COLLEGE DEPARTMENT

BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

VISION
CORE VALUES Course Code: EL117: M17 Literary Criticism
A diocesan catholic school community
that is founded on the oneness of Heart of Filial compassion Leadership Accountability Units: 3 UNITS No. of Hours/Week: 3 HRS/18 WEEKS
Jesus and Mary and passionate in the Mary-inspired obedience Enduring discipleship Prerequisite:
communal work of integral human
development of young towards the fullness Anent the vision-mission of Our Lady of the Sacred Heart College of Guimba, Inc., that is founded on the oneness of Heart of Jesus and Mary, its implementing
of life. rules and regulations, the policy declarations and principles of a Catholic Diocesan College and an OLSHCONIAN culture together with CHED guidelines, the
following will be the guiding light of an OLSHCO graduate:
MISSION
PROGRAM GOAL
Inspired by and devoted to the oneness
of Heart of Jesus and Mary, OLSHCO is The BACHELOR OF SECONDARY EDUCATION degree program aims to develop highly, committed, competent and Christian values-oriented teachers specializing
committed to: in the content and pedagogy for secondary education.
1. Develop among students modern – PROGRAM OUTCOMES
world skills for them to succeed as A. Common to All Programs 3. Facilitate learning using a wide range of teaching C. Major in English
empowered global citizens; and 1. Articulate and discuss the latest methodologies and delivery modes appropriate 1. Possess broad knowledge of language and literature for
2. Nurture a learning environment that developments in the specific field of practice to specific learners and their environment effective learning (L)
proclaims and models values of human (PQF level 6 descriptor) 4. Develop innovative curricula, instructional plans, 2. Use English as a global language in a multilingual context
integrity. 2. Effectively communicate in English and teaching approaches, and resources for diverse as it applies to the teaching of language and literature (L)
Filipino, both orally and in writing learners 3. Acquire extensive reading background in language,
3. Work effectively and collaboratively with a 5. Apply skills in the development and utilization of literature, and allied fields (O)
COLLEGE OBJECTIVES substantial degree of independence in multi- ICT to promote quality, relevant, and sustainable 4. Demonstrate proficiency in oral and written
In consonance with the Vision-Mission disciplinary and multi-cultural teams (PQF educational practices communication (L)
guided by the oneness of Heart of Jesus and level 6 descriptor) 6. Demonstrate a variety of thinking skills in 5. Shows competence in employing innovative language and
Mary, the College commits itself to: 4. Act in recognition of professional, social, and planning, monitoring, assessing, and reporting literature teaching approaches, methodologies, and
1. Provide high quality and holistic ethical responsibility learning processes and outcomes strategies (L)
educational services; 5. Preserve and promote “Filipino historical and 7. Practice professional and ethical teaching 6. Use technology in facilitating language learning and
2. Reinforce values formation to produce cultural heritage” (based on RA 7722) standards sensitive to the local, national, and teaching (L)
B. Common to Teacher Education global realities 7. Inspire students and colleagues to lead relevant and
professionals who are responsive to the
1. Articulate the rootedness of education in 8. Pursue lifelong learning for personal and transformative changes to improve learning language and
changing needs of industry and society; and
philosophical, socio-cultural, historical, professional growth through varied experiential literature (O)
3. Strengthen linkages and industry psychological, and political contexts and field-based opportunities 8. Display skills and abilities to be a reflective and research-
partners for continuous development. 2. Demonstrate mastery of subject oriented language and literature teacher. (L)
L-Facilitates learning of competencies P-Allows student to practice competencies O-Opportunity for development
matter/discipline
GRADUATE ATTRIBUTES
1. Effective Communicator
2. Design Thinker
3. Ecological Integrity Advocate
4. Cultured Citizen
5. Results-driven
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 COURSE SYLLABUS
I. COURSE IDENTIFICATION

Course Title: EL117: M17 LITERARY CRITICISM

Course Description:
This course provides the pre-service English teachers with opportunities to study the basic approaches to literary theory and criticism and their application to
selected literary works. They will be able to demonstrate content knowledge and application of literary criticism and critical theory approaches relevant to literature
and English language teaching. Moreover, this will allow them to determine instructional implications in applying literature teaching strategies that will promote
critical thinking and other higher order thinking skills through original critiques of literary pieces.

II. COURSE OUTCOMES:

At the end of the course, pre-service teachers should be able to:

1. discuss, analyze, and interpret a poetic text demonstrating their content knowledge and applying the basic approaches to literary theory and criticism relevant to
the body of literature and English language teaching;
2. analyze literary periods/movements using a definitive text/author thereby promoting critical thinking and other higher order thinking skills in literary criticism
and critical theory approaches; and
3. write an original critique paper addressing problems in critical theory from the classical to modern times as applied to literary works, and drawing implications to
English language and literature teaching.

III. COURSE OUTLINE AND TIMEFRAME

TIME FRAME CONTENT TIME FRAME CONTENT
Week 1 Orientation/ Overview of the Course Week 10-13 Unit 3: Extrinsic Approach

Week 2-4 Unit 1: Introduction to Literary Criticism Week 14-16 Unit 4: Intrinsic Approach

Unit 2: The Study of Literary Theory and Criticism INTEGRATED ASSESSMENT I

Week 5-8 Week 17
CONSOLIDATED ASSESSMENT INTEGRATED ASSESSMENT II
Week 9 Week 18

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 I. LEARNING PLAN

GRADUATE
LEARNING
TIME ATTRIBUTES DESIRED LEARNING
(Mission, Core CONTENT ASSESSMENT ACTIVITIES REFERENCES
FRAM OUTCOMES
Values ) (STRATEGIES)
E

WEEK Graduate Attributes At the end of the unit, the Orientation/Overview of Oral Recitation Lecture/ Discussion Course Outline
1 Effective Communicator students should be able to: the Course
Course Syllabus
Mission 1. familiarize with the rules
Develop among students and regulations of the
modern – world skills school; and
for them to succeed as
empowered global 2. explain the relevance of
citizens; and the course to being an
effective teacher.
Core Values
Enduring Discipleship

WEEK Graduate Attributes At the end of the unit, the Unit 1: Introduction to Review discussion on Diagnostic assessment
2-4 Effective Communicator students should be able to: Literary Criticism literature overview, purposes through objective test/open-
and benefits of literature, ended test on purposes of
Mission 1. review literature studies literary genres, and literary literature, literary genres,
Develop among students focusing on literary genres; techniques and literary techniques
modern – world skills
for them to succeed as 2. define literary criticism Sharing discussion on literary
empowered global and identify its purposes; criticism and purposes
citizens; and through reading and
3. differentiate significant analyzing sample reviews
terms related to literary from newspapers and
Core Values
criticism websites
Enduring Discipleship

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 4. show interest in
acquiring a deeper
understanding of texts
through literary criticism.

WEEK Graduate Attributes At the end of the unit, the Unit 2: The Study of Oral sharing or reporting on Analysis Paper of a text and
5-8 students should be able to: Literary Theory and the analysis of the periods an author from a definite
Effective Communicator Criticism and movements in Literature literary period or
1. trace the foundations of using definitive texts movements (focusing on
Mission literature and literary Literary Analysis, Choice
criticism through literary Writing a critical analysis of a Definitive Text in
Develop among students period development paper of a text and an author Period/ Movement,
modern – world skills from a definite literary theory Organization of Ideas, and
2. familiarize the Language Mechanics)
for them to succeed as
intellectual, linguistic,
empowered global
religious, and artistic
citizens; and influences of literatures
through the literary periods
Core Values and movements

Enduring Discipleship 3. identify definite

characteristics of each
literary theory and
movement for an in-depth
study of literature

4. create a critical analysis

of a text and an author from
a definite literary theory

WEEK CONSOLIDATED ASSESSMENT

9
Writing a critical analysis of a
WEEK Graduate Attributes At the end of the unit, the Unit 3: Extrinsic poetic text through a definite Critical Analysis Paper of a
10-13 students should be able to: Approach literary theory Poetic Text using a Literary

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 Effective Communicator - Biographical Theory/Movement
1. trace the developments in Approach (focusing on
Mission literary criticism from - Sociological Appropriateness of Poem
traditional to modern times; Approach and Theory/ Movement
Develop among students Chosen, Analysis and
modern – world skills 2. familiarize the Discussion, Organization of
for them to succeed as intellectual, linguistic, Ideas, and Language
empowered global socio-emotional and artistic Mechanics)
citizens; and influences of literatures
through literary theories;
Core Values
3. identify definite
Enduring Discipleship characteristics of each
literary theory for an in-
depth study of literature

4. create a critical analysis

of a poetic text through a
definite literary approach
WEEK Graduate Attributes At the end of the unit, the Unit 4: Intrinsic Writing a critique paper Literary Criticism Paper of
14-16 Effective Communicator students should be able to: Approach addressing issues and a modern text analyzing the
- New Criticism problems in critical theory period/movement and
Mission 1. identify the elements - Formalism with novelty identifying an appropriate
Develop among students necessary for a literary - Feminist theory/school of thought
modern – world skills criticism paper - Reader-response Round table discussion on the (focusing on
for them to succeed as 2. apply the structure and essential elements of a Appropriateness of Text
- Marxist
empowered global techniques in writing a literary criticism paper and Period/Theory Chosen,
literary criticism paper; Analysis and Discussion,
citizens; and
3. write an original critique Organization of Ideas, and
paper addressing problems Language Mechanics)
Core Values
in critical theory.
Enduring Discipleship

WEEK INTEGRATED ASSESSMENT I

17

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WEEK INTEGRATED ASSESSMENT II
18

References:

Baker, W. (1996). Recent work in critical theory: 1989-1995. Westport: Greenwood.

Baldick, C. (2015). The Oxford dictionary of literary terms. Oxford, United Kingdom: Oxford University Press.
Brise, J. and Pavlovski, L. (2001). Twentieth Century Literary Criticism: Criticism of the works of novelists, poets, and playwrights. Detroit: Michigan: Gale Research.
Banaag, L. M.. (2010). Transworld civilizations and literature. Mandaluyong: Books Atbp. Publishing Corp.
Fields, P. & Fowler, R. (2005). The Routledge dictionary of literary terms. London: Routledge.
McGeagh, E. (2001). Poetry Criticism: Excerpts from Criticism of the Words of the Most Significantly and Widely Studied Poets. Detroit, Michigan: Gale Group.
Villa, J. G.. (2009). The critical villa: Essays in literary criticism. Quezon City: Ateneo de Manila University Press

Prepared by: Noted by: Approved by:

CHELSEA MEI G. NOBLEZA MYRNA V. LENON RUBELYN M. ESPERON, PhD NARCY F. ADOR DIONISIO
College Instructor Quality Assurance Monitor Program Head/College Dean Vice President for Academic Affairs
Contact information: 09350339638
maamchlsymy@gmail.com
Office location: Room 102
Consultation hours: 3:00 to 4:00 PM

COURSE POLICIES

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 1. Eligibility
EL 117 is a 3-unit course for BSED English. Only officially enrolled students can take this course.
2. Materials
Students are provided with a soft copy of the syllabus per course for guidance. Soft copies of required readings are provided and can be accessed online
through the given Learning Management System (LMS) such as google classroom used by the instructor. Students need to have a personal computer or
mobile phone with MS Word (or similar software or application) for the writing tasks.
3. Delivery
The course is delivered in synchronous (online discussion and interaction) and asynchronous (offline -readings and answering module activities). Online
class (discussion and interaction) is highly encouraged and will be conducted via Google Meet. Students and the instructor will communicate through private
messages (PM) or group chat (GC) via Facebook Messenger. PM is intended for submission of accomplished formative assessments (practice tests) or
asking questions regarding progress on the course by the student and giving feedback on the progress by the instructor. GC is intended for asking general
questions on the course and discussion via video call when necessary. Every student is required to join the google classroom via a link or class code to be
provided by the instructor The instructor will create an assignment where students can upload or turn in their outputs for every module. The instructor will
not assign the succeeding assignments to the students who did not submit their outputs for their previous module.
4. Accounts
All accounts of students that are intended for online classes should be personal and shall bear students’ names reflected in the assessment form. The profile
picture to be used must be presentable, decent, and complemented with the official OLSHCO frame.
5. Schedule
A study schedule is sent to students. The students must print or produce a hard copy of their schedule signed by their parents/guardians and must be posted
on their respective study areas. The students will take a photo of their posted and signed schedule to be sent to their respective advisers.

6. Grading (please refer to the Memo no. 08 s. 2021)

The grade of the students will be based on the following criteria:

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 a. Performance-Based Outputs 50%
b. Integrated Assessment Output 30%
c. Learning Portfolio 20%
Total 100%

7. Behavior
- Sending messages for inquiries or clarifications to the instructors must start with a greeting, proper self-introduction (name, program, block, and course
enrolled), followed by stating the purpose or asking for clarifications and ending the conversation with gratitude. The time of sending messages must be
from 07:30 AM-05:00 PM.
- In attending online classes, the students should join the meeting at least 5 minutes before the scheduled time. The microphone should be muted upon
joining the virtual room. Casual clothing and proper seating position must be observed throughout the online session.
- Concerns about the instructors or institution must be properly communicated to the respective channels such as advisers or program heads and should not
be posted on any social media platforms.
- Learning platforms such as GCs and FB groups are intended for academic purposes ONLY.
- Students are expected to be self-motivated and self-directed approaching the course with the desire to learn.

8. Academic Integrity Policy

- Plagiarism, sharing of work, providing test questions, selling assignment paper, impersonating a student and school persons in authority and taking an
exam for a student are prohibited and punishable according to the mandate of student discipline which include but not limited to suspension, exclusion
and expulsion.

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 COLLEGE DEPARTMENT
EL 117 LITERARY CRITICISM
Name___________________________________________________________ Course/ Major_______________________________
Subject/ Course Guide Question/s Student’s Response Instructor’s Feedback
EL 108 Teaching and 1. What are your expectations
Assessment of Grammar about our subject?

2. How should we critique and

analyze a particular literary piece?

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