Syllabus Format

[emmandullas]

FAR EASTERN UNIVERSITY
Institute of Arts and Sciences
DEPARTMENT OF LITERATURE AND HUMANITIES
SYLLABUS
Subject Title: Mythology and Folklore Code: LIT 6

Course Description:
The Mythology course will include reading of myths from several cultures. The content will also include an epic by Homer or Virgil. Group discussions, individual presentations, and writing experiences will be required in this course.

General Objectives

1) To acquaint the students with the mythologies of different countries so as to trace in them the psyche of the race/nation/people and hence to both understand and appreciate their cultures.
2) To familiarize them with the mythologies/folklores of different countries.
3) To gain proficiency in reading and interpreting myths with new, fresher insights.
4) To understand, appreciate and analyze myths.
5) To develop critical thinking through the challenge of reading, analyzing, interpreting and evaluating the mythological works.


1. Read myths from various cultures to distinguish the kinds of myths.
a. Define myth, legend, folk tale, heroic saga, and epic.
b. Identify major deities, mortals, heroes, and creatures in myths of different cultures.
c. Compare and contrast myths from different cultures, such as Greek, Roman, Norse, African, Egyptian, Philippines, etc.

2. Analyze the epic conventions found in myths: the hero, influence of deities, high adventure, role of fate, symbolism, fatal law, and hubris.
a. Identify the above-named epic conventions in myths of different cultures.
b. Compare and contrast the myths of different cultures.
3. Analyze such themes as creation, adventure, sin and punishment, romance, etc., in myths.
a. Identify these themes in myths read.
b. Compare and contrast myths of similar themes from different cultures.

4. Recognize mythological allusions found in literature, language, and other aspects of culture.
a. Locate mythological allusions found in selected literary works.
b. Locate mythological allusions found in advertising, product names, and other areas of everyday life.
c. Recognize vocabulary derived from of influenced by myths.
d. Recognize influence of myths in art and architecture.

Suggested Teaching Strategies:
• Students will look for mythological allusion in selected poems and excerpts from short stories, novels, and plays.
• Students will find mythological allusions in advertisements in television, radio, and print media.
• Given words from mythology (Mars, Psyche, Jove, Fate, etc.), students will use dictionaries to compile lists of words derived from each.

5. Read an epic by Homer or Virgil.
a. Recognize epic conventions in this work.
b. Analyze the characters, theme, and development of plot.
c. Gain an awareness of historical events and persons associated with or described in this epic.

Suggested Teaching Strategies:
• Before reading Homer’s Odyssey, students will read about and discuss the background and characters in Trojan War.
• Students will read, discuss, and write about the Odyssey.

6. Engage in a variety of writing experiences related to mythology.
a. Write letters, journal entries, character sketches, bio-poem, etc., related to myths studied.
b. Research cultures related to the myths studied.

Suggested Teaching Strategies:
• Students will write journal entries for various deities or for Odysseus or Penelope.
• Students will write letters from one deity, hero, creature, etc., to another.
• Students will write original advertisements using words from mythology.
• Students will write character sketches of deities, heroes, creatures, mortals, etc.
• Students will write summaries of myths.
• Students will make a notebook of magazine photographs showing mythological influence on a work of art or architecture.

7. Compose an original myth which authentically represents the current culture or a culture studied, and express it through the arts (drama, illustration, dance, song, etc.)

Suggested Teaching Strategies:
• A cooperative (group) structure for his competency might be helpful for students whose creative expression skills need encouragement and reinforcement.
• Students will compose an adventure myth based on Greek mythology and present it with an original mural.
• Students will compose a romance myth based n Philippine folklore and present it with music and dance.
• Students will compose a sin and punishment myth based on Norse mythology and present it by acting it out.
• Students will present a nature myth based on Greek/Roman mythology and present it with an original video.


Primary Sources

1. Homer
2. Hesiod
3. Aeschylus
4. Sophocles
5. Euripides
6. Aristophanes
7. Herodotus
8. Thucydides
9. Ovid
10. Virgil
11. Apuleius

Secondary Sources

Balfinch, Thomas. Mythology

Campbell, Joseph. The Master God

Hamilton, Edith, Mythology, Warner Books, Inc., New York, USA,1949.

[jamesedwardang]

Far Eastern University
Institute of Arts and Sciences
Department of Languages and Literature
Course Syllabus for Lit 4: The Tradition of Poetry

Course Description
LIT 4 is a three unit course designed to initiate students to the critical reading of numerous poems written by poets from different countries, in different centuries, and using different genres, such as lyric, epic, narrative and dramatic. The course aims to provide the student with the tools necessary to read poems in the context of the tradition of poetry.
General Objectives
1. To orient the students with the uniqueness and beauty of cultural life expressed in the poetry of different countries.
2. To give pleasure through the musical quality of the varied poetic compositions and thus enhance student’s appreciation of poetry.
3. To help students vitalize their thinking and attitude towards the commonplace and elemental life.
4. To inculcate in them values and enrich their lives with healthy noble sentiments useful for a matured and balanced sense of living.
Specific Objectives
1. To familiarize the students with the form of language and poetry.
2. To recognize the different and identify figures of speech commonly used in poetry.
3. To render oral interpretations of selected poems.
4. To read, analyze, criticize and evaluate selected poems.
5. To write short reaction papers on the assigned poems.

Content of the Course

CONTENT/FOCAL POINTS
A. First Term
1. Sound and Structure of Poetry
Poetry as oral Performance
The Language of Poetry
2. From the Song of Solomon
By Sappho
3. “Ars Poetica” by Archibald Macleish
4. By Jose Garcia Villa
5. By Marianne Moore
FIRST PRELIMINARY EXAMINATION
B. Second Term

1. Sonnet 18 & 29 by William Shakespeare
2. The Haiku:
The influence of Buddhism
Characteristics
Some examples of thaiku by Basho and Issa
3. “ The Merchant’S Wife”
By Ezra Pound
4.Metaphysical Poetry and its characteristics
“Song” by John Donne
5.”Ode to a Grecian Urn” by John Keats
6. The Symbolist Poetry
By Charles Beadclaire
7.Selected Poems
By Rainier Maria Rilke
“ Mirror”
“Orphues, Eurydice and Hermes”
8. Selected Poems by Pablo Neruda
“ Tonight I Write the Saddest Lines”
“ Ode to the Sea”
MID-TERM EXAMINATIONS

1. Selected Poems by William Butler Yeats
“ Sailing to Byzantium”
2. Selected Poems by Federico Garcia Lorca
3. Selected Poems b y Ophelia Dimalanta
“Montage”
4. Selected Poems by Marjorie Evasco
“Heron Woman”
“ Is it the Kingfisher”
5. “ Tracks of Babylon and other Poems”
by Edith Tiempo
6. Selected poems fro “Stuns of Jewels”
By Carlos Angeles
“Gabu”
7. Selected poems from “ Angels and Fugitives”
By Emmanuel Torres
“Doors”
“The Beast on the Mirror”


Course Requirements:
A. Three Major Examinations
B. One original poem
C. Short reaction paper for each of the poems discussed in class.
References:
William, Oscar & Hong, Edwin (Ed.) Major American Poets . USA: Penguin Group, 1962.
Strand, Mark (Ed.) The Contemporary American Poets. USA: Now American Library. 1969.
Neruda, Pablo. Love. Translated by Stephen Tapscott, W.S. Merwin, Alastair Reid, Nathaniel Tarn, et. Al. USA: Hyperion. 1973.
Set, Vikram (Trans.) Three Chinese Poets. London : Phoenix, 1992.
Ciardi, John. How Does a Poem Mean. USA: The Riverside Cambridge, 1959.

[malig kenneth v]

FAR EASTERN UNIVERSITY
Institute of Arts and Sciences
Department of Literature and Humanities

Subject Title: World Literatures Since the 16th Century Code: LIT 15

Course Description

This course is a continuation of the survey of the literatures of the world since the sixteenth 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 if human values and social orders. Selections will include poetry, prose fiction and drama from renaissance to eh 20th century.

Course Objectives

By the end of the course, students will be able to:

1. study literature of non-English speaking cultures in order to broaden and deepen student’s understanding of historical literary values and achievements;
2. encourage a more sophisticated understanding of our contemporary epoch;
3. develop a cosmopolitan understanding of the aesthetic, social, and historical relationships between countries and eras;
4. recognize the common as well as distinctive psychological, intellectual, and spiritual themes and archetypes among cultures;
5. help students gain judgmental and mastery over critical methods so that they can understand, analyze, and write about literature and indeed, all intellectual study with increased confidence and competence.

Course outline:
Part I. introduction and course expectations

a. Historical background

Part II. “pearls in the sun-lit sea”

a. La Rochefoucauld, “maxims”
b. Voltaire, “memnon”
c. St. Teresa of Avila, “if, Lord, thy love for me is strong”
d. St. john of the cross, “the obscure night of the soul”

Part III. “By carriage, By train”
a. Wolfgang von Goethe, “the Erl King”; ”Gretchen at the spinning wheel”
b. Heinrich Hein, selected poems
c. Rainer Maria Rilke, “archaic torso of Apollo”
d. victor Hugo, selected poems
e. Alexander Pushkin, selected poems
f. Charles Baudelaire, selected poems
g. Stephane mallarme, “the sea-wind”
h. Arthur Rumbaud, selected poems
i. Guy de Maupassant, “two soldiers
j. Prosper Merimee, “Mateo Falcone”
k. Leo Tikstoy, “the three hermits”
l. Anton Chekhov, “the lament”
m. Henrik Ibsen, an enemy of the people

Part IV. A dome of many colored glass”

a. Hermann Hesse, selected poems
b. Federico Garcia Lorca, “new heart”
c. C.P Cavary, selected poems
d. Gunter grass, “folding chairs”
e. Gunnar ekelof, selected poems
f. SandorWeores, “monkeyland”
g. Salvadore Quasimodo, “Almost a Madrigal”
h. Anna akhamatova, “to death”
i. Yevgeny yuvtushenko, “colours”
j. Chairil anwar, “youth mouth”
k. Tran te xuong, “women”
l. Ho chi minh, “water dole”
m. Pablo neruda, selected poems
n. Miguel de unamuno, “nothing less than a man”
o. Isaac bashevis singer, “the launch”
p. Sholom aleichem, “a page from the song of songs”
q. Isak dinesen, “the ring”
r. Henrik pontoppidan, “a fisher’s nest”
s. Knut hamsun, “the call of life”
t. Par lagerkvist, “the lift that went down into hell”
u. Albert camus, “the guest”
v. Luigi Pirandello, “war”
w. Stig dagerman, “the surprise”
x. Ryunosuke akutagawa, “in a grove”
y. Jorge luis borges, “book of sands”
z. Chinua achebe, “civil peace”
aa. Giovanni verga, “cavalleria rusticana


Course requirements

a. short quiz
b. major exams (3)
c. short reaction papers (1 or 2 pages)
d. term paper (at least 5 pages)

Other activities

1. lectures
2. class discussion
3. peer groups
4. writing exercises
5. journals
6. audio-visual resources

Evaluate 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).


MALIG, KENNETH V.

[Survey of American Literature]

Far Eastern University
Institute of Arts and Sciences
Department of Languages and Literature
Course Syllabus for Lit 12: Survey of American Literature

Course Description

This course is an analytical study of the major or representative selections in American literature from the colonial to the present. Masterpieces in various literary forms representative of different periods in American literary history ar read and subjected to close analysis and interpretation.

General Objectives

At the end of the course, the student is expected to
1. have acquired a substantial degree of familiarity with representative works in American literature
2. know the various forces - historical, philosophical, political and social - which have shaped this literature
3. realize the importance of literature in recording the socio-political growth of the nation

Specific Objectives

1.Be familiar with the themes/subjects of important literary works
2.Have acquired knowledge of the various styles in American literature from colonial times to the 20th century.
3.Know the major works and their authors in each period in American literary history

Affective Aims

1.Appreciate the works of American writers in prose, poetry and drama on the aesthetic level.
2.Recognize the values – philosophical, moral, political, social – expressed in the works

Content of the Course

Introduction

The Colonial Heritage (1607 -1765)
Historical Background
Jonathan Edwards: “Sarah Pierremont,” from “Thoughts on a Thunderstorm”
Cotton Mather: “Trial of Bridget Bishop, Alias Oliver”
Other early authors; Capt. John Smith, William Bradford, Anne Bradstreet

Revolutionary Literature and National Awakening (1765 -1800)

Thomas Jefferson: “Declaration of Independence”
Benjamin Franklin: “Poor Richard Says,” “The Project of Attaining Moral Perfection”
Other authors: Thomas Paine, Philip Freneau, Charles Brown

The Romantic tradition (1800-1865)

Historical Background
Washington Irving: “The Author’s Account of Himself” , “Legend of the Rose of the Alhambra”
James Fenimore Cooper: from the Prairie
William Cullen Bryant: “ Thanatopsis,” “To a Waterfowl”
Edgar Allan Poe: “The Fall of the House of Usher,” selected poems
Ralph Waldo Emerson:”The Rhodora,” “Self-Reliance”
Henry David Thoreau: excerpts from Walden
Nathaniel Hawthorne: “David Swan”
Henry W. Longfellow: “A Psalm of Life”
Herman Melville: From Moby Dick
Walt Whitman: selected poems
Sidney Lanier: selected poems
Reading in the Novel: Nathaniel hawthorne: The Scarlet Letter

The Success of Realism (1865-1900)

Historical Background
William D. Howells: from The Rise of Silas Lapham
Mark Twain “ The Celebrated Jumping Frog of Calaveras County”
Emily Dickson: selected poems
Reading in the novel: Henry James: The Turn of the Screw

The Twentieth Century (1900 to the present)

Historical Background
Ernest Hemingway: “Soldier’s Home,” “A Clean, Well-Lighted Place”
William Faulkner: “Barn Burning”
Sherwood Anderson: “Death in the Woods”
Robert Frost: selected poems
T. S. Eliot: selected poems
E.E. Cummings: selected poems
Tennesee Williams: The Glass Managerie
Arthur Miller: Death of a Salesman
Other Authors
Stephen Crane
Theodore Dreiser
F. Scott Fitzgerald
Eugene O’Neill

Evaluative Measures

Short quiz
Major Exams
Recitation
A report on one novel and one play for the last grading period

Basic Text
Fernando, Habana, Cinco (eds.) American Literature

[Survey of American Literature]

Far Eastern University
Institute of Arts and Sciences
Department of Languages and Literature
Course Syllabus for Lit 12: Survey of American Literature

Course Description

This course is an analytical study of the major or representative selections in American literature from the colonial to the present. Masterpieces in various literary forms representative of different periods in American literary history ar read and subjected to close analysis and interpretation.

General Objectives

At the end of the course, the student is expected to
1. have acquired a substantial degree of familiarity with representative works in American literature
2. know the various forces - historical, philosophical, political and social - which have shaped this literature
3. realize the importance of literature in recording the socio-political growth of the nation

Specific Objectives

1.Be familiar with the themes/subjects of important literary works
2.Have acquired knowledge of the various styles in American literature from colonial times to the 20th century.
3.Know the major works and their authors in each period in American literary history

Affective Aims

1.Appreciate the works of American writers in prose, poetry and drama on the aesthetic level.
2.Recognize the values – philosophical, moral, political, social – expressed in the works

Content of the Course

Introduction

The Colonial Heritage (1607 -1765)
Historical Background
Jonathan Edwards: “Sarah Pierremont,” from “Thoughts on a Thunderstorm”
Cotton Mather: “Trial of Bridget Bishop, Alias Oliver”
Other early authors; Capt. John Smith, William Bradford, Anne Bradstreet

Revolutionary Literature and National Awakening (1765 -1800)

Thomas Jefferson: “Declaration of Independence”
Benjamin Franklin: “Poor Richard Says,” “The Project of Attaining Moral Perfection”
Other authors: Thomas Paine, Philip Freneau, Charles Brown

The Romantic tradition (1800-1865)

Historical Background
Washington Irving: “The Author’s Account of Himself” , “Legend of the Rose of the Alhambra”
James Fenimore Cooper: from the Prairie
William Cullen Bryant: “ Thanatopsis,” “To a Waterfowl”
Edgar Allan Poe: “The Fall of the House of Usher,” selected poems
Ralph Waldo Emerson:”The Rhodora,” “Self-Reliance”
Henry David Thoreau: excerpts from Walden
Nathaniel Hawthorne: “David Swan”
Henry W. Longfellow: “A Psalm of Life”
Herman Melville: From Moby Dick
Walt Whitman: selected poems
Sidney Lanier: selected poems
Reading in the Novel: Nathaniel hawthorne: The Scarlet Letter

The Success of Realism (1865-1900)

Historical Background
William D. Howells: from The Rise of Silas Lapham
Mark Twain “ The Celebrated Jumping Frog of Calaveras County”
Emily Dickson: selected poems
Reading in the novel: Henry James: The Turn of the Screw

The Twentieth Century (1900 to the present)

Historical Background
Ernest Hemingway: “Soldier’s Home,” “A Clean, Well-Lighted Place”
William Faulkner: “Barn Burning”
Sherwood Anderson: “Death in the Woods”
Robert Frost: selected poems
T. S. Eliot: selected poems
E.E. Cummings: selected poems
Tennesee Williams: The Glass Managerie
Arthur Miller: Death of a Salesman
Other Authors
Stephen Crane
Theodore Dreiser
F. Scott Fitzgerald
Eugene O’Neill

Evaluative Measures

Short quiz
Major Exams
Recitation
A report on one novel and one play for the last grading period

Basic Text
Fernando, Habana, Cinco (eds.) American Literature

[rufhel]

Literature Research

Course Credit : 3 units

Course Description A course desidned to take students through the different steps of conceptualizing and conducting a research or an aspect of literature, writing a baby thesis on ones study, and presenting it in a colloqium

Prerequisites : All major subjects

Course objectives :
At the end of the course the student should be able to old me following tasks:

1.Survey and assess potential contemporary research area in literature
2.select a topic for research and review studies related to it
3.take down notes from source texts
4.write proper documentation for a research paper
5. father and organize data
6.write the research report/thesis
7.present the study in a colloqurum

Course Outline:
I.Introduction
A.The whys and wherefore's of literacy research
B.Some research areas in the discipline
1.Textual Analysis
2Literary analysis of texts/interpreting literature
3.the search for origins and influences
4.literacy hography
5.retrieval of oral literature
II. getting ideas for writing
A.Brainstorming
B.Locating material
C.Choosing a topic
II.
Prelemenary writing skills for research
A.Paraphrasing and summarizing
B.Note-taking
C.Documening sources

1.whjat to document:avoiding plagiarism
2.How to document: frotnotes and bibliographic entiesl;internal porentheclical contistuions, liting a www source

IV. Preliminary data gathering
A.Conducting a survey of what has been written
B.Reviewing completed research in ones area of study
C.Preparing a tentative bibliography
D.Constructing a working outline
C.Note-taking
F.Formulating the thesis statement



V.Preparing the thesis proposal
Critiquing by peers
Presentation for approval

VI.Writing the first draft

VII.Editing and revising the draft

VIII.Writing the final paper

IX. Thesis defense


References:
Aetocl.Richard D. the art of literacy Research new yorks w.w. norton & company, inc., 1963

Barnet,Sylavan etc. An introduction to literature 12th edition
New york:longman, 2001
Cohen, B. Bernard. Writing about literature revised edition review,Ill
Scott, foresman and company, 1973.
Platz,Sterturig M. etc. Thinking and writing research manila: de la salle university press, 2002.
Roberts, Edgar V. writing theses about literature seventh edition englewood cliffs, N.J.: Prentice-Hall, Inc., 1994

Requirements of the course :

1.Abstracts of studies reviewed to be incorporated in the paper
2.Collaburative activities
3.Oral defense of the research proposal
4.The thesis
5.major examinations (prelims,midterms,finals)


-DUCUT,RUFHEL FAUSTINE R.

[e2 na po gawa ko]

Literature Research

Course Credit : 3 units

Course Description A course desidned to take students through the different steps of conceptualizing and conducting a research or an aspect of literature, writing a baby thesis on ones study, and presenting it in a colloqium

Prerequisites : All major subjects

Course objectives :
At the end of the course the student should be able to old me following tasks:

1.Survey and assess potential contemporary research area in literature
2.select a topic for research and review studies related to it
3.take down notes from source texts
4.write proper documentation for a research paper
5. father and organize data
6.write the research report/thesis
7.present the study in a colloqurum

Course Outline:
I.Introduction
A.The whys and wherefore's of literacy research
B.Some research areas in the discipline
1.Textual Analysis
2Literary analysis of texts/interpreting literature
3.the search for origins and influences
4.literacy hography
5.retrieval of oral literature
II. getting ideas for writing
A.Brainstorming
B.Locating material
C.Choosing a topic
II.
Prelemenary writing skills for research
A.Paraphrasing and summarizing
B.Note-taking
C.Documening sources

1.whjat to document:avoiding plagiarism
2.How to document: frotnotes and bibliographic entiesl;internal porentheclical contistuions, liting a www source

IV. Preliminary data gathering
A.Conducting a survey of what has been written
B.Reviewing completed research in ones area of study
C.Preparing a tentative bibliography
D.Constructing a working outline
C.Note-taking
F.Formulating the thesis statement



V.Preparing the thesis proposal
Critiquing by peers
Presentation for approval

VI.Writing the first draft

VII.Editing and revising the draft

VIII.Writing the final paper

IX. Thesis defense


References:
Aetocl.Richard D. the art of literacy Research new yorks w.w. norton & company, inc., 1963

Barnet,Sylavan etc. An introduction to literature 12th edition
New york:longman, 2001
Cohen, B. Bernard. Writing about literature revised edition review,Ill
Scott, foresman and company, 1973.
Platz,Sterturig M. etc. Thinking and writing research manila: de la salle university press, 2002.
Roberts, Edgar V. writing theses about literature seventh edition englewood cliffs, N.J.: Prentice-Hall, Inc., 1994

Requirements of the course :

1.Abstracts of studies reviewed to be incorporated in the paper
2.Collaburative activities
3.Oral defense of the research proposal
4.The thesis
5.major examinations (prelims,midterms,finals)


-DUCUT,RUFHEL FAUSTINE R.

[TuliaoMaricho C]

FAR EASTERN UNIVERSITY
Institute of Arts and Sciences
Department of Literature and Humanities
Course Syllabus for Lit 10: Literary Criticism

Course Description:

A study of standard approaches, theories and principles including the different perspectives applied in the critical appreciation of literature as art form; this three-unit course covers the various areas of criticism, literary theory, literary history and evaluation or appreciation of literary standard.

The study trains the AB students in the judicious analysis of literary works of value and prepares them for more advanced studies in literary criticism on post graduate level, through exposure to the various critical theories of outstanding literary critics throughout the age and the various influence which helped to make literary judgment.

General Objectives

To know literary criticism from different approaches to practice
This three-unit course in literary criticism has two closely allied goals:

1. a close study of the history of literary commentary from Plato to the present.

2. a practical survey of contemporary critical theory and approaches.

The course provides students not only an understanding of the great tradition of literary criticism but a chance to reflect on their own literary, pedagogical and critical interests.

Through the study of a limited selection of texts and using a number of critical approaches, this course presents the format and basic elements of critical and analytical thinking. This course is designed to provide at least two services for the student of letters:

1.The course surveys, in a condensed form, the history of literary criticism, providing as stable foundation as possible by which to understand what may often appear to be the babble of the present age.

2.It examines, in more thorough fashion, eleven basic schools of twentieth-century literary and criticism.
Specific Objects


Cognitive Aims:

1.To analyze the various areas of literary criticism and to appreciate the roles in the evaluation of literature.

2. To identify and apply in literature study the standards of form or structural elements of various literary types, the essential characteristics of good writing and recognized techniques of good writing.

3.To recognize accepted principles and methods of literary criticism and the respective critical theories for which they are noted.

4.To become acquainted with the various philosophy and literary movements throughout the world that have influenced criticism in literature.

5.To become familiar with the well-known critics from the earliest beginnings and the critical theories for which they are noted.

6.To introduce students of letters to the complex world of twentieth-century literary theory and criticism, enabling them to comprehend the literature such as elements of modern theory as they have found useful.

Affective Aims:

1.To appreciate the art of judging explaining or supplying a theoretical basis for literary works.

2. To derive values from the literary works used as instructional materials.

3.To appreciate the value of the literary artistic ‘raison d’etre’ as affecting the students critics’ understanding of life’s ills and beauty.

Course Content

A. Orientation- Relevance of the subject to the students
-Course requirements/ House rules

B. Review of the Background and relevance of literature

1. Differences between arts and sciences
2. Literature as art
3. Literature and its-importance, qualities, possible values
4. General divisions and classifications of literature
Defining Literary Critics and Theory

A.Literary criticism-its nature, value and scope

1.Ways of criticism
2.Components of art
3.Qualities of a good critic
4.Process of criticism: major steps
5.Scope of criticism

a.Literature
b.Film
c.Theater

6.Detailed reading and analysis of Essay on Criticism by Alexander Pope

III The Four Basic Approaches or Methods of Art /Literary Criticism

“The Mimetic Approach”
“The Expressive Approach”
“The Pragmatic Approach”
“The Formalistic Approach”

IV Historical Survey of Literary Criticism

A.The Classical Condition

“PLATONIC CRITICISM”
“ARISTOTELIAN CRITICISM”
“HORATIAN CRITICISM”
“LONGINIAN CRITICISM”

B.Renaissance
C.Restoration
D.Eighteenth Century
E.Nineteenth Century
F.Neo-Classicism
G.Romanticism
H.Modernism

V. The Major Critical Perspectives to the Analysis and Interpretation of Literature

“FORMALISM”
“READER-REPONSE CRITICISM”
“BIOGRAPHICAL CRITICISM”
“HISTORICAL CRITICISM”
“NEW HISTORICISM”
“MULTICULTURAL CRITICISM”
“MARXIST CRITICISM”
“FEMINIST CRITICISM”
“PSYCHOANALYTIC CRITICISM”
“ARCETYPAL OR “MYTH” CRITICISM”
“STRUCTURALISM”
“DECONSTRUCTION”
“POSTMODERNISM”
“PLURALISM”

Teaching Strategies/Classroom activities/Tasks
Lecture
Graded Recitation
Socialized Recitation
Reaction/ Analysis paper
Library Research Writing/ Evaluating Literary forms
Group Dynamics
Film Screenings

Related Learning Experiences

1.Critical reading of literary reviews and movie / theater reviews in popular in newspapers and magazines.

2.Case report or analysis of literary papers on current issues.

Evaluative Measures
Graded recitation
Periodic quizzes/Homework/Assignments
Assigned readings for criticism
Written exercises
Three major examinations
Sample criticism as a term requirement

Reference Books

DiYanni, Robert
Critical Perspectives

Richter
The Critical Tradition

Guerin et.al.,
A Handbook of Critical Approaches to Literature

Bressler, Charles
Literary Criticism: An Introduction to theory and Practice

Wilbur, Scott
Five Approaches to Literary Criticism





Tuliao, Maricho C.

[other copy qoe poh]

FAR EASTERN UNIVERSITY
Institute of Arts and Sciences
Department of Literature and Humanities
Course Syllabus for Lit 10: Literary Criticism

Course Description:

A study of standard approaches, theories and principles including the different perspectives applied in the critical appreciation of literature as art form; this three-unit course covers the various areas of criticism, literary theory, literary history and evaluation or appreciation of literary standard.

The study trains the AB students in the judicious analysis of literary works of value and prepares them for more advanced studies in literary criticism on post graduate level, through exposure to the various critical theories of outstanding literary critics throughout the age and the various influence which helped to make literary judgment.

General Objectives

To know literary criticism from different approaches to practice
This three-unit course in literary criticism has two closely allied goals:

1. a close study of the history of literary commentary from Plato to the present.

2. a practical survey of contemporary critical theory and approaches.

The course provides students not only an understanding of the great tradition of literary criticism but a chance to reflect on their own literary, pedagogical and critical interests.

Through the study of a limited selection of texts and using a number of critical approaches, this course presents the format and basic elements of critical and analytical thinking. This course is designed to provide at least two services for the student of letters:

1.The course surveys, in a condensed form, the history of literary criticism, providing as stable foundation as possible by which to understand what may often appear to be the babble of the present age.

2.It examines, in more thorough fashion, eleven basic schools of twentieth-century literary and criticism.
Specific Objects


Cognitive Aims:

1.To analyze the various areas of literary criticism and to appreciate the roles in the evaluation of literature.

2. To identify and apply in literature study the standards of form or structural elements of various literary types, the essential characteristics of good writing and recognized techniques of good writing.

3.To recognize accepted principles and methods of literary criticism and the respective critical theories for which they are noted.

4.To become acquainted with the various philosophy and literary movements throughout the world that have influenced criticism in literature.

5.To become familiar with the well-known critics from the earliest beginnings and the critical theories for which they are noted.

6.To introduce students of letters to the complex world of twentieth-century literary theory and criticism, enabling them to comprehend the literature such as elements of modern theory as they have found useful.

Affective Aims:

1.To appreciate the art of judging explaining or supplying a theoretical basis for literary works.

2. To derive values from the literary works used as instructional materials.

3.To appreciate the value of the literary artistic ‘raison d’etre’ as affecting the students critics’ understanding of life’s ills and beauty.

Course Content

A. Orientation- Relevance of the subject to the students
-Course requirements/ House rules

B. Review of the Background and relevance of literature

1. Differences between arts and sciences
2. Literature as art
3. Literature and its-importance, qualities, possible values
4. General divisions and classifications of literature
Defining Literary Critics and Theory

A.Literary criticism-its nature, value and scope

1.Ways of criticism
2.Components of art
3.Qualities of a good critic
4.Process of criticism: major steps
5.Scope of criticism

a.Literature
b.Film
c.Theater

6.Detailed reading and analysis of Essay on Criticism by Alexander Pope

III The Four Basic Approaches or Methods of Art /Literary Criticism

“The Mimetic Approach”
“The Expressive Approach”
“The Pragmatic Approach”
“The Formalistic Approach”

IV Historical Survey of Literary Criticism

A.The Classical Condition

“PLATONIC CRITICISM”
“ARISTOTELIAN CRITICISM”
“HORATIAN CRITICISM”
“LONGINIAN CRITICISM”

B.Renaissance
C.Restoration
D.Eighteenth Century
E.Nineteenth Century
F.Neo-Classicism
G.Romanticism
H.Modernism

V. The Major Critical Perspectives to the Analysis and Interpretation of Literature

“FORMALISM”
“READER-REPONSE CRITICISM”
“BIOGRAPHICAL CRITICISM”
“HISTORICAL CRITICISM”
“NEW HISTORICISM”
“MULTICULTURAL CRITICISM”
“MARXIST CRITICISM”
“FEMINIST CRITICISM”
“PSYCHOANALYTIC CRITICISM”
“ARCETYPAL OR “MYTH” CRITICISM”
“STRUCTURALISM”
“DECONSTRUCTION”
“POSTMODERNISM”
“PLURALISM”

Teaching Strategies/Classroom activities/Tasks
Lecture
Graded Recitation
Socialized Recitation
Reaction/ Analysis paper
Library Research Writing/ Evaluating Literary forms
Group Dynamics
Film Screenings

Related Learning Experiences

1.Critical reading of literary reviews and movie / theater reviews in popular in newspapers and magazines.

2.Case report or analysis of literary papers on current issues.

Evaluative Measures
Graded recitation
Periodic quizzes/Homework/Assignments
Assigned readings for criticism
Written exercises
Three major examinations
Sample criticism as a term requirement

Reference Books

DiYanni, Robert
Critical Perspectives

Richter
The Critical Tradition

Guerin et.al.,
A Handbook of Critical Approaches to Literature

Bressler, Charles
Literary Criticism: An Introduction to theory and Practice

Wilbur, Scott
Five Approaches to Literary Criticism





Tuliao, Maricho C.

[allaine aquinno]

May 15, 2009 21:49:09 GMT -5 redlex911 said:

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.

[John Kevin]

May 17, 2009 3:10:38 GMT -5 jamesedwardang said:

Far Eastern University
Institute of Arts and Sciences
Department of Languages and Literature
Course Syllabus for Lit 4: The Tradition of Poetry

Course Description
LIT 4 is a three unit course designed to initiate students to the critical reading of numerous poems written by poets from different countries, in different centuries, and using different genres, such as lyric, epic, narrative and dramatic. The course aims to provide the student with the tools necessary to read poems in the context of the tradition of poetry.
General Objectives
1. To orient the students with the uniqueness and beauty of cultural life expressed in the poetry of different countries.
2. To give pleasure through the musical quality of the varied poetic compositions and thus enhance student’s appreciation of poetry.
3. To help students vitalize their thinking and attitude towards the commonplace and elemental life.
4. To inculcate in them values and enrich their lives with healthy noble sentiments useful for a matured and balanced sense of living.
Specific Objectives
1. To familiarize the students with the form of language and poetry.
2. To recognize the different and identify figures of speech commonly used in poetry.
3. To render oral interpretations of selected poems.
4. To read, analyze, criticize and evaluate selected poems.
5. To write short reaction papers on the assigned poems.

Content of the Course

CONTENT/FOCAL POINTS
A. First Term
1. Sound and Structure of Poetry
Poetry as oral Performance
The Language of Poetry
2. From the Song of Solomon
By Sappho
3. “Ars Poetica” by Archibald Macleish
4. By Jose Garcia Villa
5. By Marianne Moore
FIRST PRELIMINARY EXAMINATION
B. Second Term

1. Sonnet 18 & 29 by William Shakespeare
2. The Haiku:
The influence of Buddhism
Characteristics
Some examples of thaiku by Basho and Issa
3. “ The Merchant’S Wife”
By Ezra Pound
4.Metaphysical Poetry and its characteristics
“Song” by John Donne
5.”Ode to a Grecian Urn” by John Keats
6. The Symbolist Poetry
By Charles Beadclaire
7.Selected Poems
By Rainier Maria Rilke
“ Mirror”
“Orphues, Eurydice and Hermes”
8. Selected Poems by Pablo Neruda
“ Tonight I Write the Saddest Lines”
“ Ode to the Sea”
MID-TERM EXAMINATIONS

1. Selected Poems by William Butler Yeats
“ Sailing to Byzantium”
2. Selected Poems by Federico Garcia Lorca
3. Selected Poems b y Ophelia Dimalanta
“Montage”
4. Selected Poems by Marjorie Evasco
“Heron Woman”
“ Is it the Kingfisher”
5. “ Tracks of Babylon and other Poems”
by Edith Tiempo
6. Selected poems fro “Stuns of Jewels”
By Carlos Angeles
“Gabu”
7. Selected poems from “ Angels and Fugitives”
By Emmanuel Torres
“Doors”
“The Beast on the Mirror”


Course Requirements:
A. Three Major Examinations
B. One original poem
C. Short reaction paper for each of the poems discussed in class.
References:
William, Oscar & Hong, Edwin (Ed.) Major American Poets . USA: Penguin Group, 1962.
Strand, Mark (Ed.) The Contemporary American Poets. USA: Now American Library. 1969.
Neruda, Pablo. Love. Translated by Stephen Tapscott, W.S. Merwin, Alastair Reid, Nathaniel Tarn, et. Al. USA: Hyperion. 1973.
Set, Vikram (Trans.) Three Chinese Poets. London : Phoenix, 1992.
Ciardi, John. How Does a Poem Mean. USA: The Riverside Cambridge, 1959.

[Rio]

Mar 21, 2011 1:23:54 GMT -5 @allaine aquinno said:

May 15, 2009 21:49:09 GMT -5 redlex911 said:

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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