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Post by ernesto thaddeus m. solmerano on May 14, 2009 22:44:58 GMT -5
Far Eastern University Institute of Arts and Sciences Department of Languages and Literature Course Syllabus for Lit 1: The Literatures of the Philippines
Course Description
Study of literary forms or genres as exemplified by selected literary texts from various regions of and sectors in the Philippines written at different periods in Philippine literary history.
General Objective
The general objective of the course is to make students appreciate the breadth and depth of Philippine literature and cultivate in them a sense of nationalism and social concern.
Specific Objectives
1. It aims to develop the love of reading literature from the students. 2. It introduces students to the basic elements of fiction, poetry and drama through a close reading of the literary pieces. 3. It seeks to build up the students’ critical thinking and aesthetic sense through an in-depth analysis and evaluation of representative Philippine texts utilizing various theoretical tools/concepts and modes of reading. 4. It also provides varied and meaningful learning experiences that make the teaching and learning experiences more relevant, more meaningful and value oriented through reading literary masterpieces written by our own native writers.
Content of the Course
CONTENT/FOCAL POINTS
Orientation, Policies, Expectations, Requirements of the Course The Nature of Literature Forms of Literature Critical Approaches to Literature The Short Story Elements of Fiction “The Day The Dancers Came” by Beinvenido N. Santos “The Summer Solstice” by Nick Joaquin Film version of the story Post-screening discussion of Tatarin and “The Summer Solstice” “The Execution” by Charlson Ong “Anabella” by Magdalena Jalandoni “Cadena de Amor” by Wilfrido D. Nolledo First Preliminary Examination Poetry Elements of Poetry Figurative Language Sound-effect devices Types of Poetry “I Am the Universe” by Alejandro G. Abadilla “Walking Home” by Emmanuel S. Torres “Family Reunion” by Carlos A. Angeles “To the Still Life Painter” by Rio Alma “Pinay’s Letter from Brunei” by Elynia Ruth S. Mabanglo “Slaying the Word” by Joi Barrios “What We Must Be Believed In” by Jose F. Lacaba “Night of a Construction Worker” by Lamberto E. Antonio “Afternoon Snack” by Rolando Tinio “To the Nailed God” by Rene Estella Amper Midterm Examination The Nature of Drama Elements of Drama Types of Drama “Against Invaders” by Aurelio Tolentino “Cadaver” by Alberto S. Florentino “The Trial of Mang Serapio” by Paul A. Dumol “The Sermon” by Bonifacio P. Ilagan The Novel Kinds of Novel Review of Elements of Fiction “Chapter XXXIX” of El Filibusterismo by Jose Rizal “Two Faces of America” from America is in the Heart by Carlos Bulosan “In Sipolog” from The Bamboo Dancers by NVM Gonzales “A Visit with Poverty” from Those Who Rise at Dawn by Constante Casabar “A Comrade’s Death” from Killing Time in a Warm Place by Jose Y. Dalisay, Jr. Summing Up Final/Departmental Examination
Course Requirement A. Short Quizzes B. Major Exams (3) C. Short Reaction Papers (1 or 2 pages) D. Term Paper on any literary piece (at least 5 pages) E. Watching Dramatic Presentation
Textbook
Lumbera, Bienvenido and Lumbera Cynthia Nograles. Philippine Literature. Revised Edition. A History and Anthology. Anvil Publishing Inc., 2000.
Supplementary References
Abad, Gemino H., and Edna Z. Manlapaz, eds. Man of Earth: An Anthology of Filipino Poetry and Verse from English, 1905 to the Mid-50’s. Quezon City: Ateneo de Manila University Press, 1989. Abad, Gemino H., ed. A Native Clearing: Filipino Poetry and Verses from English since the 50's to the Present, from Edith L. Tiempo to Cirilo F. Bautista. Quezon City: University of the Philippines Press, 1993. ______, ed. A Habit of Shores: Filipino Poetry and Verse from English, 60's to the 90's. Quezon City: University of the Philippines Press, 1999. Baritugo, Mercedita R., et.al. Philippine Literature (An Introduction to Poetry, Fiction and Drama). Revised Edition. Caloocan City: MMRC Press, 2007. Barrios, Joi, and Rolando B. Tolentino, eds. Ang Aklat Likhaan ng Tula at Maikling Kuwento, 2001. Quezon City: University of the Philippines Press, 2002. Cruz, Isagani R., ed. The Best Philippine Short Stories of the Twentieth Century. Manila: Tahanan Books, 2000. Fernandez, Doreen G. Palabas: Essays on Philippine Theater History. Quezon City: Ateneo de Manila University Press, 1996. Gruenberg, Estrellita, ed. The De La Salle University Reader: Writings from the Different Regions of the Philippines. Manila: DLSU Press, 2000. Lumbera, Bienvenido. Tagalog Poetry, 1570-1898: Tradition and Influences in its Development. Quezon City: Ateneo de Manila University Press, 1986. Mojares Resil O. Origins and Rise of the Filipino Novel: A Generic Study of the Novel until 1940. Quezon City: University of the Philippines Press, 1983. Patajo-Legasto, Priscelina, ed. Filipiniana Reader: A Companion Anthology of Filipiniana Online. Quezon City: OASIS, UP Open University, 1998.
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Post by phi7588 on May 15, 2009 20:18:43 GMT -5
Far Eastern University Institute of Arts and Sciences Department of Languages and Literature Syllabus Subject title: The Tradition of Fiction Code: LIT 5 Course Description LIT 5 is a three-unit course designed to equip the students with the proper mechanics for understanding the short story as an art form, thus enhancing their sense of appreciation for the rich cultural experience inherent in the selected text. Course Objectives By the end of the course, student will be able to: 1. To familiarize the students with the elements of the short story as an art form. 2. To enhance their understanding and appreciation of the artistic and humanistic values embodied in the selected short stories. 3. To read, analyze and evaluate the selected short stories. 4. To broaden their cultural horizon through the experiences embodied in the texts. 5. To trace the literary/philosophical trends evident in the short story in the course of its development. Course Outline A. First Term 1. The Elements of the Short Story 2. “Young Goodman Brow” by Nathaniel Hawthorne 3. Short Stories of Kawabata 4. “The Pear” by Yukio Michima 5. “The Killers” by Ernest Hemingway FIRST PRELIMINARY EXAMINATION B. Second Term 1. “The Jewel” by Guy de Maupassant 2. “The Lady with the Pet Dog” by Anton Checkov” 3. “A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez 4. “Harrison Bergeron” by Kurt Vonnegut Jr. 5. “Midsummer” by Manuel Arguilla SECOND PRELIMINARY EXAMINATION C. Final Term 1. The Elements of the Short Story 2. “Young Goodman Brow” by Nathaniel Hawthorne 3. Short Stories of Kawabata 4. “The Pear” by Yukio Michima 5. “The Killers” by Ernest Hemingway FINAL EXAMINATION Evaluative Measures 1. Lecture 2. Class Discussion 3. Group Discussion 4. Assignment 5. Research 6. Graded Recitation References: Barnet, et. al (Eds.). An Introduction to Literature. USA: Scott, Foresman and Company. 1989. Klaus, Carl H., et. al. (Eds.). Elements of Literature 3rd edition. New York: Oxford University Press. 1986. Kinckerbocker, et. al. (Eds.). Interpreting Literature. USA: Holt, Rinehart and Winston. 1978. Speare, M. Edmund (Ed.). A Pocketbook of Short Stories. New York: Washington Square Press. 1941. Garde, Philip Raymund V.
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Post by redlex911 on May 15, 2009 21:49:09 GMT -5
Far Eastern University Institute of Arts and Sciences Department of Languages and Literature Course Syllabus for Lit 3: Philippine Literary History
Course Description
Study of the literary types evolved and representative selections written during the pre-Hispanic, Spanish, the Propaganda and Contemporary period.
General Objective
The general objective of the course is to make students better aware of their cultural heritage, to make themselves better as a race and be able to appreciate achievements of Filipinos in the art of literature.
Specific Objectives
1. To contrast the indigenous ways of life, customs, and social ideals of ancestral Filipinos and the values later imbibed by the people fro contact with other peoples as they are reflected in literature. 2. To point out Filipino traditions which are sound foundations for the assimilation of new or desirable cultures. 3. To identify the elements that characterizes Philippine literature as a rich record of the thoughts, deeds and dreams of man as Filipino, and as a mirror of Filipino life in particular and of universal life in general. 4. To enumerate the outstanding Filipino writers, distinguishing characteristics of their style and major contributions that have enhanced the wealth of Filipino literature. 5. To evaluate the literature of various periods or historical divisions as to how well they reflect and voice the spirit of the age in which they were written. 6. To identify similarities and contrasts of Filipino literature in the same forms or types written in the different periods in the three languages: Spanish, Tagalog, and English.
Content of the Course
CONTENT/FOCAL POINTS
Orientation, Policies, Expectations, Requirements of the Course Reorientation to Literature Understanding Literature as Art Background of Philippine Literature Filipino Literature in Poetry Form Pre-Hispanic Period Ancient Filipino Poetry: Invocation, Housewarming Song, Kumingtang Ancient Metrical Tales: Maragtas, Hinilawod, Ibalon, Lam-ang, Alim at Hudhud Muslim-Filipino Literature: Bidasari, The Song of My Seven Lovers Highland Literature: Aliguyon, Baliwayway, Ritual Period of Enlightenment The Verse of Religion and Morality Folksongs The Poetry of Balagtas The Corrido and the Awit Poetry in Spanish “The Man” by Don Juan de Atayde “To My Mother” by Pedro Paterno ‘Love of Filipino Workers” by Pedro Paterno “Poem from Ninay” by Pedro Paterno “Ideal Flower” by Fernando Canon “To the National Hero” by Cecilio Apostol “The Kundiman” by Jose Palma “The Philippine National Anthem” by Jose Palma “Tagalog Hauteur” By Pacifico Victoiano “A Poem” by Anselmo de Jesus “My Nipa Hut” by Claro M. Recto “Bataan, Corregidor” by Manuel Bernabe “To My Cousins” by Adelina Gurrea “Prayer” by Alejo Valdes-Pica “Life is a Pain” by Alejo Valdes-Pica “Though You Tell Me Not” by Evangelina Guerrero-Zacarias “Teardrop” by Vicente de Jesus Contemporary Poetry in Tagalog “A Tree” by Jose Corazon de Jesus “My Country” by Jose Corazon de Jesus “The Blacksmith” by Amado Hernandez “The Doll” by Cirio Panganiban “Life” by Rufino Alejandro “Wish” by Corazon Arceo Contemporary Poetry in English ‘The Rural Maid” by Fernando Maramag “Futility” by Aurelio Alvero “Like the Molave” by Zulueta da Costa “Etude in Blue” by Alfonso Snatos “Portrait Painter’ by Conrado Rigor “Soft Night” by Abelardo Subido ‘Sonnet to a Gardiner” by Trinidad Tarrosa-Subido “Song of a Madman” by Francisco Tonogbanua “Quietness” by Amador Daguio “Canto I, Verse 9” by Serafin Lanot “Sonnet Two’ by Toribia Mańo “Make Me the Liquid By Your Vase Contained” by Nina Estrada First Preliminary Examination Filipino Literature in Narrative Prose The Antecedents Ancient Filipino Tales: Man and Woman, When the Lilies Return, The Legend of Mariang Makiling, The Legend of Hari sa Bukid, The Legend of Nusa, The Sparrow and the Shrimp Highland Literature: The Creation (Igorot), Tinguian Legend, The Legend of Ango (Manobo), Origin of the World (Bagobo) Prose Fiction in Spanish “The Return” by Enrique Laygo Short Story in Tagalog “Twilight Hugs” by Genoveva Edroza-Matute “The Dog and Her Five Puppies” by Pedro Dandan “Thirsty is the Arid Land” by Liwayway Arceo-Bautista Short Story in English “Footnote to Youth” by Jose Garcia Villa “Midsummer” by Manuel Arguilla “May Day Eve” by Nick Joaquin “Bread of Salt” by N.V.M. Gonzales “Divide By Two’ by Francisco Arcellana “Scent of Apples” by Bienvenido Santos “The Summer Solstice” by Nick Joaquin “We Filipinos Are Mild Drinkers” by Alejandro R. Roces Midterm Examination Filipino Literature in Drama Our Theatrical Roots Early Drama Drama in Tagalog “Three Rats” by Wilfrido Ma. Guerrero “The World is an Apple” by Alberto S. Florentino “A portrait of the Artist as Filipino” by Nick Joaquin Filipino Literature in Expository Prose The Prose of Faith and Morality The Prose of Rizal and His Contemporaries “Letter of Del Pilar to Josefa Gatmaitan” by Marcelo H. del Pilar “Liberty is a Myth” by Graciano Lopez Jaena “The Teacher in My Town” by Antonio Luna “The True Decalogue” by Apolinario Mabini Contemporary Spanish Prose “The Character of Rizal” by Trinidad Pardo de Tavera “New Mentality” by Rafael Palma “Our Path to Follow” by Manuel Briones Contemporary Prose in English Essay: Men of Public Affairs “The Dignity of Labor” by Jose P. Laurel “A University and Present Exigencies” by Elpidio Quirino “Asia for the Asians” by Claro M. Recto College Prose “A Vision of Beauty” by Jorge Bocobo “Will of the River” by Alfredo Gonzales “Adventure in Learning” by Vidal Tan Essay of Journalism in English “The Future of Filipino Literature” by Carlos P. Romulo “What Are Filipinos Like” by Leon Ma. Guerrero Summing Up Final/Departmental Examinations
Course Requirement A. Short Quizzes B. Major Exams (3) C. Short Reaction Papers (1 or 2 pages) D. Term Paper on any literary piece (at least 5 pages) E. Watching Dramatic Presentation
Textbook Del Castillo, Teofilo T. and Medina Buenaventura Jr. S. Philippine Literature. Edited edition. From Ancient Times to the Present. Philippine Graphic Arts Inc., 1974.
Lajom, Athena Angeline C.
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Post by DEBLOIS Shalimar on May 15, 2009 23:18:24 GMT -5
FAR EASTERN UNIVERSITY Institute of Arts and Sciences Department of Literature and Humanities Course Syllabus for LIT 8: Contemporary Literature
Course Description
The Contemporary Literature course covers major writers and themes in the Americas and Western Europe for the period from World War I to the present time. Major themes which run through the literature of this period include:
• Horror, aftermath, and protest of war; • Social commentary, e.g., migrant workers; class struggle; gender, age and race discrimination; loss of identity in a mechanical age; and abuse and violence; • Role or religion in an advancing technological and scientific world, the rise of extentialism and continuation of nihilism; and • Disillusionment of life in a modern age (Cold War/Nuclear Age, governmental interference, loss of innocence, futility of existence).
The material maybe presented in a chronological manner, by genre, or in a thematic scheme. Authors indicated in each period are representative and certainly not all-inclusive of any period with their suggested works indicated parenthetically. Where, possible, complete works should be used; however, given time constraints, it may be necessary to read excerpted texts in some instances.
The student will recognize major themes present day concerns. Group discussions, presentations, and writings, as well as individual presentations and writing presentations and writing experiences, are suggested for this course. As a result of this course, students will have greater awareness of events and writings that have shaped and been part of the ideas and culture of the twentieth century.
General Objectives
At the end of the course, the student is expected to:
1. Have acquired a substantial degree of familiarity with acknowledge masterpieces of fiction of modern America and Europe 2. Know various forces – historical, philosophical, political and social – which have shaped 20th century fiction and poetry 3. Realize the potential of fiction as a powerful agent for political/social change and for projection of philosophical and moral values 4. Recognize the role of fiction and poetry in reflecting the Weltanschaung of modern times
1. Read selections from the period of World War I and the Twenties a. Understand characteristics related to the works and genres studied b. Identify elements of the works studied, such as meter and versification, where appropriate; figurative language; plot, conflict, character, setting, theme, literary technique, etc. c. Analyze the relationship of the work to the society, values and historical time represented.
2. Read selections from the era of the American Great Depression through World War II a. Understand characteristics related to the works and genres studied b. Identify elements of the works studied, such as meter and versification, where appropriate; figurative language; plot, conflict, character, setting, theme, literary technique, etc. c. Analyze the relationship of the work to the society, values and historical time represented.
3. Read selections from 1950 – 1970, a period of post-war economic growth, changes in national identity, communism, national unrest, civil rights, post colonialism, space exploration, feminism, and Vietnam a. Understand characteristics related to the works and genres studied b. Identify elements of the works studied, such as meter and versification, where appropriate; figurative language; plot, conflict, character, setting, theme, literary technique, etc. c. Analyze the relationship of the work to the society, values and historical time represented.
4. Read selections from the 1970’s to the present, a period of increasing technological development, end of the Cold War, priority of work and career, increasing disparity between rich and poor. a. Understand characteristics related to the works and genres studied b. Identify elements of the works studied, such as meter and versification, where appropriate; figurative language; plot, conflict, character, setting, theme, literary technique, etc. c. Analyze the relationship of the work to the society, values and historical time represented.
5. Compare the major themes of literary works studied and relate them to the universal human condition. a. Understand characteristics related to the works and genres studied b. Identify elements of the works studied, such as meter and versification, where appropriate; figurative language; plot, conflict, character, setting, theme, literary technique, etc. c. Analyze the relationship of the work to the society, values and historical time represented. 6. Draw parallels to present news making situations locally, nationally, and internationally, and reflect on situations which continue to pose problems and those which have been resolved.
7. Infer particular contributions of individual writers of a time period to that time period and then to the century as a whole.
Examples of and Authors Associated with Themes of Twentieth Century
Horror, etc. Of war: Yeats, Sassoon, Owen, Hemingway, Remarque, Jarrell, Eliot Social Comment: Lawrence, Steinbeck, McCullers, Walker, Bowles, O’Connor, Lee Hughes, Wright, O’Neill, Fitzgerald, Brooks Role of religion: Sartre, Camus, Porter, Thomas, Ellison, O’Connor Disillusionment: Cummings, Eliot, Beckett, Orwell, Frost, MacLeish, Roethke, Camus, Humor: James Thurber, E.B. White, P.G. Wodehouse, Ogden Nash, Woody Allen, Bailey White Space Exploration/Technology: Tom Wolfe (The Right Stuff), Isaac Asimov, Walter Van Tilburg Clark, Ray Bradbury, H.G. Wells
Some Authors to consider (Not a Comprehensive List)
These works are neither required nor endorsed. They are included for teachers’ consideration to stimulate their thinking and choices.
1900-1920 (World War I & the Tewnties) W.B. Yeats Eugene O’Neill Wiegfied Sassoon D.H. Lawrence Wilfred Owen Robert Frost Ernest Hemingway Carl Sandburg Erich Maria Remarque T.S. Eliot F. Scott Fitzgerald
1920-1950 (Great Depression & World War II) Antoine de St. Exupery Hermann Hesse George Orwell (Erick Blair) Edith Wharton Rainer Maria Rilke J.R.R. Tolkien Willa Cather Luigi Pirandello Isak Dinesen (Karen Blixen) John Steinbeck Robert Graves Alan Paton Langston Hughes Katherine Anne Porter Anne Frank Gabriela Mistral Marjorie Kinnon Rawlings Robert Penn Warren W.H. Auden P.G. Wodehouse Frederico Garcia Lorca Randall Jarrell Ogden Nash Richard Wright James Thurber Jean-Paul Sartre E.B. White Thomas Mann Samuel Beckett Franz Kafka Sidonie-Gabrielle Colette Arthur Miller
1950-1970 John Mortimer Harold Pinter Aldous Huxley Seamus Heaney Graham Greene E.M. Forster Ted Hughes Arthur C. Clark Albert Camus Boris Pasternak Theodore Roethke Carson McCullers Flannery O’Connor Gwendolyn Brooks John Knowles Archibald MacLeish Paul Bowles Harper Lee Paul Scott Doris Lessing Jorge Luis Borges R.K.Narayan Aleksandr Solzhenitsyn Octavio Paz William Golding Budd Schulberg Kamala Markandaya Alan Silitoe Kurt Vonnegut Ayn Rand Heinrich Böll Joseph Heller H.G. Wells James Hilton Aleksandr Solzhenitsyn Sylvia Plath
1971 to present Octavio Paz Alice Walker Isabel Allende Loren Eisley Anne Tyler Gabriel Garcia Marquez Woody Allen Annie Dillard Nadine Gordimer Margaret Drabble Nguyen thi Vinh Ellen Gilchrist Sandra Ciseros Wuilliam Least Heta Moon Americo Paredes Amy Tan E. Annie Proulx Thomas Wolfe Scott Momaday Barry Lopez Toni Morrison
Course Requirement
A. Major Exams (Prelims/Midterms/Finals) B. Recitation C. Quizzes D. Group Discussions E. Group Presentations F. Individual Presentation
Suggested Readings:
Angus, The Best Short Stories of the Modern Age Brooks and Warren, Understanding Fiction Forster, Aspects of the Novel Gardner and Dunlap, The Forms of Fiction Minezer, Modern Short Stories Peden, Twenty Nine Stories Schorer, The Story: A Critical Anthology Stallman, The Art of Fiction Gordon and Tate, The House of Fiction Hamalian and Volpe, Great Short Stories by Nobel Prize Winners Kennedy, Literature: An Introduction to Poetry
DEBLOIS, Shalimar Krisna
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Post by shalimarkrisna on May 15, 2009 23:24:20 GMT -5
mali yung mga authors ko..waa..sa ms word k pa muna kc ganwa..isa pa sir ah
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Post by shalimarkrisna on May 15, 2009 23:33:07 GMT -5
FAR EASTERN UNIVERSITY Institute of Arts and Sciences Department of Literature and Humanities Course Syllabus for LIT 8: Contemporary Literature
Course Description
The Contemporary Literature course covers major writers and themes in the Americas and Western Europe for the period from World War I to the present time. Major themes which run through the literature of this period include:
• Horror, aftermath, and protest of war; • Social commentary, e.g., migrant workers; class struggle; gender, age and race discrimination; loss of identity in a mechanical age; and abuse and violence; • Role or religion in an advancing technological and scientific world, the rise of extentialism and continuation of nihilism; and • Disillusionment of life in a modern age (Cold War/Nuclear Age, governmental interference, loss of innocence, futility of existence).
The material maybe presented in a chronological manner, by genre, or in a thematic scheme. Authors indicated in each period are representative and certainly not all-inclusive of any period with their suggested works indicated parenthetically. Where, possible, complete works should be used; however, given time constraints, it may be necessary to read excerpted texts in some instances.
The student will recognize major themes present day concerns. Group discussions, presentations, and writings, as well as individual presentations and writing presentations and writing experiences, are suggested for this course. As a result of this course, students will have greater awareness of events and writings that have shaped and been part of the ideas and culture of the twentieth century.
General Objectives
At the end of the course, the student is expected to:
1. Have acquired a substantial degree of familiarity with acknowledge masterpieces of fiction of modern America and Europe 2. Know various forces – historical, philosophical, political and social – which have shaped 20th century fiction and poetry 3. Realize the potential of fiction as a powerful agent for political/social change and for projection of philosophical and moral values 4. Recognize the role of fiction and poetry in reflecting the Weltanschaung of modern times
1. Read selections from the period of World War I and the Twenties a. Understand characteristics related to the works and genres studied b. Identify elements of the works studied, such as meter and versification, where appropriate; figurative language; plot, conflict, character, setting, theme, literary technique, etc. c. Analyze the relationship of the work to the society, values and historical time represented.
2. Read selections from the era of the American Great Depression through World War II a. Understand characteristics related to the works and genres studied b. Identify elements of the works studied, such as meter and versification, where appropriate; figurative language; plot, conflict, character, setting, theme, literary technique, etc. c. Analyze the relationship of the work to the society, values and historical time represented.
3. Read selections from 1950 – 1970, a period of post-war economic growth, changes in national identity, communism, national unrest, civil rights, post colonialism, space exploration, feminism, and Vietnam a. Understand characteristics related to the works and genres studied b. Identify elements of the works studied, such as meter and versification, where appropriate; figurative language; plot, conflict, character, setting, theme, literary technique, etc. c. Analyze the relationship of the work to the society, values and historical time represented.
4. Read selections from the 1970’s to the present, a period of increasing technological development, end of the Cold War, priority of work and career, increasing disparity between rich and poor. a. Understand characteristics related to the works and genres studied b. Identify elements of the works studied, such as meter and versification, where appropriate; figurative language; plot, conflict, character, setting, theme, literary technique, etc. c. Analyze the relationship of the work to the society, values and historical time represented.
5. Compare the major themes of literary works studied and relate them to the universal human condition. a. Understand characteristics related to the works and genres studied b. Identify elements of the works studied, such as meter and versification, where appropriate; figurative language; plot, conflict, character, setting, theme, literary technique, etc. c. Analyze the relationship of the work to the society, values and historical time represented. 6. Draw parallels to present news making situations locally, nationally, and internationally, and reflect on situations which continue to pose problems and those which have been resolved.
7. Infer particular contributions of individual writers of a time period to that time period and then to the century as a whole.
Examples of and Authors Associated with Themes of Twentieth Century
Horror, etc. Of war: Yeats, Sassoon, Owen, Hemingway, Remarque, Jarrell, Eliot Social Comment: Lawrence, Steinbeck, McCullers, Walker, Bowles, O’Connor, Lee Hughes, Wright, O’Neill, Fitzgerald, Brooks Role of religion: Sartre, Camus, Porter, Thomas, Ellison, O’Connor Disillusionment: Cummings, Eliot, Beckett, Orwell, Frost, MacLeish, Roethke, Camus, Humor: James Thurber, E.B. White, P.G. Wodehouse, Ogden Nash, Woody Allen, Bailey White Space Exploration/Technology: Tom Wolfe (The Right Stuff), Isaac Asimov, Walter Van Tilburg Clark, Ray Bradbury, H.G. Wells
Some Authors to consider (Not a Comprehensive List)
These works are neither required nor endorsed. They are included for teachers’ consideration to stimulate their thinking and choices.
1900-1920 (World War I & the Tewnties) W.B. Yeats Eugene O’Neill Wiegfied Sassoon D.H. Lawrence Wilfred Owen Robert Frost Ernest Hemingway Carl Sandburg Erich Maria Remarque T.S. Eliot F. Scott Fitzgerald
1920-1950 (Great Depression & World War II) Antoine de St. Exupery Hermann Hesse George Orwell (Erick Blair) Edith Wharton Rainer Maria Rilke J.R.R. Tolkien Willa Cather Luigi Pirandello Isak Dinesen (Karen Blixen) John Steinbeck Robert Graves Alan Paton Langston Hughes Katherine Anne Porter Anne Frank Gabriela Mistral Marjorie Kinnon Rawlings Robert Penn Warren W.H. Auden P.G. Wodehouse Frederico Garcia Lorca Randall Jarrell Ogden Nash Richard Wright James Thurber Jean-Paul Sartre E.B. White Thomas Mann Samuel Beckett Franz Kafka Sidonie-Gabrielle Colette Arthur Miller
1950-1970 John Mortimer Harold Pinter Aldous Huxley Seamus Heaney Graham Greene E.M. Forster Ted Hughes Arthur C. Clark Albert Camus Boris Pasternak Theodore Roethke Carson McCullers Flannery O’Connor Gwendolyn Brooks John Knowles Archibald MacLeish Paul Bowles Harper Lee Paul Scott Doris Lessing Jorge Luis Borges R.K.Narayan Aleksandr Solzhenitsyn Octavio Paz William Golding Budd Schulberg Kamala Markandaya Alan Silitoe Kurt Vonnegut Ayn Rand Heinrich Böll Joseph Heller H.G. Wells James Hilton Aleksandr Solzhenitsyn Sylvia Plath
1971 to present Octavio Paz Alice Walker Isabel Allende Loren Eisley Anne Tyler Gabriel Garcia Marquez Woody Allen Annie Dillard Nadine Gordimer Margaret Drabble Nguyen thi Vinh Ellen Gilchrist Sandra Ciseros Wuilliam Least Heta Moon Americo Paredes Amy Tan E. Annie Proulx Thomas Wolfe Scott Momaday Barry Lopez Toni Morrison
Course Requirement
A. Major Exams (Prelims/Midterms/Finals) B. Recitation C. Quizzes D. Group Discussions E. Group Presentations F. Individual Presentation
Suggested Readings:
Angus, The Best Short Stories of the Modern Age Brooks and Warren, Understanding Fiction Forster, Aspects of the Novel Gardner and Dunlap, The Forms of Fiction Minezer, Modern Short Stories Peden, Twenty Nine Stories Schorer, The Story: A Critical Anthology Stallman, The Art of Fiction Gordon and Tate, The House of Fiction Hamalian and Volpe, Great Short Stories by Nobel Prize Winners Kennedy, Literature: An Introduction to Poetry
DEBLOIS, Shalimar
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Manicad Paul Dustin
Guest
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Post by Manicad Paul Dustin on May 16, 2009 1:47:14 GMT -5
FAR EASTERN UNIVERSITY Institute of Arts and Sciences DEPARTMENT OF LITERATURE & HUMANITIES
Subject Title: World Literatures Since the 15th Century Code: LIT 14
Course Description
This is a survey of literatures of the world since the fifteenth century. It offers a study of literatures around the world translated in English( except Oriental Literature), with emphasis upon the diverse historical, geographical, and cultural context of human values and social orders. Selections will include poetry, prose fiction and drama from ancient Greece and Rome to the Renaissance.
Course Objectives
By the end of the course, students will be able to:
1. Appreciate a work of literature in its own term and as a representative work of its culture; 2. Trace common concern (ore even styles) in historically and culturally diverse work of literature. 3. Experience the enjoyment, entertainment and appreciation of great literature from around the world. 4. Perceive the universal nature of human experience through the literary expressions of writers from diverse cultures and social orders; 5. Develop a knowledge of similarities and differences caused by culture, geography, ethnic origin, gender, religion, and history, thus allowing students to better define themselves and their cultural perspective; 6. Engage in lively, thought provoking discussion about the literary selections, increasing understanding of the various meanings of the text; 7. Analyze various issues by writing clear, cogent, and rhetorically correct analyses of the issues revealed in the literature; 8. Examine work of literature with critical understanding; 9. Relate the issues in the literature to observation and issues of daily modern experience; 10. Develop improved language and critical thinking skills; 11. Gain insights into the multicultural nature of society; 12. Compose and organize critical thoughts in written pattern.
Course outline:
Part I. Introduction
a. Origin of western culture. b. Historical, mythological, and religious backgrounds.
Part II. “The glory that was Greece, the grandeur that was Rome”
a. Homer, from The Iliad and the odyssey b. Ancient Greek drama c. Aeschylus, from Prometheus bound d. Sophocles, Antigone (play) e. Euripides, from Iphigenia in Tauris f. Aristophanes, “thesmophoriasuzae” g. Greek lyric poetry: Pindar, Anacreon, Simonides, Sappho h. Plato, from the symposium i. Virgil, from the aeneid j. Ovid, from the metamorphoses k. Roman poetry l. Catullus, “love lyrics for lesbia” m. Petronius, from the satyricon n. Marcus auelius, from meditations
Part III. “East in East, West in West”
a. Song for Roland b. Saint Augustine, from Confessions c. Saint Francis of Assisi, “Peace Prayer” d. Francois Villon, “A Ballade of Dead Ladies”
Part IV. “The Splendor of the Renaissance”
a. Dante Aligheiri, from The Devine Comedy: Inferno, Canto 1 and 5 b. Francesco Petrarch, “Rhymes on the Life of Laura” c. Giovanni Boccaccio, from The Decameron d. Francois Rabelais, from Gargantua and pantagruel e. Michel de Montaigne, from essays f. Miguel de Carvantes, from Don Quixote g. Niccolo Macchiavelli, from The Prince
IV. Course Requirements
a. Short Quiz b. Major Exam (3) c. Short Reaction Paper (1 or 2 pages) d. Term Paper (at least 5 pages)
VI. Other Activities
1. Film showing 2. Dramatization 3. Listening to recording of poem 4. Poetry reading / dramatic reading 5. Watching dramatic presentations
VII. Evaluative Measures
1. Major Exam (Prelims / Midterms / Finals) 2. Recitation 3. Quizzes 4. Term Paper 5. Oral Reports
Text: A Treasury Of World Literature, eds. Jesus Q. Cruz, et al. (2001)
***MANICAD, PAUL DUSTIN***
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Post by rufhel999 on May 16, 2009 3:29:20 GMT -5
FAR EASTERN UNIVERSITY Institute of Arts and Sciences DEPARTMENT OF LITERATURE & HUMANITIES
Subject Title: World Literatures Since 15th Century
Course Description
This course is a survey of the Literatures of the world since fifteenth century. it offers a study of literature from around the world translated in English (except Oriental Literature), with emphasis upon the diverse historical, geographical, and cultural contexts of human values and social orders. Selections will include poetry, prose fiction and drama from ancient Greece and Rome to the Renaissance.
Course Objectives
By the end of the course, students will able to:
1. Appreciate a work of literature in its own terms and as a representative work of its culture;
2. Trace common concerns (or even styles) in historically and culturally diverse works of literature;
3. Experience the enjoyment, entertainment, and appreciation of great literature from around the world;
4. Perceive the universal nature of human experience through the literary expressions of writers from diverse cultures and social orders;
5. Develop a knowledge of similarities and differences caused by culture, geography, ethnic origin, gender, religion, and history, thus allowing students to better define themselves and their cultural perspective;
6. Engage in lively, thought provoking discussion about the literary selections, increasing understanding of the various meaning of the text;
7. Analyze various issues by writing clear, cogent, and rhetorically correct analyses of the issues reaveled in the literature
8. Examine work of literature to observations and issues of daily modern experience;
9. Relate the issues in the literature to observations and issues of daily modern experience;
10. Develop improved language and critical thinking skills;
11. Gain insights into the multicultural nature of society;
12. Compose and organize critical thoughts in written patterns.
Course Outline:
Part I. Introduction
a. Origins of Western Culture. b. Historical Mythological and Religious Backgrounds
Part II. "The Glory that was Greece, the Grandeur that was Rome"
a. Homer, from the lliad and the Odyssey b. Ancient Greek Drama c. Aeschylus, from Prometheus Bound d. Sophocles, Antigone (play) e. Euripides, from Iphigenia in Tauris f. Aristophanes. "Thesmophoriasuzae" g. Greek Lyric Poetry: Pindar, Anacreon, Simonides, Sappho h. Plato, from Symposium i. Virgil, from the Aeneid j. Ovid, from the Meamorphoses k. Roman Poetry l. Catullus, "Love Lyrics of Lesbia" m. Petronius, from the Satyricon n. Marcus Aurelius, from Meditations
Part III. "East is East, West is West"
a. The song of roland b. saint augustine, from confessions c. saint francis of assisi, "peace prayer" d. francois villon, "a ballade of dead ladies"
Part IV. " The Splendor of the Renaissance"
a. Dante Alighieri, from The Divine Comedy: Inferno, Canto 1 and 5 b. Francesco Petrarch, "Rhymes on the Life of laura" c. Giovanni Boccacio, from the Decameron d. Francois Rabelais, from Garganthua and Pantagruel e. Michel de Montaigne, from Essays f. Miguel de Cervantes, from Don Quixote g. Niccolo Macchiavelli, from the Prince
IV. Course Requirements
a. Short Quiz b. Major Exams (3) c. Short Reaction Papers (1 or 2 Pages) d. Term Paper (at least 5 pages)
VI. Other Activities
1. Film Showing 2. Dramatization 3. Listening to recording of poems 4. Poetry Reading/ Dramatic Reading 5. Watching Dramatic Presentations
VII. Evaluative Measures
1. Major Exams (Prelims/Midterms/Finals) 2.Recitation 3.Quizzes 4.Term Paper 5. Oral Reports
Text: A TREASURY OF WORLD LITERATURE, eds. Jesus Q. Cruz, et al (2001)
- DUCUT, RUFHEL FAUSTINE R.
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Post by wafu78 on May 16, 2009 5:43:15 GMT -5
Far Eastern University Institute of Arts and Sciences Department of Languages and Literature Subject title: Philippine Literature in English Code: LIT 9 COURSE DESCRIPTION Lit 9 (Philippine Literature in English) is the study of literary forms and genres (poetry, fiction and drama) as exemplified by selected literary texts written in English. OVERALL OBJECTIVE The objective of this course is to gain an informed and critical appreciation of literary heritage in English from first literary attempts in 1905 to the present. COURSE OBJECTIVE At the end of semester, the students will be able to: 1. Identify the historical development of Philippine Literature in English 2. Read and interpret literary works in English 3. Determine the literary elements in the texts 4. Know selected Filipino writers in English 5. Compare and contrast selected literary texts 6. Write poem and story analyses 7. Perform excerpts from dramatic texts TIME ALLOTMENT: 54 hours/ 3 hours per week or 36 meetings of 1.5 hours. CREDIT: 3 units COURSE PREREQUISITE: The student should already have taken Lit 1 (Literature of the Philippines). Ideally, he should also have already taken at least Lit 10 (Literary Criticism). SUBJECT MATTER/FOCAL POINTS A. Course Introduction 1. Course Overview 2. Course Requirements 3. Classroom Policies 4. Grading System 5. Handout 1 (course outline) 6. Assignments: a. Literature and Philippine Literature in English b. ”Why Study Philippine Literature in English?”
B. Literature and Philippine Literature in English 1. Discussion 2. Recitation 3. Assignments: a. Gemino H. Abad, “Mapping our Poetic Terrain: Filipino Poetry in English from 1905 to the Present” (Likhaan, 3-24). b. Introduction to Poetry C. Introduction to Poetry 1. Quiz on Abad’s “Mapping our Poetic Terrain: Filipino Poetry in English from 1905 to the Present” 2. The Nature of Poetry: Jose Garcia Villa’s “Proem” 3. The Elements of Poetry 4. The Figurative Devices 5. The Sound-effect Devices 6. Handout 1: Teacher-assembled poetry anthology 7. Assignments: a. Jose Garcia Villa’s “Be Beautiful, Noble , Like The Antique Ant” b. Felix P. Fojas’s “Chain Poem”
D. Poems for reading and class discussion 1. Jose Garcia Villa’s “Proem” 2. Jose Garcia Villa’s “Be Beautiful, Noble, Like The Antique Ant” 3. Felix P. Fojas’s “Chain Poem” 4. Fernando M. Maramag’s “Moonlight on Manila Bay” 5. Luis G. Dato’s “Day on the Farm” 6. Francisco Arcellana’s “Prayer” 7. Guillermo Castillo’s “I Bring Thee Great Wealth, Georgianna” 8. Angela C. Manalang-Gloria’s “Soledad” 9. Edith Tiempo’s Lament for the Littlest Fellow” 10. Virginia R. Moreno’s “Order for Masks” 11. Tita Lacambra-Ayala’s “Snail” 12. Federico Licsi Espino Jr.’s “Origen” 13. Simeon Dumdum Jr.’s “Third World Opera” 14. Simeon Dumdum, Jr.’s “ The Emptiness of Limelight” 15. J. Neill Garcia’s “I’m Tired of the Seduction of Boys” 16. Antonino Soria de Veyra’s “Deception” 17. Conchitina R. Cruz’s “Problem Is” 18. Luisa Igloria’s “The Secret Language”
First Preliminary Examination Assignment: Jose Y. Dalisay Jr.’s “The Filipino Short Story in English: An Update For the ‘90s”
E. The Short Story as a Literary Genre 1. Quiz on Jose Y. Dalisay Jr.’s “The Filipino Short Story in English: An Update For the ‘90s” 2. Definition of the Short Story 3. The Elements of the Short Story 4. Precursors of the Short Story 5. Assignment: a. Timothy R. Montes’s “Of Fish, Flies, Dogs and Women
F. Stories for reading and class discussions
1. Timothy R. Montes’s “Of Fish, Flies, Dogs and Women” 2. Estrela D. Alfon’s “Magnificence” 3. F. Sionil Jose’s “Waltz” 4. Alejandro Roces’s “My Brother’s Peculiar Chicken” 5. Alessandra G.L. Gonzales’s “Breathe” 6. Azucena Grajo Uranza’s “Incidental Reflections on the Rites of Passage” 7. Peter Mayshle’s “Touch move” 8. Ninotchka Rosca ‘s “Generations” 9. Noelle de Jesus’s “Games” Second Preliminary Examination Assignment: Doreen Fernandez’s “Philippine Theater in English” G. Introduction to Drama 1. Quiz on Doreen Fernandez’s “Philippine Theater in English” 2. Nature and Origin of Drama 3. The Elements of Dramatic Literature 4. Kinds of Drama H. Dramas for reading and class discussion 1. Joseph Israel Laban’s “The Day Lola Finished Weaving” 2. Nick Joaquin’s “Tadtarin” 3. Assignment: Cristina Pantoja-Hidalgo’s “The Philippine Novel in English into the Twenty-First Century” I. Novel for Reading and class discussion 1. Quiz on Cristina Pantoja-Hidalgo’s “The Philippine Novel in English into the Twenty-First Century” 2. Alfred A. Yuson’s The Great Philippine Jungle Energy Café
OTHER ACTIVITIES 1. Film Showing 2. Dramatization 3. Watching Dramatic Presentations 4. Critical Analysis of a short story 5. Compilation of Filipino Poets 6. Poetry Reading/Dramatic Reading
EVALUATIVE MEASURES 1. Major Exams (Prelims/Midterms/Finals) 2. Recitation 3. Quizzes 4. Term Papers 5. Reading Response Journal 6. Drama Presentations 7. Oral Reports
TEXT Alfred A. Yuson, Great Philippine Jungle Energy Cafe. UP Press, Diliman, Q.C., 1996. The Likhaan Anthology in Philippine Literature. Ed. By Gemino H. Abad. UP Press, Diliman, Q.C., 1998. The Likhaan Book of Poetry and Fiction.Eds. by Ricardo de Ungira and Jose Dalisay, Jr. Up press, Diliman, Q.C., 1999. The Best Philippine Short Stories of the Twentieth Century (An Anthology of Fiction in English). Ed. By Isagani R. Cruz Tahanan Books,Manila, 2000.
-Melendrez Mark
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Post by arlinpotato on May 16, 2009 6:24:05 GMT -5
FAR EASTERN UNIVERSITY Institute of Arts and Sciences DEPARTMENT OF LITERATURE AND HUMANITIES SYLLABUS Subject Title: Children’s Literature Code: LIT 16Course Description A study of literature for children. This includes the art of story telling, dramatization, choral speech and other techniques for stimulating appreciation in the study of children’s literature. It also includes the study of the needs of children that may be provided for greater understanding and appreciation of the literature for children. General Objectives 1. Help students realize that teaching literature to children means catering to their needs and interests in order to stimulate effective learning 2. Acquaint students with their literary heritage by orienting them with fine literature from the past to present 3. Widen students understanding on the formal literary elements in order to cultivate a preference for good literature 4. Help students grow up understanding themselves and the rest of humanity by providing them with vast knowledge of the finest literature here and abroad 5. Help students evaluate what they read by means of comparing, questioning, analyzing literary pieces 6. Encourage students to pay attention to the “personal affective impact” of literature 7. Help students realize that literature is also for entertainment Course Outline 1. The place of literature I a child’s life 2. Children’s reading interests 3. Selecting books for children ( Criteria) 4. History of children’s literature 5. Development of children’s literature in the Philippines 6. Development of poetry for children and their poem-makers 7. Mother Goose rhymes or nursery rhymes - Qualities of Mother Goose Rhymes
- Values of Mother Goose Rhymes
8. Verses for Children - Poets of Nonsense Verses
- Poetry for children
- Factors that influence appreciation of poetry
- Values of poetry
- Steps in teaching a poem
9. Choral speaking or reading 10. Folklore and folktales 11. Myths, Legends, Epics and hero tales Fables 12. Bible stories 13. Realistic stories for children 14. Modern fairy tales - Characteristics of fairy tales
- Literary fairy tales
- Distinctive characteristics of Andersen’s tales
- Modern fairy tales and writers
- Values of fairy tales
- Uses of fairy tales
15. Literature as a springboard of creative activities 16. Story telling - Plain story telling
- Story telling with pictures
17. Dramatization 18. Puppets and Marionettes 19. Comics 20. Children’s book awards COURSE REQUIREMENTS - Recitation
- Quizzes
- Reports
- Examination
- Presentation of culminating activities
REFERENCES American Library Association, Notable Children’s Books, 1871-1975. Chicago: American Library Association, 1981. Ellis, Alec, How to Find About Children’s Literature. Toronto: Pergamon Press, 1968. Larrick, Nancy, A Teacher’s Guide to Children’s Books. Parayno, Salud. Children’s Literature. Quezon City: Katha Publishing Co., Inc., 1997 CAPARAS, Arleen
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Post by Christian Matias on May 16, 2009 6:42:17 GMT -5
Far Eastern University Institute of Arts and Sciences Department of Literature & Humanities
Syllabus
Subject title: News Writing and Desktop Publishing
Course Description
This is a course especially designed for Literature majors to keep them in step with the Information Age by acquiring knowledge of the fundamental principles and techniques of news writing and integrate them with skills in using the tools, both hardware and software, of Information Technology. The emphasis being on the print media, the course will enable the students to generate their own publications or become an efficient and productive worker in the publishing industry. It consist of two parts: news writing and desktop publishing.
General Objectives
The course aims to equip students withg the fundamental knowledge and skills of journalistic writing and desktop publishing so that they become discerning end-users os computer technology and responsible computer-assisted producers of useful information.
Specific Objectives
1. To know the basic principles of the journalism as a profession and as a craft; 2. To acquire a working knowledge of the theories and techniques of news writing. 3. To gain a fair degree of proficiency in the gathering, organizing and writing of the various kinds of news stories. 4. To develop familiarity with the operationof a page-layout application like the Page Maker or QuarkXpress (whichever software is available). 5. To get a sense of effective graphic design necessary preparing the pages of the news publication; 6. To be able to compose a newspaper, say a newsletter or tabloid, from the gathering of news materials to writing them and putting the same in place on the page makeup of the publication.
Content of the Course
CONTENT/FOCAL POINTS
Course Background Course Rationale and design; its main features Expectations and student responsibility The press's responsibilities and excesses Freedom of the Press and its limitations Quiz The Nature of News News writing theories and techniques Writing exercise The word pattern of news Writing exercise Critiquing of writing outputs First preliminary exam News Coverage Headlining the news Writing exercise Typography Exercises Copyreading and copywriting Exercises The Page-One Makeup Exercises Mid-term Examination The nature of desktop publishing Hardware and Software Requirements of Desktop Publishing Desktop Publishing Manual of Style PageMaker 6.5 PageMaker 6.5 as Word Processor PageMaker 6.5 as Graphic Program PageMaker 6.5 as Text Formatting Application Text Formatting Importing text and graphics Actual Publication Production Examples of Publication Created by PageMaker Final Examination
Textbook References:
Malino, Alito. Journalism for Filipinos.
Mott, Fox. Journalism.
Parker, Roger. Looking Good in Print.
PageMaker 4, 5, 6 Manuals.
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Post by Carino Rhodette on May 16, 2009 8:30:24 GMT -5
Far Eastern University Institute of Arts and Sciences Deparment of Literature and Humanities Course Syllabus for LIt 13: Survey of Oriental Literature
Course Description
A survey of the literatures of major Asian countries like India, China, Japan, Arabian and Iraq.
Genaral Objectives
Upon completing LIT 13, you should:
1. Be aquainted with major writers with China, Japan, and other Asian cultures.
2. be familiar, through readings, discussion, and research papers, with the backgrounds, themes, and techniques found in the representative work of the authors studies.
3. Be aware of the literary heritage of Asia.
4. Understand the diversity of cultural heritage and the effects of artistics and philosophical influences of the subject.
5. Be able to identify your personal values, develop sound ethical values, and develop intellectual tolerance through critical analysis of literature.
6. Gain some understanding and appreciation of representative works of ancient contemporary Chinese, Indian and Japanese literature their cultural context.
Content of the Course
Unit I- The Near and The Middle East
1. Ancient Egypt a. The prose tale: "The Two Brothers - Anpu and Bata" b. Lyrics: "The Dead Man Ariseth and Singeth a Hymn to the Sun"/ " He Walketh By Day" / "To Whom Should I speak Today?"
2. Ancient Israel a. From The Old Testament: "The Story of Noe; from the book of Psalms b. From The New Testament: "The Prodigal Son" / " The Sermon of the Mount" from the Apocalypse
3. Mesopotamia a. Gilgamesh
4. Arabia a. From the Quran b. The Meditations of Al-Maarri c. From The Book of a Thousand Nights and One Night
5. Persia a. Zoroaster and The Zend Avesta b. From The Shamhnamah of Firdausi c. Rumi: from Divani Shamsi Tabriz and the Mathnawi d. Sadi: from The Gulistan e. Hafiz - lyrics f. Omar Khayyam, The Rubaiyat
Unit II - India and Tibet
1. The Literature of Hinduism a. The Vedas: Hymns from the Rig-Veda b. From the Upanishads c. The Mahabharatha 1. The Tale of Savitri 2. The Bhagavad-Gita d. The Ramayana e. Fables from The Pachantantra f. Tales from The Suka Saptati g. Kalidasa, Shakuntala h. Vatsayana, Kama Sutra
2. The Literature of Buddhism a. Buddhist Parables b. Thr Dhammapada
3. From Rabindranath Tagore's Gitanjali
4. Tibetan Literature a. from The Bardo Thodol (The Tibetan Book of the Dead)
Unit III - China and Japan
1. China a. The Confusian Classics b. Lao-Tze and the Tao Te Ching c. The Tang Poets: Wong Wei, Li Po, Tu Fu, Po Chi I, Su Tung Po
2. Japan a. Manyoshu and Kokinshu b. The Heian writers: Lady Murasaki, The Tale of Genji Lady Shonahon, The Pillow Book Lady Sarashima, As I Crossed a Bridge c. Poetic forms: Naguita, Tanka and Haiku - Basyo and Buson d. Dramatic forms: Noh drama, kabuki, the puppet play e. Contemporary Japanese fiction: Tanizaki, Kabawata, Akutagawa, Mishima, Oe
Reference:
John D. Yohannan, A Treasury of Asian Literature
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Post by rheesak on May 16, 2009 10:50:42 GMT -5
Far Eastern University Institute of Arts and Sciences Department of Languages and Literature Course Syllabus for Lit 11: Survey of English Literature Course Description
This three-unit course is a survey of English literature form the Anglo-Saxon era to modern times. Masterpieces in various literary forms representative of different periods in English Literary are read and subjected to close analysis and interpretation.
General Objective
At the end of the course, the student is expected to: 1. Have acquired substantial familiarity with representative master works form the different periods of English literary history. 2. Have gained an insight into the moral, philosohipical, and social values embodied in the works of English authours. 3. Have been encouraged to embark on a life-time reading plan.
Specific Objectives At the end of the course, the student is expected to:
-Cognitive Aims
1. Be acquainted with various literary forms in English literature. 2. Have comprehended the various stylistic trends through the various periods of English literary history. 3. Have an understanding of the subjects and themes of England's great authors.
-Affective Aims
1. Appreciate the works of English writers on the aesthetic level. 2. Recognize the moral, philosophical and socio-political values embodied in English literary works.
First Preliminary Examination
CHAPTER 1 - THE ANGLO-SAXON ERA (449-1066)
Historical Background Excerpts from Beowulf How the Celtic Hero, Cuchulain, Won His Name The Venerable Bede, The Ecclesiastical History of the English People
CHAPTER 2 - THE MIDDLE ENGLISH PERIOD (1066-1485)
Historical Background Sir Gawain and the Green Knight Ballads: Lord Randal, Edward, The Twa Corbies, The Wife of Usher's Well Geoffrey Chaucer: From The Canterbury Tales Thomas Malory: From Le Morte D'Arthur
Midterm Examination
CHAPTER 3 - THE SIXTEENTH CENTURY: THE ELIZABETHAN AGE
Historical / Cultural Background Sir Thomas Wyatt: The Lover's Life Compared to the Alps Henry Howard: Vow to Love Faithfully, Howsoever He Be Rewarded Sir Philip Sydney: from Astrophel and Stella Edmund Spenser: from Amoretti Christopher Marlowe: The Passionate Shepherd to His Love Sir Walter Raleigh: The Nymph's Reply to the Shepherd Robert Greene: The Shepherd's Wife's Song Samuel Daniel: from Delia Michael Drayton: from Idea William Shakespeare: Sonnets 29 and 116, Songs form the plays - Love's Labor's Lost Twelfth Night Thomas Campion: My Sweetest Lesbia
CHAPTER 4 - THE SEVENTEENTH CENTURY
Historical / Cultural Background John Donne: Song, A Lecture Upon The Shadow Georgh Herbert: The Altar, The Pulley Henry Vaughan: The Retreat, The World Ben jonson: Song to Celia Robert Herrick: To Daffodils, To the Virgins, Th Make Much of Time, The Night Piece to Julia Richard Lovelace: To Lucasta, On Going to the Wars, To Althea, from Prison Edmund Waller: On a Girdle John Milton: Sonnets 8 and 19 John Dryden: Alexander's Feast
CHAPTER 5 - THE AGE OF CLASSICISM (1700-1784)
Historical Background Joseph Addison and Richard Steele: On Ladies' Dress Jonathan Swift: Thoughts on Various Subjects Alexander Pope: Epistle II Samuel Johnson: Letter to the Earl of Chesterfield, Letter to a Lady Who Asked Him to Recommend Her Son To the Archbishop of Canterbury
Final Examination
CHAPTER 6 - THE AGE OF ROMANTICISM (1798-1832)
Historical Background Romanticism defined and explained Pre-Romantic Poets: Thomas Gray: Elegy Written in a Country Churchyard William Blake: The Lamb, The Tiger The Major Romantic Poets: William Wordsworth: Preface to the Lyrical Ballads, The World is Too Much With Us, She Dwelt Among the Untrodden Ways Samuel Taylor Coleridge: Kubla Khan George Gordon, Lord Byron: She Walks in Beauty Percy Bysshe Shelley: Ode to the West Wing John keats: On First Looking into Chapman's Homer, Ode to a Nightingale, Ode on a Grecian Urn
CHAPTER 7 - THE VICTORIAN ERA(1840-1900)
Historical / Cultural Background Alfred Lord Tennyson: Ulysses Robert Browning: My Last Duchess Elizabeth Barrett Browning: from Sonnet's from the Portuguese Edward Fitzgerald: from Omar Khayyam's Rubaiyat Dante Gabriel Rossetti: The Blessed Damozel Christina Georgina Rossetti: The Rose Francis Thompson: The Hound of Heaven Rudyard Kipling: Recessional Thomas Hardy: Old Furniture William Butler Yeats: The Lake Isle of Innesfree
CHAPTER 8 - THE MODERN PERIOD : 2OTH CENTURY LITERATURE
Historical Background Katherine Mansfield: Sun and Moon A.E. Housman: When I was One-and-Twenty, Epigraph to More Poems John Masefield, Sea Fever, On Growing Old D.H. Lawrence: The Blind Man W.H. Auden: As I Walked Out One Evening Stephen Spender: The Funeral, The Express James Joyce: A Little Cloud Dylan Thomas: And Death Shall Have No Nominion Joseph Conrad: The Lagoon
Teaching Strategies / Classroom activities / Tasks
Lecture, Discussions Oral Interpretation of poems Graded Recitation Socialized Recitation Reaction / Analysis paper Library Research Writing Group Dynamics Film Screenings
Evaluative Measures
Graded Recitation Periodic quizzes / Homework / Assignments Assigned readings (Individual novels and plays) Written exercises Three major examinations.
Textbook: A Survey of English Literature by Fernando, Habanam Cinco (eds.) Notional Book Store, Inc. Copyright 1971, 1977
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Post by Rene Lopos on May 16, 2009 12:57:07 GMT -5
Far Eastern University Institute of Arts and Sciences Department of Languages and Literature Course Syllabus for Lit 17: Teacher’s Course in Literature
Course Description
Literature 17 is a three-unit course designed to familiarize the students with the various methods and principles in the effective teaching of literature.
Specific Objectives
1. To acquire knowledge of the various methods and principles of teaching literature. 2. To apply this knowledge of methods and principles in the actual teaching that is part of the requirements of this course. 3. To help them build self-confidence which is an important trait in the character of a literature teacher.
Content of the Course
I. Subject Matter A. Rationale for teaching literature 1. Cultural Heritage 2. Rhetorical Modeling 3. Assumption on the teaching of literature B. Planning to teach literature 1. Components of a good plan, a decision on the topic 2. Justification or rationale 3. Resources 4. Assigned group work 5. Programmed instruction 6. Individual work 7. Free group work 8. Free individual work C. Skills 1. Listening 2. Speaking 3. Reading 4. Thinking D. Monitoring Activities E. Steps in the Teaching of Poetry F. Learning Activities for Literature Teacher G. The Principles of Literature 1. Meaning a) theme b) effect or impression of the work on the reader c) argument/summary of the work d) writer’s intent 2. Form a) organization of the literary work to achieve the effect or express the meaning b) plan or structure the work (prose, poetry, topics or scenes, as long narrative, several short stories or episodes) c) genre (type or category) d) method of organization or pattern of development within the structure of the work 3. Voice and tone a) the narrator telling the story or the perspective from which the story is told b) how the narrator or speaker is characterized c) the author’s attitude (material, subject, and theme) d) atmosphere of the work in which the mood, setting and feeling blend together to convey the prevailing tone 4. Characterization a) the people in the work, principal character b) how dialogue and action reveal a character’s personality traits c) the character’s motivation d) in non-narrative work, the characterization of the speaker, writer or the work itself 5. Language (Uses and meanings) a) use of imagery b) figures of speech c) how the writer’s diction conveys the meaning d) impact of the words, (phrases) lines as they are used in the selections e) the writer’s intent in using denotative words f) the visitor’s intent in using words that imply additional or associated meanings g) implications and their significance in the meaning of the selection and the intent of the writer h) the style of the selection i) elements of propaganda that language may imply H. Other clues to understanding literary selections 1. Historical references 2. Period motifs and conventions 3. Regional, ethnic, national accents or dialects 4. Change in the meaning of words over time and space 5. Cultural differences I. Review of the critical approaches 1. Formalistic approach 2. Structuralist approach 3. Psychological approach 4. Sociological approach: a) feminist; and b) Marxist 5. Archetypal approach 6. Deconstruction 7. Reader’s response II. Observation of literature classes to learn the strategies used in teaching the subject III. Demonstrationteaching using the principles, approaches in critical analysis and strategies in teaching literature
Course Requirements A. Quizzes B. Major exams C. Observation of classes D. Demonstration teaching
Textbooks
Myers-Shaffer, Christina. The Principles of Literature: A Guide for Readers and Writers. USA: Barron’s Educational Series, Inc. 2000 Rodrigues, Raymond and Dennis Boloczewski J. A Guidebook for Teaching Literature. Boston, Mass.: Allyn and Bacon Inc. 1978
- Rene M. Lopos
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Post by Rene Lopos on May 16, 2009 13:08:35 GMT -5
Sorry, all the indentions changed to a single line when I pasted it here. I tried putting back the logical and orderly indentions by topic and sub-topic but to no avail. - Rene L.
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