Republic of the Philippines

BATANGAS STATE UNIVERSITY

JPLPC Campus
Malvar, Batangas
Tel. No. (043) 778-2170 local 124

COLLEGE OF TEACHER EDUCATION

SECONDARY EDUCATION PROGRAM

COURSE SPECIFICATION
Second Semester, AY 2016-2017
VISION
A globally recognized institution of higher learning that develops competent and morally upright
citizens who are active participants in nation building and responsive to the challenges of 21st
century

MISSION
Batangas State University is committed to the holistic development of productive citizens by
providing a conducive learning environment for the generation, dissemination and utilization of
knowledge through innovative education, multidisciplinary research collaborations, and
community partnership that would nurture the spirit of nationhood and help fuel national economy
for sustainable development.

CORE VALUES
Faith Integrity
Patriotism Mutual respect
Human dignity Excellence

PROGRAM GOAL
The Bachelor of Secondary Education (BSEd) program aims to develop globally competent and
morally upright secondary education graduates who are research and community service-oriented
and are committed to the holistic development of 21st century learners.

PROGRAM EDUCATIONAL OBJECTIVES

The BSEd program aims to produce secondary teachers who have the ability to:
1. demonstrate comprehensive and up-to-date knowledge in a specific field of specialization in
the secondary education curriculum by engaging in scholarly and research activities, and by
maximizing opportunities for lifelong learning;
2. provide meaningful learning experiences to secondary students by using emerging educational
technologies for quality and effective teaching, and by creating an environment that encourages
positive social interaction, active engagement, and self-motivation;
3. demonstrate competence in teaching and testing through the design, adoption and utilization of
teaching methods, instructional materials, and assessment tools that are appropriate to the
cognitive, affective and psychomotor development of secondary learners;
4. observe the professional code of ethics for teachers and internalize the importance of
continuous professional development, as well as the need to work cooperatively and
harmoniously with all members of the academic community; and
5. establish sustainable partnerships and linkages with the professional community and provide
assistance to the underserved, depressed, illiterate and less skilled members of society through
extension activities and community service.

Course Title: LITERARY CRITICISM

Course Code: LIT 306 Instructor: Richard M. Baez, MAT
Prerequisite: LIT 305 Contact Number: (043)778-2170
Credit Unit: 3 Email Address: chadbanez25@gmail.com
Revision Number: 05 Schedule: MF 2:00 4:00
Issued Date: January 16, 2017 Room: Research Office

1. PHILOSOPHY
This course is designed to expose the students to various literary analyses as medium of getting at the
heart of different masterworks in literature. It is based on a number of analytical approaches important in
literary criticism. Students should accomplish assignments in hope of fulfilling two goals of English

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courses: to write good themes, and to assimilate great works of literature into imagination. It also aims to
raise their standards of judging literature and therefore their ability to appreciate good literature by
requiring them to apply, in well-prepared themes, the techniques of good reading, thinking, and writing.

2. AUDIENCE
The course is intended for third year Bachelor in Secondary Education major in English students.

3. STUDENT OUTCOMES
The following are the skills that teacher education graduates are expected to acquire upon the
completion of their program. These skills are essential in performing their various tasks as educators.
a. design lessons, adopt instructional methods, and develop teaching-learning strategies according
to the stages of secondary learners growth and development and in consideration of the
potentials and uniqueness of young adult learners;
b. discuss and share profound yet age-appropriate insights on a specific subject areas learning
goals, instructional procedures, and content in the secondary education curriculum;
c. select, develop, and/or adopt updated technology, instructional materials and both traditional
and non-traditional assessment techniques, utilizing assessment data to improve teaching and
learning;
d. utilize research skills in solving problems and generating innovative ways of teaching and
testing;
e. be involved in community-oriented activities by rendering free service in the specific area they
are needed;
f. show commitment, dedication and competence in performing their tasks and responsibilities as
mandated by relevant laws and regulations;
g. possess positive interpersonal skills, as well a good oral and written communication skills; and
h. engage in activities that would foster personal and professional advancement.

4. INTENDED LEARNING OUTCOMES

By the end of the course, the students must be able to:
ILO 1. respond and interpret different literary works by exploring their meaning, structure, style
and background influences,
ILO 2. demonstrate through written work and in-class comments their ability to apply various
theories to works of literature and aspects of contemporary culture,
ILO 3. evaluate the relevance of theories applied to a particular work by analyzing conflicting
readings, and
ILO 4. generate instructional devices that will serve as supplementary materials in teaching
literary theories to secondary school students.

The following table maps the intended learning outcomes with the student outcomes. This also
illustrates the relationship of the intended learning outcomes (ILOs) with the student outcomes (SOs).

Intended Learning Outcome Applicable Student Outcomes

ILO 1 a b c
ILO 2 b c h
ILO 3 c d h
ILO 4 c d e

5. SPECIFIC OBJECTIVES
Upon completing the course, students should be able to exhibit the following objectives congruent
with each topic outlined in the course.

Topics and Objectives

ILO 1 ILO 2 ILO 3 ILO 4
A. UNDERSTANDING LITERATURE AND LITERARY
CRITICISM
a. Discuss a breadth of literary works and identify their
features through applying concepts on linguistics and +
literature.
b. Examine the relationship of grammar and style in
+
literary works.
c. Apply the concepts on linguistics and literature in
+
critiquing literary texts.
B. READING AND WRITING ABOUT LITERATURE

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 a. Examine and analyze in-depth different literary or
non-literary materials in various medium such as +
texts, films, advertisement and the like.
C. PRE-CRITICAL RESPONSES IN LITERATURE
a. Determine and identify literary conventions, universal
themes, elements, styles and unique features of each +
material.
D. CRITICAL RESPONSES IN LITERATURE
a. Employ the tenets of different literary theories in
interpreting selected literary or non-literary materials
+
to identify the emerging ideologies and philosophies
conveyed by the selected works.
b. Evaluate some extended readings in literary criticism. +
c. Examine the methodologies used by various authors
+
in analyzing both literary and non-literary text.
d. Adapt and extend the methodology in literary
+
criticism to resolve conflicting readings.
e. Conceptualize and create worksheets and other
instructional materials that will serve as
+
supplementary materials in teaching literary theories
to secondary school students.

6. TEACHING-LEARNING STRATEGIES AND ASSESSMENT METHODS

Teaching and Learning Strategies

A. Active Learning. This is includes question-posing, inquiry, and self-directed learning.
B. Cooperative Learning. This allows students to work in groups and be responsible for each
others learning, and each accountable for their own learning.
C. Critical Explorations. This is a teaching strategy designed to promote independent
learning in a literature class. Students will be assigned to read or to view texts and
documentaries that will allow them to critically respond by answering a series of questions
or accomplishing worksheets. They will also be allowed to consult an array of media to
find relevant information that will support their responses in the given material.
D. Critical Thinking. This approach to thinking emphasizes stating original claims or
opinions and supporting them with reasons. Critical thinking is used expressively when
students make interpretations and support them verbally or in writing. Critical thinking is
used receptively when students critique other peoples arguments.
E. Directed Reading Activity. This is a building-knowledge strategy for guiding the silent
reading of students with comprehension-level questions; often associated with reading with
stops or chunking.
F. Explicit Teaching of Text Structure. Teaching the parts of different types of text and
making sure students understand the text structure before reading is the primary goal of
this strategy. This would include basics such as text in English is read from left to right,
and also more sophisticated structures such as the structure of a narrative.
G. Hands-On. This encourages the students to design activities that they are actively
involved. Hands-on participation is as important as verbal participation in the activity.
H. Literature Circles. Students discuss portions of books in a small group. Sometimes roles
are assigned for group interaction. Students at varying levels are able to share different
points about the book.
I. RAFT. A writing activity usually used in the consolidation phase of a lesson in which
students consider four elements: role, audience, format and topic.
J. Reading and Questioning. A cooperative learning and study activity in which pairs of
students read a text and write questions about the text and answers to those questions. Later
they may use the questions and answers as study aids.

Assessment and Evaluation Methods

A. Formative and Summative Assessments. Formative assessment covers activities that
generate information on how well students are engaged in classroom interactions such as
recitations and discussions. On the other hand, summative assessment includes major
examinations that describe and measure students learning outcomes.

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 B. Performance-Based Assessment. Instructor observes and make judgements about
students demonstration of skills and competencies in creating a product, constructing a
response and the like in line with the criteria communicated by the instructor through
rubrics and other assessment organizers.
C. Affective Assessment. Students affective traits and dispositions are recorded through
instructors observation, student self-report, and peer ratings.

7. COURSE REQUIREMENTS
A. Paper Presentation. This is the major requirement in the course. Applying the concepts
that they have learned from the course in literary pieces, the students will spearhead a paper
presentation on their extracted issues from literary works. They will prepare multimedia
presentations of their researches in Literary Criticism.
B. Homework and Seatwork. Homework and seatwork are integral part of the course. This
may come in various task such as group work, individual activity, research work, extended
reading and the like. This will provide opportunities for the students to transfer the concepts
they have learned in class to a more concrete situation and to equally participate in class
discussion
C. Examinations. There will be four major examinations to be administered on the date set
by the department otherwise specified. These will evaluate students knowledge on the
topics covered in the class. Make-up tests will only be given to a student having a valid
reason for not taking the examination on the prescribed date. The instructor has the right
to disapprove any explanations for absences presented without prior notice and to void
opportunity for a make-up test.
D. Class Engagement. Students are expected to actively participate in the various activities
prepared by the instructor. To be part of the learning community, students are required to
accomplish various tasks required in the course while adhering to the set standards
prescribed by the instructors.

8. COURSE POLICIES
A. Refer to the University Student Handbook for the policies on Attendance, Dropping of
Subject, Grading System and on Scholastic Delinquency.
B. Academic Misconduct. Academic misconduct will be subject to disciplinary action. Any
act of dishonesty in academic work constitutes academic misconduct. This includes
plagiarism, changing or falsifying any academic documents or materials, cheating, and
giving or receiving unauthorized aid in tests, examinations, or other assigned school works.
Punishment for academic misconduct will vary according to the seriousness of the offense.
Punishment for such offenses includes expulsion, suspension, non-credit of examination
and the like.
C. Regulations and Restrictions in the Classroom
The students should be completely aware of their behaviour and attitude inside the
class. They must avoid interrupting or distracting the class on any level. The following
must be strictly observed during the class.
a. The orderliness and cleanliness of the classroom must be maintained before, during
and after the class.
b. Any material or gadget irrelevant to the subject must be turned off and kept.
c. Chatting or talking with the seatmates is prohibited unless required in the
classroom activity.
d. Going in and out of the room without permission from the instructor.
e. Being excused by friends or peers from the class for any reason is not allowed
except for emergency cases concerning family problems or administrative reasons.

9. ACADEMIC INFRASTRUCTURE
A. Textbooks:
Meyer, Michael. The Bedford introduction to Literature: Reading, Thinking, Writing. New
York: Bedford St. Martins, 2012.
Kirszner, Laurie G., and Mandell, Stephen R. Literature, Reading, Reacting, Writing. Fort
Worth, TX: Harcourt College Publishers. 2014.
Guerin, Wilfred L. Labor, Earle. Morgan, Lee. and Reesman, Ieanne C. A Handbook of
Critical Approaches to Literature. 5th ed. Oxford, New York: Oxford University
Press, 2015.
Perrine, Laurence. and Arp, Thomas R. Sound and Sense: An Introduction to Poetry.
Orlando, Florida: Harcourt Brace Jovanovich Publisher, 2008.

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 Perrine, Laurence. and Arp, Thomas R. Story and Structure. Orlando, Florida: Harcourt
Brace Jovanovich Publisher, 2008.

B. References:
Barnet, Sylvan, Berman, Morton, and Burto, William. An Introduction to Literature.
Boston Toronto, USA: Little, Brown and Company, 2013.
Checkoway, Julie. Creating Fiction: Instruction and Insights from Teachers of the
Associate Writing Programs. United States of America: Story Press, 2013.
Griffith, Kelley. Writing Essay about Literature: A Guide and Style Sheet. United States
of America: Heinle & Heinle Thomson Learning, 2012.
Gwynn. R.S. Fiction: A Pocket Anthology. United States of America: Penguin Academics
Pearson Longman, 2015.
Roberts, Edgar V. Writing Themes about Literature. Englewood Cliffs, New Jersey:
Prentice-Hall Incorporated, 2013.

10. COURSE CALENDAR

The following is the list of topics and required readings for the course. However, the instructor has
the right to alter the outline any time due to inevitable circumstances such as scheduling problems, affairs
and official functions for the university, or presence of other resources which he deems essential for the
class. Such adjustments should be made for the benefit of the students.

Week Topics Required Readings

A. Understanding Literature and Literary Criticism
1. The Nature of Literature
Escape and Interpretation in Connells The Most Kirszner et al.: 1-3
1 Dangerous Game and Wolfes The Child by the Perrine: 8-25
Tiger Guerin: 15-46
2. Thinking Critically
3. The Discipline of Literary Criticism
B. Reading and Writing about Literature
Kirszner et al.:
2 1. Reading Literature
45-56
2. Writing about Literature
C. Pre-Critical Responses in Literature
1. Methods of Fiction
a. Understanding Fiction Kirszner et al.:
3 49-97
Verisimilitude and Donnee in James Joyce's Araby
Gwynn: 309-325
b. Plot
Reversal of Plot in J.G. Ballard's Time of Passage
c. Character
Characterization in Katherine Mansfield's Miss Kirszner et al.:
Brill 134-139 & 240-247
d. Setting Gwynn: 309-325
4 The Role of Setting to the Narrative Progression of Perrine:450-452
three Short Stories: A Case Study of Kate Chopin's Gillespie:
The Storm, Tillie Olsen's I Stand Here Ironing, and 330-333, 606-612 &
Charlotte Perkins Gilman's The Yellow Wall-Paper. 338-349
PRELIMINARY EXAMINATION
e. Point of View
Transforming the Subjective Point of View into
Omniscient in Ernest Hemingway's Hills Like
White Elephants. Kirszner et al.:
5 f. Style, Tone, and Language 194-201 & 268 - 275
A Case Study of Nature of Storytelling in Three Gwynn: 227-231
Narratives: Margaret Atwoods There Was Once,
George Bowerings A Short Story, and Tim
OBriens How to Tell a True War Story
g. Symbol, Allegory, and Myth
Kirszner et al.:
Symbolism and Allegory in Shirley Jackson's The
363-373
Lottery
6 Gillespie:
h. Theme
817-823
Framing Meanings through Themes in Margaret Gwynn: 389-392
Atwood's Happy Endings

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 2. Methods of Poetry
Kirszner et al.:
a. Understanding Poetry
7 468-475
Dehumanization in Marge Piercys The Secretary
Meyer: 671
Chant
b. Sound
Kirszner et al.:
Sound and Meaning in Gerald Manleys Gods
8 572-585
Grandeur
Meyer: 843
MIDTERM EXAMINATION
c. Imagery
Imagery as Medium in Establishing Tone in Kirszner et al.:
9 Matthew Arnolds Dover Beach 494-498
Restructuring Images to Create Parody in Anthony Meyer: 758
Hechts Dover Bitch
d. Figures of Speech Kirszner et al.:
10 Establishing Premise through Figurative Language 516-523
in Sharon Olds Poem for the Breast Meyer: 790
e. Form
Interlocking Patterns of Poem in e.e. cummings
Perrine: 771-789
11 The Greedy The People
Meyer: 671
Picturing Form and Meaning in Michael McFees
In Medias Res
D. Critical Responses in Literature
1. Historical and Biographical Approaches
The Importance of Historical and Biographical
Context in Extracting Meaning from Nathaniel
Guerin: 51-87
12 Hawthornes Young Goodman Brown
Gwynn: 31-42
2. Moral and Philosophical Approaches
Allusions and Allegory in Nathaniel Hawthornes
Young Goodman Brown
SEMI-FINAL EXAMINATION
3. Formalist Approach
Ambiguity as Form in the Dark, the Light, and the Guerin: 90-141
13
Pink conveyed in Nathaniel Hawthornes Young Gwynn: 31-42
Goodman Brown
4. Structuralist Approach
14 The Structure of Monomyth in Camerons Avatar Guerin: 368
and Warner Brothers Man of Steel
5. Feminist and Gender Approaches
The Struggle of the Abused in Millennium Films
Lovelace
15 Infidelity, Love and Queer Psyche in Will Lebers Guerin: 222-268
The Comfort of Life
The Supremacy of Women in Nick Joaquins
Summer Solstice
6. Marxist Approach
16 Guerin: 15-46
The Use of Power in The Hunger Games
7. Psychological Approach
Sexual Imagery in Andrew Marvells To His Coy
Mistress
Morality over the Pleasure Principle in Alice Guerin: 152-180 &
16
Walkers Everyday Use 182-218
8. Mythological and Archetypal Approaches
Literary Archetypes in Contemporary Fiction
9. Reader-Response
Project Making
17-18 FINAL EXAMINATION
Submission of all requirements

Prepared by:

RICHARD M. BAEZ, MAT

Instructor III

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Reviewed by:

RACHELLE M. QUINCO
Department Chairperson, CTE

Approved by:

AMADO C. GEQUINTO, Ph.D.

Dean of Colleges

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