinary African but an influential tribal leader, a member of the
intellectual elite. “Song of Lawino” demonstrates that even a simple
woman deeply rooted in indigenous culture can outwit men made foolish
by uncritical reverence to Western forms of knowledge: “Their testicles/
Were smashed / With large books!” (Okot p’Bitek quoted in Ngara 1990,
73).
This mode or reading involves critique of negative stereotypes of African
and its people, as well as of neocolonial power structures in post-
independence Africa. A classic works along these lines is again by Achebe
in his essay “An Image of Africa” condemned the racist assumptions of
African “darkness” in Joseph Conrad’s Heart of Darkness. Post-apartheid
South African Author Sakes Mda clearly alludes to Conrad’s novel in giving
this title to one of his own novels: The Heart of Redness (2000). Whereas
Conrad’s novel stereotypes the Congolese as savages, Mda’s novel depicts
African characters in full local color, as humanly complex and living in
communities burdened by history.
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

C. Recognizing Transnational Black Subjectivities

Apart from Afrocentric ethno-nationalist cultures, there are also
transnational, diasporic, hybrid cultures referred to as the “black Atlantic,”
a term coined by Robert Farris Thompson but developed by Paul Gilroy to
mean “culture that is not specifically African, American, Caribbean, or
British, but all of these at once; a black Atlantic culture whose themes and
techniques transcend ethnicity and nationality to produce something new”
(italics mine). In critical race theory, hybridity as a concept is a preferable Reference:
alternative to the stable but restrictive identities promoted by forms of https://www.slideshare.net/JoyceAngielynBasco/latin-american-literature-
identity politics like Afrocentrism. Though an African identity based on 76813431
race, ethnicity, or nationality can bring about a kind of negro pride, Paul https://www.slideshare.net/jmpalero/latin-american-literature
https://www.oxfordbibliographies.com/view/document/obo-
Gilroy argues that such notions of racial or ethnic purity dangerously
9780190221911/obo-9780190221911-0055.xml
resembles racism itself as it looks down on mixed race subjects. We, after
https://www.slideshare.net/sharaanacay/african-literature-ppt
all, do not have an identity but identities, and not one of these plural
identities can define us totally.

5
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Important Reminders
• Tear this activity sheet and submit on the scheduled date along with the
other activity (ies) the instructor may have asked the students to do on a
separate paper.
• If you are sending something you’ve done online such as MS presentation (s), pictures,
pdfs and alike as an attachment, then you may send them to my email at
____________________________________________ following this format:
(SECTION_LASTNAME_FIRSTNAME_ACTIVITYNAME or send a digital copy from your
flash drive together with this activity sheet.

ACTIVITY 1:
Poetry Writing!
Instruction: Write your own Spoken Poetry about your perception in Global South
Literature. (YELLOW PAPER)

Rubric:

6

GLOBALIZATION, MIGRATION AND HYBRIDITY
UNIT 4
MODULE At the end of this module, you are expected to:
• Identify representative texts and authors from Asia,
14 North America, Europe, Latin America, and Africa.
DATE: ____________ • Appreciate the cultural and aesthetic diversity of
literature of world
• WHAT IS
GLOBALIZATION?
Overview:
At present, the growth of migrant populations and the considerable scale
assumed by immigrant experience have given way to an understanding of
migration as “a mode of being in the world” since the passage from one place to
another inevitably creates a different consciousness and/or identity. When
migrants’ cross-national boundaries, they never leave their “homelands” behind.
Rather, they can forge and maintain connections between their home and host
societies. In effect, migrant consciousness is thus formed that imagined space
between cultures. This “in-between” site is what theorists in post-colonial and
cultural studies have identified as “hybridity”
7
ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)
LOCAL AND GLOBAL IN “GLOBALIZATION”
Globalization and Literature- Globalization and literature share some
meeting points in their institutional and structural edifices. As a matter of fact, this
is a reciprocal course through which Literature and Globalization affect each other
interactively. The notion of globalization can be linked with a theoretical tradition
of Post-Colonial theory of literary studies on the one hand and the Post-Modernist
Literature. According to Suman Gupta (2009), the relationship between
globalization and literature can be analyzed on the following lines:
“The extent to which processes of globalization are registered within
literature: At the level of being representing in a literary manner or discussed as
literary themes. It has focused on two areas of globalization which have received
substantial attention from globalization scholars.
(1) Global or Transnational or Anti-Globalization Protests.
(2) Global and World cities. Examining the senses in which literature and
literary studies may be regarded as themselves becoming globalized.
(a) Contemplating the way globalization has impinged upon literary studies
at a conceptual level.
(b) in terms of doing literary criticism and literary theory relationship of
literary post modernism and post colonialism to globalization theory.

(c) the effects of globalization on upon the institutional practices of literary
studies-institutional spaces of English studies and comparative literature and the
influence of corporate arrangements on literary production, circulation and
consumption” (Gupta 2009: 11-12). The anti-globalization protest in DeLillo’s
Cosmo polis belongs to the sphere of the imaginary, is constructed according to the
exigencies of fictional structure, is sufficiently clear within that novel. Its characters
as an anti-globalization (anti- capitalist) protest makes immediately sense only
within artificial structure of the novel; its relationship to real protests and public
gestures which are sometimes contentiously dubbed ‘anti-globalization’ in the
mass media is equally immediately distant. In the latter, protesters are typically far
from being conceptually derivative or agents of physical action and typically
identify with ‘social movements’ or ‘globalization from below’. A fictional account
of such real- world protest, carefully constructed to convey a sense of historical
and contextualize reality. Robert Newman’s The Fountain at the Centre of the
World (2003) is another example of such depictions.
The novel gives description of local disenchantments and the formation of
the desire for a new kind of more inclusive and wide-scale protest lead first to the
description of a protest march, a manifestation, in the town of Calderon. The novel
then sweeps towards the 1999 Seattle protests, mentioning some of the other such
local disaffections and search for redress that get incorporated, thus creating, in its
build up towards the climax, a sense of enormous diversity of interests and
gestures that converge in the ‘movement of movements’ concretized at Seattle.
McEwan’s Saturday and Baker’s Checkpoint appear to convey, in the context of
disquiet about the Iraq war in 2003, a sense of continuum between global politics
and oppositional movements, their immediate collective manifestations in local
context (in specific images of protest marches, for instance), and individual
preoccupations with/engagements in these within the flow of ordinary individual
lives. Similar tendencies can also be observed in Indian literature as well Chetan
Bhagat’s novel One Night @ Call Centre (2005).
8
ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)
The novel revolves around a group of six call center employees working at
the Connexions call center in Gurgaon, Haryana, India. It takes place for one night,
during which all the leading characters confront some aspect of themselves or their
lives they would like to change. The story uses a literal deus ex machina when the
characters receive a phone call from God. The book begins with a frame story which
recounts a train journey from Kanpur to Delhi. During the journey, the narrating
author meets a beautiful girl. The girl offers to tell the author a story on the
condition that he must make it his second book. After a lot of hesitation, the author
agrees. The story was about six people working in a call center. One night they got
a phone- call from god within the story, which comprises the bulk of the book,
relates the events that happen one night at a call center. Told through the eyes of
the protagonist, Shyam, it is a story of almost lost love, thwarted ambitions,
absence of family affection, pressures of a patriarchal set up, an insight on the
lifestyle of youth of this country and the work environment of a globalized office.
Shyam loves but has lost Priyanka, who is now planning an arranged marriage with
another; Vroom loves Esha. Esha wants to be a model, Radhika is in an unhappy
marriage with a demanding mother-in-law, and military uncle wants to talk to his
grandson; they all hate Bakshi, their cruel and somehow sadist boss. Claimed to be
based on a true story, the author chooses Shyam Mehra (alias Sam Marcy) as the
narrator and protagonist, who is one among the six call center employees featured.
The themes involve the anxieties and insecurities of the rising Indian
middle class, including questions about career, inadequacy, marriage, family
conflicts in a changing India, and the relationship of the young Indian middle class
to both executives and ordinary clients whom they serve in the United States.
There is an aspect of self-help in the book as the author invites readers to identify
aspects of themselves and their lives that make them angry and that they would
like to change. This work depicts the changes taking place in social and cultural
milieu of Indian society particularly metropolis which have encountered the forces
of globalization in last two decades.
Globalization and Translation Practices in India. In context of India, we have
two numerically comparable sets: Indian novels written in English and Indian novels
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

translated into English. Here our focus is on practice of translation; therefore, we era. Thus, globalization has affected the English literature in various ways. It has
shall focus on the later. In recent past particularly in the era of globalization, not only changed contents and characters of contemporary fiction in different
translation which had a secondary status in the English literature has been
considered as a creative and interpretative act by the translation theorists the
world over. Several works of Vernacular languages were translated into English and
recognized by the readers. Some of the works of famous writers were translated
into English and appreciated and interpreted by the critique world over. Some of
these are Prem Chand’s Godan, Rabindranath Tagore’s Gora. In pre-globalization
era, the status of translated novels was relatively low. But in 1989, Timuthy
Brennan proposed and gave currency to a new category of writers called “Third
World Cosmopolitans”, who are globally visible, whom the reviewers in the New
York Review of Books and Times literary Supplement hail as interpreters and
authentic voices of Third World. In the era of globalization this tendency has
provided to some new young vernacular authors opportunity to get global
exposure through their translated versions.
parts of the world but also their circulation throughout the world. It has also
One of such examples is the case of Mahua Manjhi, an author from enhanced the status of translated works in globalizing world. New media,
Jharkhand state of India. She often uses colloquial Bangla words in her narrative. particularly internet has played an important role in this regard.
The fiction is mainly divided in two parts. In the first part, she deals with childhood MIGRATION
and adolescent period. He left for Mumbai and he fall in love there and after It is commonly assumed that international migration has accelerated over
became unsuccessful in his love affair, he returns to his Borosil and started business the past fifty years, that migrants travel over increasingly long distances, and that
and established himself as a builder. In the second part, she narrates the rise of migration has become much more diverse in terms of origins and destinations of
linguistic nationalism in East Pakistan and encounters between ruling class and the migrants (Arango, 2000: 291). In this context, Vertovec (2007) coined the term
ruled. In 1971, with elections, struggle for a new nation by natives has been “super‐diversity” to indicate the unprecedented degree of immigrant diversity in
depicted in detail. This novel became global when Rajesh Kumar, a reader in English Britain and other immigrant‐receiving societies. This is based on the idea that an
in Vinoba Bhave University translated the book in English as ‘Me Borishailla' and increasing number of “new, small and scattered, multiple‐origin, transnationally
was released by Gulzar, the poet-lyricist at the 2008 International Book Festival, connected, socio‐economically differentiated and legally stratified immigrants”
Delhi. Recently, English translation of her book, Main Borishailla' has been (Vertovec, 2007: 1024) have recently arrived and settled in destination societies. It
incorporated by Rome's Sapienza University in its oriental studies course for has also been argued that with the increasing integration of societies in
undergraduate students. It suggests that in the era of globalization local writers international migration systems (cf. Skeldon, 1997), more and more countries are
have ample opportunities to bring their work to a wider audience through experiencing significant volumes of immigration and emigration.
translation and making it global which was quite impossible in pre-globalization

9
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

All these trends combined suggest that global migration patterns have Critical Approaches to the Study of Literature. Critical Approaches are
become more complex. This is opposed to the assumed lower diversity and neater different perspectives we consider when looking at a piece of literature. They seek
structuring of past migrations, in which more clear‐cut division between to give us answers to these questions, in addition to aiding us in interpreting
immigration and emigration countries would have existed. This is also linked to the literature.
idea that, in the past, migration often concentrated in a few bilateral corridors, What do we read?
frequently following colonial and other historical links. For instance, most Why do we read?
transcontinental migrants from Francophone Africa moved to France, while How do we read?
migrants from Anglophone Africa tended to move to the UK (Bakewell and de Haas, Critical Approaches to Consider
2007). In recent decades, these patterns seem to have become more diverse with Reader-Response Criticism
a “fanning out” of migration to new destinations in Southern Europe, the Gulf and Formalist Criticism
Asia. Psychological/Psychoanalytic Criticism
Sociological Criticism
The assumed increases in the volume, diversity, geographical scope, and A. Feminist/Gender Criticism
overall complexity of international migration are commonly linked to advances in B. Marxist Criticism
transport and communication technology and more generally to globalization Biographical Criticism
processes. Globalization can perhaps best be defined as the “widening, deepening New Historicist Criticism
and speeding up of worldwide interconnectedness in all aspects of contemporary The Reader-Response Approach Reader-Response Criticism asserts that a
social life” (Held et al., 1999: 2). great deal of meaning in a text lies with how the reader responds to it. Focuses on
the act of reading and how it affects our perception of meaning in a text (how we
feel at the beginning vs. the end) Deals more with the process of creating meaning
and experiencing a text as we read. A text is an experience, not an object. The text
is a living thing that lives in the reader’s imagination. READER+ READING SITUATION
+ TEXT = MEANING.
2 Important Ideas in Reader-Response
1. An individual reader’s interpretation usually changes over time.
2. Readers from different generations and different time periods interpret
texts differently.
The Formalist Approach Formalist Criticism-emphasizes the form of a
literary work to determine its meaning, focusing on literary elements and how they
work to create meaning. Examines a text as independent from its time, social
setting, and author’s background. A text is an independent entity. Focuses on close
CULTURAL STUDIES

10

readings of texts and analysis of the effects of literary elements and techniques on
the text.
Two Major Principles of Formalism
1. A literary text exists independent of any reader and, in a sense, has a
fixed meaning.
2. The greatest literary texts are “timeless” and “universal.”
The Psychological/ Psychoanalytic Approach-Psychological Criticism
views a text as a revelation of its author’s mind and personality. It is based on the
work of Sigmund Freud. Also focuses on the hidden motivations of literary
characters. Looks at literary characters as a reflection of the writer.
The Sociological Approach Sociological Criticism-argues that social
contexts (the social environment) must be considered when analyzing a text.
Focuses on the values of a society and how those views are reflected in a text.
Emphasizes the economic, political, and cultural issues within literary texts Core
Belief: Literature reflects its society.
The Marxist Approach Marxist Criticism-emphasizes economic and social
conditions. It is based on the political theory of Karl Marx and Friedrich Engels.
Concerned with understanding the role of power, politics, and money in literary
texts. The Marxist Approach Marxist Criticism examines literature to see how it
reflects.
1. The way in which dominant groups (typically, the majority) exploit the
subordinate groups (typically, the minority)
2. The way in which people become alienated from one another through
power, money, and politics
The Feminist Approach Feminist Criticism-is concerned with the role,
position, and influence of women in a literary text. Asserts that most “literature”
throughout time has been written by men, for men. Examines the way that the
female consciousness is depicted by both male and female writers.
4 Basic Principles of Feminist Criticism
1. Western civilization is patriarchal.
2. The concepts of gender are mainly cultural ideas created by patriarchal
societies.
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ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)
3. Patriarchal ideals pervade “literature.”
4. Most “literature” through time has been gender biased.
The Biographical Approach Biographical Criticism-argues that we must
take an author’s life and background into account when we study a text. The
Biographical Approach Three Benefits:
1. Facts about an author’s experience can help a reader decide how to
interpret a text.
2. A reader can better appreciate a text by knowing a writer’s struggles or
difficulties in creating that text.
3. A reader can understand a writer’s preoccupation by studying the way
they apply and modify their own life experiences in their works.
The New Historicist Approach New Historicist Criticism-argues that every
literary work is a product of its time and its world.
The New Historicist Approach New Historicism:
1. Provides background information necessary to understand how literary
texts were perceived in their time.
2. Shows how literary texts reflect ideas and attitudes of the time in which
they were written.
New historicist critics often compare the language in contemporary
documents and literary texts to reveal cultural assumptions and values in the text.
Reference:
https://onlinelibrary.wiley.com/doi/full/10.1111/imre.12095
https://www.slideshare.net/DrseemaJain/globalization-media-and-literature
https://www.google.com/search?q=globalization+images&sxsrf=ALeKk01Zihepg-
kuRwA4W50LptBJCGEQVw:1599995575127&source=lnms&tbm=isch&sa
https://www.slideshare.net/MsDavis1/critical-approaches-to-literature-theory
https://www.slideshare.net/jomersanan/critical-approach-to-literature
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Important Reminders Visual Impact Overall Overall Overall Effective

• Effectivenes visual visual visual is visual
• Tear this activity sheet and submit on the scheduled date along with the
s of overall impact is impact is effective impact
other activity (ies) the instructor may have asked the students to do on a
separate paper. presentatio limited somewha
• If you are sending something you’ve done online such as MS presentation (s), pictures, n t effective
pdfs and alike as an attachment, then you may send them to my email at
____________________________________________ following this format: MODULE 13: Assessment:
(SECTION_LASTNAME_FIRSTNAME_ACTIVITYNAME or send a digital copy from your INSTRUCTION: Answer the following questions.
flash drive together with this activity sheet.
1. What is your different observation/s about globalization does it present?
__________________________________________________________________
ACTIVITY 1:
__________________________________________________________________
Collage __________________________________________________________________
Instruction: Create a collage inspired by the “GLOBALIZATION, MIGRATION AND __________________________________________________________________
HYBRIDITY.” Your task is to make a collage that best translates the theme into __________________________________________________________________
another artistic work. Provide a title to your artwork. (BOND PAPER) __________________________________________________________________
Criteria 2 3 4 5 __________________________________________________________________
Variety of pictures Limited Adequate Good Excellen __________________________________________________________________
• Used to variety variety of variety t variety 2. Compare and contrast the word “MIGRANT” and “IMMIGRANT”.
develop of pictures of of __________________________________________________________________
main idea pictures pictures pictures __________________________________________________________________
used __________________________________________________________________
Ideas Few Some Several Many __________________________________________________________________
• Originality original original original original __________________________________________________________________
• Interest ideas in materials ideas ideas in __________________________________________________________________
material and material __________________________________________________________________
material display
__________________________________________________________________
s
3. Explain this line. “The ability to imagine one’s self from the viewpoint of
Relevance of material Little Some Material Material
what is culturally different or other.
• Connected material selected selected selected
__________________________________________________________________
to main relevanc material is mostly are all
__________________________________________________________________
idea e to is related relevant relevant
main to main to idea to idea __________________________________________________________________
idea idea __________________________________________________________________

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 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. What do you mean by the word Hybridity?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. What are the critical issues in 21st Century Literature?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

13
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

CLASS, IDEOLOGY AND CULTURAL FORMS

UNIT 4

MODULE At the end of this module, you are expected to:

• Identify representative texts and authors from Asia,
15 North America, Europe, Latin America, and Africa.
DATE: ____________ • Appreciate the cultural and aesthetic diversity of
literature of world

• WHAT IS THE ROLE OF

CAPITALISM AND ITS
CULTURAL EXPRESSION?
Overview:
One form of social determination that ideology deflects or wishes away is
class, especially in a capitalist society such as ours. Recall our discussion of
aphorisms in the previous section. In the German Ideology (1845), Karl Marx and
Friedrich Engels’ considered history from a materialist perspective as opposed to
the idealist worldview propagated by Hegelian thought. Marx and Engel held that
human lives are ultimately governed by their material conditions. In fact, men’s
material existence defines every aspect of their lives, even how they think (e.g.,
their ambitions, their views on education, their reading preferences).
MARXISM
Marxist Criticism is the belief that literature reflects this class struggle and
materialism. It looks at how literature functions in relation to other aspects of the
superstructure, particularly other articulations of ideology. Like feminist critics, it
investigates how literature can work as a force for social change, or as a
reaffirmation of existing conditions. Like New Historicism, it examines how history
influences literature; the difference is that Marxism focuses on the lower classes.
It promotes the idea that literature should be a tool in the revolutionary struggle.
It attempts to clarify the relationship of literary work to social reality. It is political
in nature. It aims to arrive at an interpretation of literary text to define the political
dimensions of literary work. It believes that the literary work has always a
relationship to the society. It judges literature by how it represents the main
struggles for power going on that time, how it may influence those struggles. It
highlights and lauds solution from the critic [if ever s/he could come up with one].
Marxist literary criticism maintains that a writer’s social class, and its
prevailing ideology have a major bearing on what is written by a member of that

14

class. Marxist sees the authors as constantly formed by their social contexts in ways
which they themselves would usually not admit. Traditional Marxist criticism tends
to deal with history in a generalized way. It talks about conflict between social
classes, and clashes of large historical forces, but, contrary to popular belief, it
rarely discusses the detail of a specific historical situation and relates it closely to
the interpretation of a particular literary text.
Marxist criticism is a type of criticism in which literary works are viewed as
the product of work and whose practitioners emphasize the role of class and
ideology as they reflect, propagate, and even challenge the prevailing social order.
Rather than viewing texts as repositories for hidden meanings, Marxist critics view
texts as material products to be understood in broadly historical terms. In short,
literary works are viewed as a product of work (and hence of the realm of
production and consumption we call economics).
ROMANCE NOVEL AND CHICK LIT AS
WOMEN’S LITERATURE
Chick Lit is genre fiction which addresses issues of modern womanhood,
often humorously and lightheartedly. Chick it typically features a female
protagonist whose womanhood is heavily thermalized in the plot. Chick lit is a term
used to denote genre fiction within women fiction written for and marketed to
15
ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)
young women, especially single, working women in their twenties and thirties. The
genre sells well, with chick lit title stopping bestseller lists and the creation of
imprints devoted entirely to chick lit. It generally deals with the issues of modern
women humorously. Women’s fiction is a wide-ranging literary genre that includes
various types of novels that generally appeal more to women than men. They are
usually written by women, are addressed to women, and tell one story about
women. The genre description is an umbrella term that covers mainstream novels,
romantic fiction, Chick lit and other sub-genres. Starring a young female
protagonist in her twenties and thirties, who is usually white, heterosexual, and
urban (Smith,2005). It depicts inspiring and strong female characters and those
that want it to portray the reality of young women “grappling with modern life”
(Mabry, 2006, p.193).
Chick Lit features single women in their twenties and thirties ‘navigating
their generation’s challenges of balancing demanding careers with personal
relationship. Chick Lit also offers more realistic portrait of single life, dating and the
dissolution of romantic ideals Ferriss, Suzanne and Mallory Young (eds). Chick Lit:
The New Women Fiction. 2006, p 3.
Reference:
https://prezi.com/ak23zxuormtv/marxist-literary-criticism/
https://www.slideshare.net/sheelu57/marxist-criticism-54359940
https://www.slideshare.net/ferdinandbulusan/marxist-criticism-presentation
https://www.slideshare.net/ferdinandbulusan/marxist-criticism-presentation
https://www.slideshare.net/lhengacusan/21st-century-literary-genre
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

GENDER AND SEXUALITY

UNIT 4

MODULE At the end of this module, you are expected to:

• Identify representative texts and authors from Asia,
16 North America, Europe, Latin America, and Africa.
DATE: ____________ • Appreciate the cultural and aesthetic diversity of
literature of world

GENDER STUDIES, POSTCOLONIALISM

• WHAT ARE THE
VARIOUS FORMS OF
SEXISM?
Overview:
The greatest conceptual innovation introduced by the feminist movement
is the decoupling of sex from gender, the significance of which goes beyond the
case of women. Sex refers to the anatomical structure of our bodies, whether male
or female; gender refers to the values and norms assigned by social convention to
those bodies, “womanhood” for females and “manhood” for males. While sex as a
biological notion is fixed, gender as a cultural notion is not. There is no “natural” or
essential connection between the female body and the social conventions of
womanhood, and the same goes for the male body and conventions of manhood.
Post-colonialism (or Post colonialism) is the outlook and studies as
responses to colonial subjugation of European or Western to Third and Fourth-
world that emerged in 70’s. However, it is not only talking about Western colonial
subjugation but also various reality of injustice, culture and gender domination,
sexual orientation issues, social class, subaltern people experiences, etc. Thus, in
literature, it is an interaction and reaction in colonial societies and the effects of
colonial practices on literary productions.
POST-COLONIAL MAIN CONCEPTS MIMICRY- “The copying of the
colonizing culture, behavior, manners and values by the colonized contains both
mockery and a certain ‘menace’, ‘so that mimicry is at once resemblance and
menace”. (Bhabha 1994:86). From the theory of Homi K. Bhabha, mimicry is a
concept of imitating colonizer’s behaviors intended to mock which can appear as a
parody in literature. It is a sort of anti-colonial movement in literature that
producing social-political works.
HYBRIDITY- The fusion of two traditions to which create new trans-cultural
elements and produce a double identity that contradicted, as a colonizer and
colonized at the same time. In literature, it causes ambivalence and confusing
whether it is opposing or supporting colonialism. Because for whatever, post-

16
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

colonial texts supposed to uncontaminated by the colonialist's concepts. In this attention to works by women that have historically been overlooked, while Gender
perspective, texts which are anti-colonial, which reject the premises of colonialist’s Critics are interested equally in the way that both the male and female genders are
intervention (the civilizing mission, the rejuvenation of stagnant cultures) might be presented.
regarded as post – colonial insofar as they have ‘got beyond’ colonialism and its
ideologies, broken free of its lures to a point from which to mount a critique or
counter – attack. (Childs & Williams 1997: p. 4)
ORIENTALISM- “It is, rather than expresses, a certain will or intention to
understand, in some cases to control, manipulate, even incorporate, what is a
manifestly different world” (Said 1978: 12). In Edward Said’s book “Orientalism”
orientalism is the project of European/Western for having authority over the orient
and reconstruct in European thinking. In another word, it is the concept for
dominating, manipulating, exploiting the orient. An interestedness in Orient world
recorded in so many Western texts.
UNIVERSALISM / UNIVERSALITY-Universalism is Eurocentric view that
claims their civilizations in experiences and values are the standard for all
humanity. In literature, we are often told that what makes Shakespeare ‘great’ is
his ability to reveal something of ‘the universal human condition’. Universalism
gives assumption that ‘European’ equals ‘universal’. It is the way of European to Feminists and Feminist Critics do NOT “hate men” OR think that works
elevate their status. That is why universalism rejected by post-colonialism. written by men or male characters are not worthy of study. On the contrary, they
Universalism is a strategy of imperialism and colonialism by saying the ‘universal’ are addressing a historic imbalance. For hundreds of years, works by women or
features of humanity are the characteristics of those who occupy positions of about women were considered “less than”, or “women lit only” and therefore “not
political dominance in this case, European/Western. as worthy of study. Feminist Critics seek to balance this by choosing to focus on
what was ignored and not taken seriously for so many years. “Equality is the goal.
GENDERED CRITICAL READINGS Feminism is a method, a means to that end.” -feminismisequality.com
Also, feminism and feminist criticism are NOT monolithic. Not all feminist
Many Gender Critics see a difference between gender (which is socially
thinks the same way. There are many schools or types and traditions of feminist
constructed) and sex (which is biological). This means that ideas about "typically"
thought, some of which are more progressive and some of which are less so.
masculine or feminine traits and behavior are products of culture and social
Vocab Word! Monolithic = when describing a system or organization, this means
conditioning. Gender Critics are interested in how works of literature either
“powerful and uniform or single-minded. Whole, not divided.” Feminist Critics
support or undermine the stereotypical "standards" of masculine/feminine
work to show people that for much of history, the "literary canon" and the field of
behavior and identity held by the culture in which they were produced. Feminist
literary criticism have both been dominated by (white) men, and the seek to expose
Critics and Gender Critics have many interests in common, but Feminist Critics are
the effects of this patriarchal mindset. By looking at the ways that women's
more likely to be interested in literary representations of women, and in bringing

17
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

concerns and women's writing has been marginalized, they seek to address the
imbalance that has traditionally persisted in favor of men's writing and men's
concerns. They also seek to dismantle the notion that men’s writing, and men’s
concerns are somehow “universal”, and women’s writing and women’s concerns
are somehow “specialized”. This attitude that men are the “default human” and
women are the “other” can also be linked to what Structuralism and Reference:
Deconstruction discusses when it talks about binaries in our language and the way https://www.slideshare.net/kinsusansi/post-colonialism-28243491
we think that cause us to dehumanize in sometimes subtle ways—half of the https://slideplayer.com/s8051112/lide/
population. Other attributes to gender criticism of could be the deficiency of https://slideplayer.com/slide/8051112/
female authors until the 20th century. Historically female education has been https://www.slideshare.net/shei7in/gender-critcism
inferior to that of males. After the 19th Century women were more frequently
allowed admission to colleges and universities. The amounts of women that attain
master’s degree and doctoral degrees also have risen. “The resulting stereotype
that “a woman’s place is in the home” has largely determined the ways in which
women have expressed themselves.”

18
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Important Reminders __________________________________________________________________

__________________________________________________________________
• Tear this activity sheet and submit on the scheduled date along with the
other activity (ies) the instructor may have asked the students to do on a ______
separate paper.
• If you are sending something you’ve done online such as MS presentation (s), pictures, Rubric:
pdfs and alike as an attachment, then you may send them to my email at
____________________________________________ following this format:
(SECTION_LASTNAME_FIRSTNAME_ACTIVITYNAME or send a digital copy from your
flash drive together with this activity sheet.

ACTIVITY 1:
Exploring the Text
Instruction: Write a reflection paper about “Sa anak na Nahihimbing.” Based on
the guided statement below.
• What kind of pressure does a mother juggling home and
vocation face, especially as she is being watched by a young
son who will possibly grow up without having to face those
same people himself?
____________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

19
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

MEDIA, TECHNOLOGY AND POPULAR CULTURE

UNIT 4
/ LANGUAGE AND TRANSLATION
MODULE
17 At the end of this module, you are expected to:
DATE: ____________ • Identify representative texts and authors from Asia,
North America, Europe, Latin America, and Africa.
• Appreciate the cultural and aesthetic diversity of
literature of world

• HOW DOES POPULAR MEDIA MEDIA AND CULTURE

SHAPE DESIRE? Media studies and its role in the construction of cultural values, circulation
• HOW DO I REPRODUCE THE of symbolic values, and its production of desire are central to Cultural Studies
“SENSE” OF SOURCE TEXT
today. Cultural Studies of the media begins with the assumption that media culture
WHEN I TRANSLATE IT INTO
ANOTHER LANGUAGE?
is political and ideological, and it reproduces existing social values, oppression, and
inequalities. Media culture clearly reflects the multiple sides of contemporary
debates and problems. Media culture helps to reinforce the hegemony and power
of specific economic, cultural, and political groups by suggesting ideologies that the
audience, if not alert, imbibes. Media culture is also provocative because it

Overview:
Contemporary texts can be thought about in terms of how they represent
the relationships between media, technology, and popular culture. In the
humanities, the study of these three aspects of contemporary culture is taken up
by cultural studies, and may be further broken down into specialized fields: media
studies, which include not just the study of media content but also the apparatuses
and institutions that structure the flow and dissemination of media content.
sometimes asks us to rethink what we know or believe in. In Cultural Studies, media
culture is studied through an analysis of popular media culture like films, TV serials,
advertisements etc.- as Cultural Studies believes in the power of the popular
cultural forms as tools of ideological and political power.
Cultural Studies of popular media culture involves an analysis of the forms
of representation, such as film; the political ideology of these representations; an
examination of the financial sources/sponsors of these representations
(propaganda advertisements by Coke after the report on pesticides in Coca Cola);
an examination of the roles played by other objects / people in the propagating
ideology (Amir Khan in the Coca Cola ad, after patriotic films like Lagaan, Mangal

20

Pandey and Rang de Basanti). Cultural in Studies also analyses whether the medium
(say, film), presents an oppressive/unequal nature of institutions, like family;
education etc. or glorify them; the possible resistance to such oppressive
ideologies; the audience’s response to such representation and the economic
benefits and the beneficiaries of such representations. Contemporary Culture
Studies of media culture explores what is called “media ecologies”, the
environment of human culture created by the intersection of information and
communications technologies, organizational behavior, and human interaction.
LANGUAGE AND TRANSLATION
With the diversity of world languages comes a diversity of literary forms.
From ancient to modern literary works, these are numerous types of poetry,
drama, and fiction. Readers across the globe can surely have their lives enriched by
delving into the beauty and wisdom of these literary works. Alas, we need more
than one lifetime to read all these works in languages we have not yet mastered.
Fortunately, one branch of literary scholarship called literary translation is
addressing readers’ needs to transform literary works from the original or source
language to the language that its target readers know.
21
ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)
TRANSLATION STUDIES
Most of the important literary or critical texts can be read only through
translation. Because without translations we cannot even read important works in
other Indian languages. Many of the texts in your syllabus are translations…e.g.
Tagore’s Gitanjali or Gandhi’s writings. Translations have played extremely
important roles in social and cultural history. Just as the objective of literary studies
is to enhance or increase the knowledge of various aspects of literature (like what
is relationship between literature and society or history for instance), the purpose
of translation studies is to enhance or increase the knowledge of various aspects
of translation.
A literary approach to translation theory began to emerge, partly as a
response to the prescriptive linguistic theories that had monopolized thinking for
the previous two decades. Key elements of this new literary approach are the
writings of the Manipulation School; systems theories; and Gideon Toury’s
descriptive translation studies (DTS), which tries to identify laws in translation, of
which Itamar Even-Zohar’s Polysystem Theory (PS) forms a vital part (Nam Fung
Chang). At the Leuven Conference in 1976, Even-Zohar presented a paper entitled
“The Position of Translated Literature in the Literary Polysystem” where he
considers the position of translated literature within the literary, cultural, and
historical contexts of the target culture. He does not advocate the study of
individual translations, but rather views the body of translated works as a system
working within and reacting to a literary system, which, in turn, is working within
and reacting to the historical, social and cultural systems of the particular target
audience. Therefore, there is a system within a system within a system i.e. the
polysystem. The notion of “system” does, perhaps, need some clarification at this
point. Literature viewed as a system can be traced back to Russian Formalist
thinking of the 1920s when Yury Tynjanov is credited with being the first person to
describe literature in these terms (Hermans, 1999, 104). Translated literature itself
is also considered to operate as a system in at least two ways – firstly in the way
that the TL chooses works for translation, and secondly in the way translation
methodology varies according to the influence of other systems (Munday, 2001
109). Even- Zohar himself emphasizes the fact that translated literature functions

systemically: “I conceive of translated literature not only as an integral system
within any literary polysystem but as an active system within it.” (1976, 200). PS
functions as a systemon the level of a series of relationships between apparent
opposites. These are: - canonized (high) and non-canonized (low) forms, which
opens the door for the consideration of detective and children’s stories and their
role in translation - centre and periphery - primary (innovative) and secondary
(stagnant) models - ST and TT - Translated and non-translated texts (Hermans,
1999, 42).
The key idea of PS is that there is
a continual repositioning of genres in relation to each other, “a continual
struggle for power between various interest groups” (Hermans, 1999, 42), which
helps give rise to the dynamic nature of literature. If literature is to remain vibrant,
it needs to be in a constant state of fluctuation, with established, canonized forms
being constantly nudged and eventually replaced by newer, more innovative,
peripheral models. Therefore, translated literature does not occupy a fixed position
in a literary system because the system itself is in a constant state of change,
although Even-Zohar proposes that the secondary position is really the normal
position for translated literature (Munday, 2001, 110). However, even though
change to the core comes from the peripheral, new literary forms, when translated
literature occupies this position, it is generally perceived to be conservative,
working within the confines of the target culture. Even-Zohar does insist that there
are occasions when translated literature forms part of the nucleus, and it is then
that the boundaries between translated and original literature begin to merge,
being virtually indistinguishable from one another (Even-Zohar, 1976, 200). There
are three possible scenarios when this may occur:
1) When an emerging literature from a relatively new culture adopts
translations from more established literatures in order to fill the gaps that exist
within its own system, due to it being unable to instantly create a wide range of
text types and genres. Translated literature introduces features and techniques
that did not previously exist, such as new poetic structures.
2) When a smaller nation is dominated by the culture of a larger nation it
may rely on imported literature from the dominant culture in order to keep its
22
ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)
literary system dynamic, as well as being possibly the only source available for the
creation of new genres, for example Breton culture in Brittany may rely heavily on
literary styles from France in order to fill the gaps that exist in its own literary
system.
3) When there are turning points in literary history, such as when
established forms lose popularity or when there is no existing model. This could
conceivably be the role that Harry Potter occupies in Chinese Mandarin.
There are also occasions when translated literature can occupy both a
central position and a peripheral position within a literary system. This may occur
when major social changes are taking place. Even-Zohar exemplifies this with the
role of translated literature in Israel in the early 1900s when literature from Russian
into Hebrew was more dominant than translations from English, German or Polish
(Munday, 2001, 110; Even-Zohar, 1976, 202). Having briefly discussed the
theoretical workings of the polysystem approach, it now remains to be seen how it
affects translation methodology. Even-Zohar says that when a translated work
occupies the central position, it is generally strong and does not need to conform
to target culture conventions. The translator does not try to adapt to TL models,
staying close to the original ST. If the position of translated literature is weak, the
reverse trend occurs. The translator tends to adopt more features from the target
culture, so the translation becomes target culture dominant, often providing a less
than satisfactory translation (Even-Zohar, 1976, 203- 204; Munday, 2001, 110).
Reference:
https://www.slideshare.net/sachinketkar/introduction-to-contemporary
translation-studies
https://www.slideshare.net/abdullahktk2/literary-approach-to-translation-theory
https://translationjournal.net/journal/63theory.htm
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

Important Reminders MODULE 16: Assessment:

• Tear this activity sheet and submit on the scheduled date along with the
other activity (ies) the instructor may have asked the students to do on a INSTRUCTION: Translate a Filipino song titled “BATA DAHAN, DAHAN” By the Band
separate paper. IV of Spades. And create an English subtitle for the song. Then write a summary of
• If you are sending something you’ve done online such as MS presentation (s), pictures, what the song’s lyrics is all about. (YELLOW PAPER)
pdfs and alike as an attachment, then you may send them to my email at
____________________________________________ following this format:
(SECTION_LASTNAME_FIRSTNAME_ACTIVITYNAME or send a digital copy from your
flash drive together with this activity sheet.

ACTIVITY 1:
Instruction: List down at least 10 examples of “MASS CULTURE” and “POPULAR
CULTURE.” Then explain what their relationship between Media, technology and
culture are. (YELLOW PAPER)

ACTIVITY 2:
Essay
Instruction: Describe the following in essay form.
• Media in the Philippines.
• What is the role of media technologies in this modern age?
• How the culture affects the media?

23
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

PROJECT INSTRUCTIONS: 4. Each part of the words is explicitly and clearly to

understand by the readers.
5. The dictionary is described in sufficient details that if
WHAT IS THE PROJECT ABOUT? they were given to another student, this person could
produce the word and achieve a product similar to the
PANORAMA/MURAL make a large mural type of illustration on any type of one originally envisioned.
recycled paper. To describe the periods of literature in UNIT 3-4. 6. The documents are submitted in a professional
manner. The pages are bound together, numbered,
and organized; the names of the author(s) are clearly
1. PROJECT: PANORAMA/MURAL indicated; the words are either typed or hand-written
2. Your panorama should be showing the 2 manifested era or literature, the in clear penmanship.
Border crossing in world literature and the Critical issues in 21st century.
3. The student may use a recycled material such us used paper, magazine TOTAL POINTS
newspaper etc.
4. The size of your mural is depending on your teacher said. B. FINAL VIDEO (OUTPUT) – 70 POINTS 5 4 3 2 1 0
5. Think of your mural title. 1. Accuracy
6. Provide any other information that has been agreed upon for each entry. - All the information provided in the dictionary is correct,
as verified by trusted sources of information (these
7. Any forms of cheating are prohibited and punishable by 3 - 5 days’ suspension and sources must be listed in the citations at the glossary).
invalidation of your final exam results and project grades as stipulated in the Senior 2. Academic Rigor
High School Policies and Standard Operating Procedures for Students. A committee - The authors of the dictionary show good grasp of the
or the subject instructor himself should investigate and deal with the said information. There is evidence of depth of research and
readers learn a reasonable amount of new information
misdemeanor accordingly.
by reading the dictionary. The information is
8. Your output will be graded based on this rubric. challenging to peers but not incomprehensible.

5 – Excellence 4 – Good 3 – Fair or Average 3. Clarity

2 – Poor or Needs Improvement (s) 1 – Very Poor
CRITERIA
A. PLANNING TOOLS (Script and Storyboard) – 30 POINTS
1. Planning documents show evidence of extensive
research that give students a good grasp of the topic.
If students were examined on this topic, they would
pass the test.
2. The Dictionary provides an information in every
vocabulary words.
3. The Project are neat and designed based on the
student creativity
- Information is communicated clearly and logically and
0 – Not Observed is disclosed progressively to build on the previous
foundation and provide a richer understanding. The
5 4 3 2 1 0 organization of the words is coherent and flows from
one part to the next into a seamless narrative.
4. Ability to Engage the Viewer
- The Dictionary is interesting to read. It elicits curiosity
and a desire to know more. The video shows evidence
of creative and original thinking in presenting the
information.
5. Completeness
- The dictionary meets the following submission criteria
(instructors may wish to indicate the weight of each

24
 ASIAN INSTITUTE OF COMPUTER STUDIES (AICS)

element on the final grade): a) Submitted by the

deadline, b) Submitted in the expected format, c)
Complies with 50 words length in every regions.
(instructors may wish to list the ones required for their
assignment, such as including a vocabulary words,
interviews, citations, etc.)
6. Content and Design
- Written clearly. The design does not detract by the
text written on your paper.
7. Relevant Visuals
- Include subheadings or tag lines to emphasize new
vocabulary or to introduce someone. Avoids distractors
such as fancy transitions, tangents, and
overstimulation.
TOTAL POINTS X2

FINAL GRADE:
Source: http://static.nsta.org/connections/college/201601CaseStudyFigures1-4.pdf

SUGGESTED COMPUTATIONS:
PLANNING TOOLS: 24 / 30, let us assume the student(s) got 4 points for each criterion.
FINAL VIDEO OUTPUT: 28 x 2 = 56 / 70, let us assume the student(s) got 4 points for each
criterion.
TOTAL SCORE: 24 + 56 = 80 / 100
(80 / 100 * 50) + 50
= 90, this should reflect on the final grade.

25