Republic of the Philippines

NORTHERN ILOILO STATE UNIVERSITY

Estancia, Iloilo
COLLEGE OF EDUCATION
Teacher Education Department
COURSE SYLLABUS IN EL 117 – LITERARY CRITICISM (BSED ENGLISH)
_______________________________________
2nd Semester 2023-2024

QUALITY POLICY

NISU commits itself to continually strive to provide quality and relevant instruction, research and extension services adhering to
quality standards and regulatory requirements in order to meet the highest level of clientele satisfaction with commitment to continual
improvement of the management system.

VISION

“A globally competitive State University in Asia”

MISSION

“Human resources development through quality and relevant education, environment-friendly modern technologies and
preservation of Filipino values and culture for sustainable and improved quality of life.”

GOALS

The College shall have the following goals:

1. Produce human capital imbued with scientific and technological skills endowed with desirable values and work ethics;
2. Provide quality education in the fields of industry, agriculture, fisheries, technology, sciences, education and other relevant
undergraduate and graduate programs;
3. Establish a university research culture responsive to community and global needs;
4. Enhance research-based extension programs and transfer of sustainable technologies;
5. Maximize productivity through efficient and effective resource management; and
6. Strengthen linkages with local, national and international partner-agencies.

CORE VALUES
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 C-ommunicative
R-esearch oriented
E-xcellent time manager
A-cademically competent
T-echnically equipped
I-nnovative
V-alues oriented
E-nvironment friendly

PURPOSES

The Northern Iloilo Polytechnic State College has the following purposes:

1. Provide advanced and higher education and training in the fields of industry, agriculture, fisheries, arts, sciences, education,
management, hospitality & tourism, information technology, engineering, criminal justice and services as well as, continuing
education;
2. Promote progressive leadership in research and advanced studies in the fields of industry, agriculture, fisheries, arts, sciences,
education, management, hospitality & tourism, information technology, engineering, criminal justice;
3. Undertake sustainable extension activities for technology transfer and solution of social problems, and;
4. Enhance its critical role in community development.

Matrix Showing the Alignment of the Institutional Goals and Objective to the College Mission

Institutional Goals 1
1. To turn out competent graduates in the polytechnic areas, who are prepared for occupational and professional requirements,
and gainful employment. /
2.To improve the instructional resources e.g. libraries, classrooms, laboratories and workshops. /
3.To provide opportunities for student’s expressions of their aesthetics, physical, intellectual, emotional and social development.
/
4.To strengthen faculty competencies through in-service programs, scholarships and study assistance’ /
5.To support the faculty to undertake research aimed at improving the teaching and learning situation. /
6.To enhance the management capabilities of key officials through the use of participatory decision making. /
7.To contribute to community improvement by encouraging faculty and staff members to become leaders/officers and members of /
civic, professional, religious, and other NGO’s in the service area,
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 8.To use research to generate knowledge and find solutions to social problem, /
9.To make institutional development planning as a means for responding to changes /
10.To promote a college environment that is conducive to the pursuit of learning and other academic activities. /

GOALS OF THE COLLEGE OF EDUCATION

1. Produce students who are equipped with appropriate knowledge and skills needed for their profession and values to become
successful teachers.
2. Increase the competence/capability of its faculty in providing quality education to help the students to maximize their potentials in
becoming useful and productive members of the society.
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become agents of change.
4. Develop critical and creative thinking skills in students to help them in their intellectual endeavors.
5. Provide activities that will enhance the total development of the students.

Matrix Showing the Alignment of the Goals of College of Education to the College’s Mission

Goals of School of Education 1 2 3 4 5

1. Produce students who are equipped with appropriate knowledge and skills needed for their
profession and values to become successful teachers. / /
2. Increase the competence/capability of its faculty in providing quality education to help the
students to maximize their potentials in becoming useful and productive members of the / /
society.
3. Cultivate the spirit of inquiry in students by encouraging research so they will truly become / /
agents of change
4. Develop critical and creative thinking skills in students to help them in their intellectual / /
endeavors.
5. Provide activities that will enhance the total development of the students. / /

PROGRAM OBJECTIVES

In consonance with the mission statement of the Teacher Education Department, its Bachelor in Secondary Education (BSED) and
Bachelor in Elementary Education (BEED) programs are designed to:

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 1. Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful employment
and to make them competent professionals;
2. Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be able to do their
work well;
3. Involve students in research, extension, and production activities that will make them knowledgeable, useful and productive citizens;
4. Instill in students values to make them better persons.

Matrix showing the alignment of the School of Education Program Objectives to its Goals

Program Objectives of the School of Education 1 2 3 4 5

1.Provide quality instruction to produce teachers with sufficient knowledge and skills necessary for immediate and gainful
employment and to make them competent professionals; / /
2.Expose students to varied learning activities and experiences that will enhance their critical thinking so that they will be
able to do their work well; / /
3.Involve students in research, extension, and production activities that will make them knowledgeable, useful and
productive citizens; / /
4.Instill in students values to make them better persons. / /

Program Outcomes/Student Learning Outcomes:

The graduates of BEED and BSEd programs are teachers who are able to:

1. manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed for
higher learning as well as competence in the field of work.
2. demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in order to constantly improve their teaching knowledge, skills and practices
3. engage in scholarly research and extension and production activities that would benefit not ony the institution where they
are connected with but of the community as a whole
4. practice and demonstrate professional and ethical requirements of the teaching profession

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Matrix Showing the Alignment of the Departments Program outcomes to it Objectives

Program Outcomes of the School of Education 1 2 3 4

1.manifest basic and higher level literacy, communication, numeracy, critical thinking, and other learning skills needed
for higher learning as well as competence in the field of work. / /

2.demonstrate a deep and principled understanding of the learning processes and the role of the teacher in facilitating
these processes in order to constantly improve their teaching knowledge, skills and practices / /

3.engage in scholarly research and extension and production activities that would benefit not ony the institution where
they are connected with but of the community as a whole / /

4.practice and demonstrate professional and ethical requirements of the teaching profession / /

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 Curriculum Map Showing the Alignment of Courses in the BSED Curriculum to its Program Outcomes.

BACHELOR of SECONDARY EDUCATION

Major in English
Revised 2022

CURRICULUM MAPPING

First
Semester COURSE
PROGRAM OUTCOMES

a b c d
EL100 Introduction to Linguistics
GE 5 Purposive Communication
GE 2 Readings in Philippine History
1st year GE 4 Mathematics in the Modern World
GE EL 15 Komunikasyon sa Akademikong Filipino
GE 6 Art Appreciation
GE 1 Understanding the Self
PATHFit 1 Movement Competency Training (MCT)
NSTP CWTS/ROTC

Second
Semester COURSE
PROGRAM
OUTCOMES

6
 a b c d
EL101 Language, Culture and Society
EL 102 Structure of English
GE 8 Ethics
1st year GE 3 The Contemporary World
Ped 101 Child and Adolescent Learner and Learning Principles
Ped 102 The Teaching Profession
GE EL 10 Living in the IT Era
PATHFit 2 Exercise-based Fitness Activities
NSTP CWTS/ROTC

First
Semester COURSE
PROGRAM
OUTCOMES

a b c d
EL 103 Principles and Theories of Language Acquisition and Learning
EL107 Teaching and Assessment of the Macro-skills
EL112 Mythology and Folklore
2nd year EL 104 Language Programs and Policies in Multilingual Societies
EL108 Teaching and Assessment of Grammar
PEd 108 Technology for Teaching and Learning 1
PEd 109 The Teacher and The School Curriculum
PEd 103 The Teacher and the Community, School Culture and Organizational Leadership
PATHFit 3 Choice of Dance, Sports, Group Exercise

Second
Semester COURSE
PROGRAM OUTCOMES

a B c d
EL 109 Speech and Theater Arts

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 EL111 Children and Adolescent Literature
EL 120 Technology in Language Education (TTL 2)
2nd year EL 118 Technical Writing
GE EL 14 Reading Visual Arts
PEd 104 Foundation of Special and Inclusive education
PEd 105 Facilitating Learner-Centered Teaching
GE EL 11 Gender and Society with Peace Education
PATHFit 4 Choice of Dance, Sports, Group Exercise

First
Semester COURSE
PROGRAM OUTCOMES

a b c D
EL 105 Language Learning Materials Development
EL 113 Survey of Philippine Literature in English
EL 114 Survey of Afro-Asian Literature
3rd year EL 115 Survey of English and American Literature
EL 116 Contemporary, Popular and Emergent Literature
PEd 106 Assessment in Learning 1
Eng. Elec. Creative Writing
1
EL 110 Language and Education Research
FS 1 Observations of Teaching-Learning in Actual School Environment

Second
Semester COURSE
PROGRAM OUTCOMES

a b c D
EL 106 Teaching and Assessment of Literature Studies
El 117 Literary Criticism
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 EL 119 Campus Journalism
rd
3 year PEd 107 Assessment in Learning 2
PEd 110 Building and Enhancing New Literacies Across the Curriculum
Eng. Elec. 2 Stylistics and Discourse Analysis
PEd 111 Undergraduate Thesis
FS 2 Participation and Teaching Assistantship

First
Semest COURSE
PROGRAM
er
OUTCOMES

a b c d
PEd 112 Problems Met in Teaching Internship
4th PEd 114 Teaching Internship
year

Second
Semester COURSE
PROGRAM OUTCOMES

a b c d
PEd 113 LET Enhancement/Review/Pre-Board
4 th
year GE 7 Science, Technology and Society
GE 12 The Life and Works of Rizal

School: College of Education Program: BSED-ENGLISH

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Prepared by: Reviewed by: Recommending Approval: Approved by:

CRISTY MAE B. BACLAGON, KAYE C. JARDENIL, Ed. D GILDA E. DEGUMA, Ed. D JOMARTIN C. LIMSON, DPA
MAEd Chairperson, BSED Program Dean, College of Education Vice President for Academic
Subject Teacher Affairs

Course Code: EL 117 Descriptive Title: LITERARY CRITICISM

Course Credit: 3 Units Lecture Hours/ Week: 3hrs/week

Pre-requisite: None

Course Description: This course provides students with opportunities to study the basic approaches to literary theory and
criticism and their application to selected literary works. They will be able to demonstrate content knowledge and application
of literary criticism and critical theory approaches relevant to literature and English language teaching. Moreover, this will
allow them to determine instructional implications in applying literature teaching strategies that will promote critical thinking
and other higher order thinking skills through original critiques of literary pieces.

INTENDED TEACHING/ OUTCOME-BASED ASSESSMENT

TEXTBOOK/ TIME
LEARNING TOPICS LEARNING EQUIPMENT
REFERENCE ALLOTMENT
OUTCOMES ACTIVITIES TASK TOOL

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At the end of
the lesson,
students will be College’s Quality Orientation Laptop Student Reflection Transmutation 1 hr.
able to: Policy, VMGO, goals Manual Paper Table/ Rubric
1.Discuss NISU and objectives and the Interactive Internet/
and COED Department and its Reaction Wifi Commitment
Vision, Mission, retention policy. Letter on
and Program support to
Objectives and the Course
how they can Objectives
contribute to
the fulfillment
of it.

2.Explain
Course
Description and
Requirements

a. review 1. Introduction to Lecture/ Television Textbooks Formative Quiz 6hrs

literature Literary Discussion Test
studies Criticism Laptop Web Rubrics
focusing on Group Reports Performanc
literary 1. Review of Internet e Task
genres; Purposes and
Benefits of Performanc
b. define Literature e in the
literary Studies Report
criticism and
identify its 2. Review of Literary
purposes; Genres

c. differentiate 3. Review of Literary

significant Techniques
terms
related to 4. Literary Criticism

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literary
criticism;
and
Definitions
6. Purposes of
d. show
Literary
interest in
Criticism
acquiring a
7. Literary
deeper
Discussion vs.
understanding
Literary Analysis vs.
of
Literary
texts through
Interpretation
literary
criticism.

a. trace the 2. Periods and Lecture/ Television

foundations of Movements in Discussion
literature and Literature Laptop
literary Group Reports Quiz
criticism 1. Overview of Internet Textbooks Formative
through Literary Test Rubrics
literary Periods and
period Movements
development; 2. Early Periods of Web
Literature Performanc
b. familiarize 3. Classical e Task
the 4. Medieval
intellectual, 5. Renaissance
linguistic, 6. Reformation
religious, and 7. Later/Modern Performanc
artistic Periods of e in the
influences of Literature Report
literatures 8. Enlightenment
through the 9. Romantic
literary 10. Victorian 12hrs
periods and 11. Modern
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movements;

c. identify
definite
characteristics
of each
12. Post-modern
literary period
13. Literary
and
Movements
movement for
• Metaphysical
an in-depth
• Symbolists
study of
• Harlem
literature; and
Renaissance
• The Beats
d. create a
• Confessional
critical
• New York School
analysis of a
• Black Arts
text and an
Movement
author from a
definite
literary period
or
movement.

MIDTERM EXAMINATION
1hr
a. trace the 3. Literary Lecture/
developments Theories and Discussion
in Modern Criticism
literary Schools of
criticism from Thought
traditional to 1. Overview of Group Reports Television Textbooks Formative Quiz
modern times; Literary Test
Theories, Modern
b. familiarize Criticisms, and
the Schools
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intellectual,
linguistic,
socio- of Thought
emotional 2. Traditional
and artistic Literary
influences of Criticism
literatures 3. Formalism and
Laptop Performanc
through New
e Task
literary Criticism Rubrics
Web
theories; 4. Marxism and
Critical
c. identify Theory
Internet
definite 5. Structuralism and
characteristics Poststructuralism
6hrs
of each 6. New Historicism
literary theory and
for an indepth Cultural Materialism
study of 7. Ethnic Studies
literature; and and
Postcolonial
d. create a Criticism
critical 8. Gender Studies,
analysis of a Feminism, and
poetic text Queer
through a Theory
definite 9. Cultural Studies
literary theory.

a. identify the 4. Writing the Lecture/

elements Literary Discussion
necessary for Criticism Paper
a literary
criticism
paper; Group Reports Television Textbooks Formative Quiz
Test
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b. apply the
structure and
techniques in Laptop Performanc
writing a e Task
Rubrics
literary Web
criticism
paper; and
Internet
c. write an
original
critique
paper
addressing
problems 12hrs
in critical
theory.

FINAL EXAMINATION
1hr

Course Requirements:

Periodic Exams
Performance/Culminating Activities
Group Reports
Group Individual Projects

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Grading System OBE Based

Non-Laboratory Subjects

A. Cognitive 50%
1. Formative (Assessment/Activities Accomplished) 25%
2. Summative (Midterm/Final) 25%
B. Psychomotor 50%
1. Output/Product 50%
TOTAL 100%

Computation
RS X 45
Rating = TS +50

RUBRIC FOR ASSESSMENT

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Learning Episodes Exemplary Superior Satisfactory Needs Improvement
4 3 2 1
Learning Activities All tasks were done with All or nearly all tasks were done Nearly all tasks were Fewer than half of the tasks
outstanding quality; work with high quality done with acceptable were done; or most objectives
exceeds expectations. quality were met but needs
4 3 2 improvement
1
Analysis of the Learning All questions episode were Analysis questions were Analysis questions were Analysis questions were not
Episodes answered completely; in depth answered completely not answered completely answered.
answers; thoroughly grounded Clear connection with theories Vaguely related to Grammar and spelling are
on theories Grammar and spelling are theories unsatisfactory
Exemplary grammar and superior Grammar and spelling are
spelling. acceptable

4 3 2 1
Reflections/Insights Reflection statements are Reflection statements are clear Reflection statements are Reflection statements are
profound and clear, supported but not clearly supported by shallow; supported by unclear and shallow and are
by experiences in the learning experiences in the learning experiences from the not supported by experiences
episodes. episodes learning episodes from the learning episodes

4 3 2 1
Learning Portfolio Portfolio is complete, clear, Portfolio is complete, clear, well- Portfolio is incomplete; Portfolio needs improvement,
well- organized and all organized; most supporting supporting documents are no evidence to support the
supporting documents are documents are available and organized but are lacking. documents.
located in sections clearly logical and are in clearly marked
designated. locations
2 1
4 3
Submission of the learning Submitted before the deadline Submitted on the deadline Submitted the day after Submitted two days or more
episodes the deadline. before the deadline.
4 3 2 1
Comments

References

Carpio, R. (2006). Crisscrossing through Afro-Asian literature. Philippines: Anvil Publishing, Inc
Lapid, M. and Serrano, J. (2015). Afro-Asian literature, Manila: Phoenix Publishing House

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https://theculturetrip.com/.../the-top-10-contemporary-african-writers-you-should-know, The Top 10 Contemporary African
Writers You Should Know

Web sources:

https://www.youtube.com/watch?v=F-nNTGK0wFw,
https://www.acadshare.com/afro-asian-literature-course-synopsis/, Afro-Asian Literature Course Synopsis
https://www.ancient.eu/Chinese_Literature/. Chinese Literature
https://www.bartleby.com/214/0203.html, Nature of the Hebrew language, poetry and prose
https://www.wdl.org/en/item/6881/ Persian Prose and Poetry
https://theculturetrip.com/middle-east/iran/articles/10-must-read-iranian-authors/10 must read Iranian Authors
https://theculturetrip.com/asia/south-korea/articles/a-century-of-tumult-ten-important-modern-korean-authors/ Ten
Important Modern and Contemporary Writers from South Korea
https://www.youtube.com/watch?v=VJHCGPp4G4k, Haikus

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