CENTRO ESCOLAR UNIVERSITY

Manila * Makati * Malolos

SYLLABUS ON CREATIVE WRITING

Course No. PRLA 172 Course Descriptive Title: Creative Writing

No. of Units: 3 No of Hours : 3 hrs./week
Pre-requisites: Purposive Communication, Structure of English, Introduction to Stylistics
Course Description:
Designed to develop skills in critical reading and effective writing as well as creative/stylistics writing: poetry, the essay, and the short story.

Course Intended Learning Outcomes (CILO): At the end of the course, the students should have:
1. Demonstrated understanding of selected essays, short stories and poems;
2. Analyzed the form, content and structure of the selected literary selections;
3. Manifested appreciation of the beauty of the content and style evident in the selections;
4. Written original essays, short stories, and poems;
5. Developed values of honesty, perseverance, responsibility, initiative, resourcefulness, and self-discipline; and
6. Demonstrated the CEU core values and CEEGA.

CEU VISION – MISSION CENTRO ESCOLAR EXPECTED EDUCATION PROGRAM OBJECTIVES

STATEMENT GRADUATE ATTRIBUTES (CEEGA)
LIFELONG LEARNER E- Exemplars of high regard for Science and Virtue
UNIVERSITY PHILOSPHY •Learns and works independently as well as collaboratively. (NCBTS Domain1)
•Translates knowledge generated from research and other
Ciencia y Virtud (Science and sources to improve quality of life. D- Designers appropriate learning environments
Virtue) •Creates new ideas to better understand society (NCBTS Domain 2)
•Evaluates own thinking, behavior and spirituality for self-
UNIVERSITY VISION growth U- Understanding of diverse learners
REFLECTIVE AND CREATIVE THINKER (NCBTS Domain3)
To be the University of First •Thinks critically and creatively.
choice •Open-minded. C- Creators and implementers of relevant curriculum
•Solves problems systematically. (NCBTS Domain 4)
UNIVERSITY MISSION •Loves art and shows artistic sensibility.
CARING AND TRUSTWORTHY CITIZEN A- Adept in authentic assessment
To promote a brighter •Values people and acts in unity with others. (NCBTS Domain 5)
future for our students, for the •Commits to social justice and principles of sustainability and
Philippines and for the world. respect for diversity. R- Responsible partners of the community
•Practices good stewardship and accountability. (NCBTS Domain 6)
CEU CORE VALUES •Manifests social responsibility by helping improve conditions
of those who have less in life or circumstance. E- Enthusiastic and Engaged lifelong-learners
V - Valuing others, caring for them PROFICIENT COMMUNICATOR (NCBTS Domain 7)
and empowering them •Articulates ideas clearly for varied purposes and audiences
A - Accountability, integrity and trust of diverse culture.
worthiness •Listens attentively, engages in meaningful exchange and
L - Lifelong learning as individuals shares knowledge, values, attitudes and intentions.
and as an organization •Utilizes effectively appropriate media and information
U - Unity, teamwork and loyalty technologies.
E - Excellence in all endeavors COMPETENT AND PRODUCTIVE PROFESSIONAL
S - Social responsibility as citizens •Initiates, innovates better ways of doing things and
of the Filipino nation and accountability.
of the world •Promotes quality and productivity.
Curriculum Mapping: ALIGNMENT OF PROGRAM OUTCOMES AND COURSE INTENDED LEARNING OUTCOMES
CILO CILO CILO CILO CILO CILO CILO CILO CILO CILO
PROGRAM OUTCOMES
1 2 3 4 5 6 7 8 9 10
1.
Apply the basic and higher level literacy, communication, numeracy,
critical thinking, and learning skills needed for teaching and for learning / / / / / / / / / /
(PPST 1.4.1, 1.5.1, 1.6.1)
2.
Create a conducive learning environment based on learner-centered
/ / / / / / / / / /
principles (NCBTS 2,3,4)
3.Implement educational processes which relate to larger historical, social,
/ / / / / / / / / /
cultural and political systems (NCBTS 6)
4.Show mastery of subject matter they will teach (NCBTS 4) / / / / / / / / / /
5.
Utilize a wide range of teaching process skills including curriculum
development, lesson planning, materials development, and teaching / / / / / / /
approaches (NCBTS 4,5)
6.
Demonstrate metacognitive skills (reflection) in the practice of the
/ / / / / / / / / /
teaching profession (NCBTS 1,7)
7.Practice the professional and ethical principles/standards of the
/ / / / / / / / / /
teaching profession (NCBTS 1)
8.
Use a wide range of teaching knowledge and skills to facilitate learning
/ / / / / / / / / /
of diverse types of learners (NCBTS 3)
 9.
Integrate the subject matter, the teaching- learning processes and the
broader social forces to enhance knowledge, skills and practices in / / / / / / / / / /
teaching (NCBTS 1,6,7)
10.
Utilize information and communications technology (ICT) in the various
/ / / / / / / / / /
aspects of the teaching-learning process (NCBTS 3,4)
11.
Engage in self-directed learning with the passion to keep abreast with
/ / / / / / / / / /
national and global developments relevant to education (NCBTS 7)
12.
Demonstrate information literacy and analytical skills in
conducting research in one’s field and in utilizing and / / / / / / / / / /
sharing results (NCBTS 1,7)
13.
Employ a variety of appropriate assessment tools and strategies, utilize
/ / / / / / / / / /
results and report them to learners, parent and superiors (NCBTS 5)
14.
Collaborate with various sectors of the community to tap resources for
/ / /
learning and respond to the needs of the community (NCBTS 4,6)
Intended Learning Content Teaching Learning Time Resources Assessment
Outcomes Activities Allot-
ment
Identify A. Critical Reading and Effective 9 Reference Books Recitations
characteristics of Writing hours
good writing and
effective paragraphs
and sentences
Critique selected 1. Critical reading of selected Critical reading of Selected literary pieces
literary pieces literary pieces selected pieces

2. Attempts at Writing poetry Constructing original Use Rubrics

poems
Determine the 3. Language of Poetry Sharing notes on the language 9
syntax structure of of Poetry hours
Poetry
Differentiate the 4. Forms of Poetry Classifying the different forms of
different forms of Poetry
Poetry
a. ABC Sentence Create an original form Websites Use Rubrics
 b. The Alliterative Sentence Use Rubrics

c. The Cinquain Use Rubrics

d. The Diamante Use Rubrics

e. The Tanka Use Rubrics

Periodic Exam
Distinguish the B. Poetic Devices 9
different poetic hours
devices
1. Figures of Speech Lecture Notes

2. Imagery

3. Symbolism Reference Books

4. Diction

5. Tone

Identify the poetic C. Reading Selected Poems Reading poems Selected Poems
devices in selected
poems

Analyze poems and D. Analyzing Poetry Critiquing poems Critical

discuss insights analysis of
gleaned from poems poems

Periodic Exam
E. Essay 9
hours
Differentiate Formal 1. General types of Essays Reference Books Recitations
from Informal
Essays
Identify effective 2. Methods of developing anEngaging in discussions
methods of essay
beginning, body, and
ending essays

Analyze selected 3. Critique of Selected essays

Critiquing selected essays Use Rubrics
formal and informal
essays

F. Short Story 15
hours
Identify methods of 1. Elements of a short story Constructing a graphic Recitations
presenting the plot; organizer

Cite the qualities of

a good character;

Demonstrate
understanding of the
functions of setting,
conflict, point of
view, and theme
Discuss the conflict; 2. Analyzing/Evaluating selected
Analyzing selected short stories
relate resolution to short stories
the conflict in the
story; articulate
themes; relate story
to real life situations
Construct original 3. Writing short stories 3 Periodic Exam
short stories hours
showing the
elements of a short
story
Course Requirements: 1. Portfolio of Exercises and Outputs
2. Periodic Examinations (Prelims, Mid-Terms, Finals)
3. Reflection Essay
Grading Scheme: 2/3 Class Participation and 1/3 Periodic Exam

References:
Abad, G. & Y.A. (2005). Honoring fathers. An International Poetry Anthology. Quezon City: The University of the Philippines Press.
Brainard, C. (2009). Fundamentals of Creative Writing. Manila: Anvil Publications.
Carey, T., Baello, L. & Villanueva, A. (2011). Outpourings: Essays, Short Stories, Poems. Manila: Centro Escolar University.
Dalisay, J, Jr. (2006). The Knowing Is in Writing: Notes on the Practice of Fiction. Quezon City: The University of the Philippines Press.
Manalo, P. E, Labay, L. S., Atancio, M.K., & de Asis, B. (2014). Communication Skills in English: Improving Study, Thinking, Reading and Writing
Skills. Grandwater Publishing.
McLean, M. (2011). Essays and Term Papers. The Career Press, Inc.
Walten, J. (2017). Building Writing Skills: The Hands-On Way. Cengage Learning.
Wyrick, J. (2017). Steps to Writing Well with Additional Readings. 10th ed. Cengage Learning.

Prepared by: Date: Approved by: Date:

(SGD.)Ms. Ma. Victoria P. Lopez June 27, 2019 (SGD.) Dr. Maria Rita D. Lucas June 27, 2019
Professor Dean, School of ELAMS