SOUTHERN LUZON TECHNOLOGICAL COLLEGE FOUNDATION, INC.
COLLEGE OF EDUCATION
Ramon Santos St. Pearanda, Legazpi City
OBE Syllabus for ENGLISH 108
(1st Semester, 2015-2016)
I.
Course Title
Literary Criticism
II.
Course Description
:
This is a three-unit course that focuses on the contemporary theories being used in the practice
of literary criticism. It also covers the study of various writings as groundwork for applying the literary theories. While students are
engaged in a series of literary analyses, they develop critical thinking and appreciation of literature.
III.
Course Unit
3 units
IV.
Time Allotment
54 hours
V.
Course Pre-requisite
VI.
Course Learning Outcomes
:
At the end of this course, English Major students will be able to:
a. express knowledge and understanding of the foundations of the world of literary criticism;
b. analyze various pieces of writing through the use of literary theories;
c. demonstrate skills in properly using the tenets of the theories and applying them;
d. show acceptance of the advantages and disadvantages of every theory; and
e. promote values and responsibilities inherent to a literary critic.
VII. Course Content
SPECIFIC OBJECTIVES, TOPICS,
AND TIME ALLOTMENT
STUDENTS LEARNING
OUTCOMES (SLO) AND
ACTIVITIES
ASSESSMENT STRATEGIES
EVIDENCES OF LEARNING
OUTCOMES
1. Introduce the nature of literary
criticism.
1.1 Students can participate in
the literary practice of the poem,
Aunt Jennifers Tigers.
Individual participation assessed
through recitation points
Points earned for class
participation
2. Analyze the history of a piece
of work and the life of the writer
through the historicalbiographical criticism.
2.1 Students in group can use the
theory in analyzing the poem, My
Last Duchess by Robert Browning.
Group poem analysis of My Last
Duchess by Robert Browning
assessed though a criteria
Rating for the quality of written
output
3. Discuss how formalism is used
in analyzing a piece of literature.
3.1 Students can deliver an oral
discussion in explaining the main
tenets of formalism.
Oral discussion assessed through
a rubric
4. Use ones own experiences in
applying readers response theory
in analyzing a story.
4.1 Students can make a short
reflection on ones beliefs and life
with reference to the characters
and events in the story analyzed.
5. Promote women empowerment
through the use of a feminists
lens in literary criticism.
6. Analyze a movie using the
theories discussed.
5. 1 Students can create and
share a list of stereotypical roles
of women and symbols of
patriarchal oppression in the play,
Trifles.
6.1 Students can write an
analysis of the movie, Every Child
is Special, using either formalism
or readers response theory.
Rating for the quality of oral
discussion
Output assessed through a
criteria
Rating earned for quality of
output
Individual participation assessed
through recitation points
Rating earned for class
participation
Movie analysis assessed through
a criteria/rubric
15 hours
6. Unlock hidden motives,
Rating for the quality of written
output
6.1 Student-discussants can
Oral discussion assessed through
Rating for the quality of oral
dreams, and desires of characters
in a story using psychoanalysis.
7. Question the social class
struggles of characters and
author, and values that create
conflict between them through
Marxist criticism.
8. Analyze patterns in the text
using structuralism.
9. Review on all the theories
previously discussed.
15 hours
10. Illustrate the history of a
literary work using the
assumptions of New Historicism.
11. Express the truth in history
analyze the characters in the
short story Dead Stars using
psychoanalytic criticism.
6.2 Students can make inferences
and assumptions on the
presented situations using
psychoanalytic theory.
7.1 Students can respond to the
questions pertaining to social
classes and the conflicts among
them.
7.2 Students can make a visual
literary analysis of the story, Rice
by Manuel Arguila using Marxism.
8.1 Students can create a
diagram of the relationships
between/among binary
oppositions existing in fairytales.
9.1 Students in group can
participate in the mini quiz bowl
game.
10.1 Students can make a
timeline to identify historic
movements that influenced the
literary work.
11.1 Students can write a letter to
a rubric
discussion
Group discussion of the situations
assessed through a criteria
Rating for the quality of
discussion
Individual participation assessed
through recitation points
Points earned for class
participation
Visual literary analysis assessed
through a rubric/criteria
Rating for the quality of output
Output assessed through pointing
system
Points earned for class
participation
Quiz bowl assessed through
pointing system
Points earned for correct
responses of the group
Output assessed through a
criteria/pointing system
Rating earned for quality of
output
Written letter assessed through a
criteria
using post-colonial criticism.
the oppressed and oppressor/s in
the story being analyzed.
12 hours
11. Demonstrate elements in the
text that apply to in-betweens
in using queer theory.
12. Prove how language is
unstable using deconstructionism.
12 hours
11.1 Students can present a
pantomime showing the elements
in the text perceived as being
both masculine and feminine.
12.1 Students in group can make
a table to classify the meanings
presented as intended or
unintended with reference to the
poem being analyzed.
Presentation assessed through
criteria
Rating earned for quality of
presentation
Output and participation assessed
through giving of recitation points
Rating/scores earned for
correctness of answers/responses
TOTAL= 54 hours
VIII. Course Requirements
a.
b.
c.
d.
e.
f.
Active Participation
Regular Attendance
Written Reports/Outputs
Oral Discussions
Projects: Movie Analysis, Visual Literary Analysis, Compilation of Literary Theories
Passing Scores in Major Examinations
IX. Grading System
Class Standing
Oral Discussions
Class Participation
Written Outputs
70%
25%
20%
15%
Projects
10%
Major/Term Examinations
TOTAL
30%
100%
(Final Grade= Average of Prelim, Midterm, Pre-final, and Finals)
X. References
A. Book
Habib, M.A.R. Modern Literary Criticism and Theory: A History. Australia: Blackwell Publishing 2005
B. Internet
http://owl.english.purdue.edu
Prepared by:
KATRIN B. LUTAO
Instructor
Noted and Approved:
Dr. NELLY A. DETERA
Dean, College of Education
