RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.

Office of the Vice President for Academic Affairs

Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
Document Title: Effective Date:
Name of Subject: AFRO-ASIAN LITERATURE (ENGL123) Page 1 of 6

CORE VALUES
VISION
RMMC-MI is a premier learner-centered institution committed to quality standard and innovative
development. 1.
1. Resilience 2. Modesty 3. Mindfulness 4. Compassion 5. Motivation 6. Integrity INSTITUTIONAL GRADUATE ATTRIBUTES INSTITUTIONAL LEARNING OUTCOMES
MISSION (IGA’s) (ILO’s)
RMMC-MI shall set a quality instruction, research and extension, and effective resource management. a. Demonstrate creative and innovative
thinking.
GOALS AND OBJECTIVES Critical and Analytical Thinker
b. Employ problem-solving skills in
formulating sound decisions.
Aligned with the vision and mission are specific goals for Key Result Areas (KRAs) on Instruction,
Research, Extension and Resource management: c. Express ideas effectively through
Effective Communicator
multidisciplinary communication.
KRA 1: INSTRUCTION. d. Work collaboratively as members and
Team Player
 Produce life-long learners through outcome-based teaching and learning curriculum. leaders of diverse groups.
KRA 2: RESEARCH.
e. Uphold personal and professional
 Create strong research culture. Ethically and Socially
integrity.
 Disseminate research findings responsive to the needs of the community.
KRA 3: EXTENSION. f. Exhibit global efficiency without
Glocally Competent
 Establish strong industry and academe partnership, collaboration and linkages. neglecting local identity.
 Conduct highly visible community outreach programs.
KRA 4. RESOURCE MANAGEMENT.
 Establish effective quality management system through continuous monitoring of facilities,
faculty and staff development programs, and student services.
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
Document Title: Effective Date:
Name of Subject: AFRO-ASIAN LITERATURE (ENGL123) Page 2 of 6

ILO
Program Learning Outcomes (PLO) V M
In accordance with the vision of the College, Bachelor of Secondary Education (BSED) Major in English program (based on a b c d e f
CMO 30, series of 2004) aims to produce highly committed, innovative and well-rounded teachers who:
a. Possess broad knowledge of language and literature for effective learning;        
b. Use English as a glocal language in a multilingual context as it applies to the teaching of language literature;        
c. Acquire extensive reading background in language, literature, and allied fields;        
d. Demonstrate proficiency in oral and written communication;        
e. Shows competence in employing innovative language and literature teaching approaches;        
f. Use technology in facilitating language learning and teaching;        
g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language
       
and literature; and
h. Display skills and abilities to be a reflecting and research-oriented language and literature teacher.        

PLO
Course Learning Outcomes (CLO)
a b c d e f
Knowledge
1. Identify the various gods, goddesses, heroes, and other characters in the myths discussed      
2. Analyze literary pieces and be able to reflect in the significant ideas and values expressed in them      
3. Give the theme or the human situation depicted in the stories      
4. Explain different customs and traditions of different societies depicted in the literary pieces      
5. Evaluate the moral decisions and actions of the characters in the stories      
6. Summarize and outline the plot of the various mythologies and stories
Skills
7. Write an analysis paper on the literary pieces discussed      
Values
8. Demonstrate appreciation for the wisdom of the past      
9. Discover literature as a means of understanding others’ culture and of developing sensitivity and diversity      
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
Document Title: Effective Date:
Name of Subject: AFRO-ASIAN LITERATURE (ENGL123) Page 3 of 6

COURSE DESCRIPTION
Mighty heroes. Angry gods and goddesses. Cunning animals. Mythology and folklore have been used since the first people gathered around the fire as a way to make sense of humankind and our world. This
course focuses on the many myths and legends woven into cultures around the world. Starting with an overview of mythology and the many kinds of folklore, the student will journey with ancient heroes as they slay
dragons and outwit the gods, follow fearless warrior women into battle and watch as clever animals outwit those stronger than themselves. They will explore the universality and social significance of myths and
folklore, and see how they are still used to shape society today.

PRE-REQUISITE(S)
NONE

COURSE NUMBER

CREDIT UNIT
3

TIME ALLOTMENT
12 hours lecture every week
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
Document Title: Effective Date:
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COURSE CONTENTS

Time Course Learning Topic Learning Outcome Teaching Strategies or

Frame Outcome(CLO) Course Content or Topic (TLO) Methodology Assessment Activity Resources

Engage Enabling Main Task Leeming, D. Mythology:

World of culture. New
 Lecture/discussion  Activity/Oral Recitation
York, USA: Newsweek
 Explain the concept of mythology
CLO1 INTRODUCTION Books, 1977.
and folklore Explore Main Task:
CLO8 I. Concept of Mythology
 Differentiate mythology and  Activity  Activity
CLO9 and Folklore Morford, M. & Lenardon,
folklore using a Venn diagram R.Classical mythology.
Apply Reinforcement Task:
New York, USA: Oxford
 Quiz  Activity University Press, 2003.
CLO1 II. STORIES OF  Compare and contrast various Engage Enabling Main Task Hamilton, E.
CLO2 CREATION myths of creation  Lecture/discussion  Activity/Oral Recitation (2017). Mythology:
CLO3 a. Philippine  Understand the purpose of Timeless tales of gods
CLO4 Version comparative mythology Explore Main Task: and heroes, 75th
PRELIM CLO6 b. Chinese Version  Recognize parallel creation stories  Activity  Activity anniversary illustrated
CLO8 c. Japanese between different continents and edition. Hachette UK.
CLO9 Version the Bible Apply Reinforcement Task:
d. Egyptian Version  Quiz  Activity Creation myths from the
e. Norse Version Philippines. (n.d.).
University of
Pittsburgh. https://www.
pitt.edu/~dash/creation-
phil.html

Editor, S. Y. (2016, August

24). Pan gu: Chinese
tale of creation. Official
Company Site (English)
| Shen Yun Performing
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
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Arts. https://www.sheny
unperformingarts.org/e
xplore/view/article/e/UR
Quh8K0ciI/pan-gu-
creation-china.html

Japanese creation myth.

(n.d.). https://www.cs.w
illiams.edu/~lindsey/my
ths/myths_17.html

Ra, the creator god of

ancient Egypt. (n.d.).
American Research
Center in Egypt |
American Research
PRELIM Center In
Egypt. https://www.arce
.org/resource/ra-
creator-god-ancient-
egypt
Enabling Main Task
 Activity/Oral Recitation
 Identify the different characters Engage
(major and minor) present in the  Lecture/discussion Hamilton, E.
Main Task:
Greek mythology (2017). Mythology:
CLO1 III. GREEK MYTHOLOGY  Activity
 Illustrate the relationship of the Explore Timeless tales of gods
CLO8 The Titans and the Twelve
characters toward each other  Activity and heroes, 75th
CLO9 Olympians Reinforcement Task:
using a graphic organizer anniversary illustrated
 Critical Analysis Paper Making edition. Hachette UK.
 Assume social roles based on the Apply
(Greeks: From Matriarchal-
literary piece discussed  Quiz
Oriented to Patriarchal-
Oriented Society)
CLO1 IV. HOW THE WORLD  Identify and explain the elements Engage Enabling Main Task Hamilton, E.
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 Activity/Oral Recitation
 Lecture/discussion
CLO3 present in the myth discussed
Main Task: (2017). Mythology:
CLO4  Explain the myth’s theme,
Explore  Activity Timeless tales of gods
CLO6 AND MANKIND WERE message, and universal truths
 Activity and heroes, 75th
CLO7 CREATED  State the customs and traditions of
Reinforcement Task: anniversary illustrated
CLO8 the country seen in the myth
Apply  Critical Analysis Paper Making edition. Hachette UK.
CLO9 discussed
 Quiz (Pandora: A Representation of
Women in the Society)
Enabling Main Task
V. STORIES OF LOVE
 Activity/Oral Recitation
CLO1 AND ADVENTURE  Recognize microcosms in Engage
CLO2 a. Cupid and celebrated Greek and Roman love  Lecture/discussion Hamilton, E.
Main Task:
CLO3 Psyche stories (2017). Mythology:
 Activity
CLO4 b. Pyramus and  Formulate personal concepts and Explore Timeless tales of gods
CLO6 Thisbe perceptions of Love  Activity and heroes, 75th
Reinforcement Task:
CLO7 c. Orpheus and  Illustrate the relationship of love to anniversary illustrated
CLO8 Eurydice  Critical Analysis Paper Making edition. Hachette UK.
the discovery and awareness of Apply
CLO9 d. Pygmalion and (Carl Jung’s Animus and
oneself  Quiz
Galatea Anima: Its Contribution to
One’s Affection)
MIDTERM CLO1 VI. STORIES OF HEROIC  Express identified themes in Engage Enabling Main Task Hamilton, E.
CLO2 ADVENTURE complete sentences  Lecture/discussion  Activity/Oral Recitation (2017). Mythology:
CLO3 a. Oedipus Rex  Defend a statement from a story Timeless tales of gods
CLO4 b. The Quest of the based on established moral Explore Main Task: and heroes, 75th
CLO5 Golden Fleece concepts and personal  Activity  Activity anniversary illustrated
CLO6 c. Hercules and the experiences edition. Hachette UK.
CLO7 12 Labors  Recognize political concepts in Apply Reinforcement Task:
CLO8 d. The Iliad Roman and Greek mythology  Quiz  Critical Analysis Paper Making
CLO9 e. The Odyssey (Analysis on Stories of Heroic
f. The Aeneid Adventures: A Political
Poem/A Propaganda)
 Reaction Paper Making (A
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Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
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Reaction Paper on the Stories

of Heroic Adventure)
National epics - The story
of Beowulf (by Kate
Milner Rabb). (n.d.).
Enabling Main Task Authorama - Public
 Activity/Oral Recitation Domain
Engage
CLO2 Books. https://www.aut
 Lecture/discussion
CLO3 VII. THE BRITISH ISLES  Discuss the literary developments Main Task: horama.com/national-
CLO4 a. Beowulf of England through its myths and  Activity epics-17.html
Explore
CLO6 b. King Arthur and legends
 Activity
CLO7 the Knights of the  Review the British history through Reinforcement Task: Tempest, D. (2000). King
CLO8 Round Table its early literature  Critical Analysis Paper Making arthur and the knights
Apply
CLO9 (The Influence of the King of the round table.
 Quiz Curso de EFT
Arthur Myth to the Expansion
FINALS of British Empire into the East) profissional e
gratuito!. https://brasilp
nl.com.br/ec/book01/le
vel_02/King_Arthur.pdf
CLO2 VIII. THE NORTHERN  Discuss the developments of Engage Enabling Main Task Hamilton, E.
CLO3 EUROPE Northern Europe through its myths  Lecture/discussion  Activity/Oral Recitation (2017). Mythology:
CLO4 a. The Norse Gods and legends Timeless tales of gods
CLO6 b. The Stories of Explore Main Task: and heroes, 75th
CLO7 Signey and  Activity  Activity anniversary illustrated
CLO8 Sigurd edition. Hachette UK.
CLO9 c. The Theft of Apply Reinforcement Task:
Thor’s Hammer  Quiz  Activity The theft of Mjolnir Thor's
hammer. (2018, June
4).
BaviPower. https://bavi
power.com/blogs/bavip
ower-viking-blog/the-
theft-of-mjolnir-thors-
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hammer
CLO1 IX. OTHER MYTHS  Identify and explain the elements Engage Enabling Main Task (n.d.). Albany Museum -
CLO2 a. The Legend of of short story present in the myths  Lecture/discussion  Activity/Oral Recitation Albany Institute of
CLO3 the White Snake discussed History and
CLO4 (Chinese Myth)  Explain the theme, message, and Explore Main Task: Art. https://www.albanyi
CLO6 b. The Battle universal truths in the selected  Activity  Activity nstitute.org/ancient-
CLO8 Between pieces egyptian-art-and-
CLO9 Amaterasu and  State the customs and traditions of Apply Reinforcement Task: culture.html?
Susanoo the country seen in the myths  Quiz  Critical Analysis Paper Making file=tl_files/pages/educ
(Japanese Myth) discussed ation/lesson_plans/Anci
c. How the Angels  Understand the importance of ent
Built Lake Lanao comparative mythology %20Egypt/TheStoryofIs
(Philippine Myth)  Write a critical analysis paper isandOsirisText%20of
FINALS d. The Story of regarding the literary pieces %20Story.pdf
Osiris and Isis discussed
(Egyptian Myth) How the angels built Lake
Lanao. (n.d.). SEAsite -
Southeast Asian
Languages and
Cultures. https://www.s
easite.niu.edu/Tagalog/
folktales/Maranao/how
_the_angels_built_lake
_lanao.htm

Japanese mythology: 5
legends and ancient
myths and legends.
(2020, March 9).
TakeLessons
Blog. https://takelesson
s.com/blog/japanese-
mythology-z05
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Legend of the white snake

（ 白 蛇 传 ） . (2008,
September 21).
Chinese Society &
Culture in New Media
Art 太 虚 幻
境 . https://lilyhonglei.w
ordpress.com/folktale/l
egend-of-the-white-
snake/

Susanoo. (2012, December

19). Ancient History
Encyclopedia. https://w
ww.ancient.eu/Susano
FINALS o/

RUBRICS
ORAL PERFORMANCE RUBRIC
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SCORING DOMAIN EMERGING (2 points) DEVELOPING (3 points) PROFICIENT (4 points) ADVANCED (5 points)
Students showed a complete understanding Students showed a good Students showed a basic understanding Students did not seem to understand
Content and Ideas
of the topic understanding of the topic of the topic the topic very well.
Speaks with clarity and projects voice during Speaks with clarity and projects voice; Speaks with clarity and projects voice for
Seldom speaks with clarity and rarely
Articulation entire speech; uses appropriate tone, pace varies tone, pace and emphasis the majority of the speech; varies tone,
projects voice; fails to vary tone, pace
and emphasis to enhance the overall effect throughout the speech, but not always pace and emphasis throughout some of
and emphasis throughout the speech.
of the speech. Varies all when necessary. effectively. the speech, but it’s not always effective.

Speaker is easily heard throughout and Speaker is heard throughout and Volume and pitch are too loud or too soft Volume and pitch make it so the
Modulation varies volume and pitch to effectively extend varies volume and pitch to effectively and message cannot be easily audience cannot fully hear the
the message. extend the message. understood. message.
Students were able to utilize materials Students were not able to utilize Students were not able to use any
Students were able to utilize technology,
that accompany their presentation and materials that accompany their material to accompany their
songs, pictures and props/costumes and
Creativity were able to incorporate songs, acting, presentation but were able to incorporate presentation and were not able to
were able to incorporate songs, acting,
dancing, and/or any type of oral songs, acting, dancing, and/or any type incorporate songs, acting, dancing,
dancing and/or any type of oral presentation
presentation of oral presentation and/or any type of oral presentation
Expressive, dynamic, and natural use of Stiff or unnatural use of nonverbal
Body language reflects a reluctance to Failed to use any hand and body
gestures, posture and facial expressions to behaviors. Body language reflects
interact with audience. Distracting gestures or facial expressions.
Stage Presence reinforce and enhance meaning. Body some discomfort interacting with
movement and/or use of self-adaptive Distracting movement and/or use of
language reflects comfort interacting with audience. Limited use of gestures to
behaviors. self-adaptive behaviors.
audience. reinforce verbal message.
Facial expressions, gestures, and Body language, gestures, and facial Body language, Body language, Body language, gestures, and
expressions gestures, and facial facial expressions and gestures facial expressions are lacking or
movements adds greatly to the message expressions compliment message lack variety and spontaneity inappropriate
Clearly stated the relevance of topic to Topic seems somewhat relevant to
Topic seems irrelevant to audience
audience needs and interests. Thoughtful audience, but not explicitly stated. Topic is clearly irrelevant to audience
Rapport with the Audience needs and interests. No attempt made to
audience analysis reflected through choice Vague reference to audience needs needs and interests.
connect topic to targeted audience.
of topic and supporting evidence. and/or interests.
ORAL PERFORMANCE RUBRIC
Exemplary Above Average Adequate Inadequate
Criteria
(Far exceeds, 5 points) (Exceeds standard, 4 points) (Meets standard, 3 points) (Below standard, 2 points)
Writing lacks logical organization. It Writing is coherent and logically Writing is coherent and logically Writing lacks logical organization. It
Organization
shows some coherence but ideas lack organized. Some points remain organized. Some points remain shows some coherence but ideas lack
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misplaced and stray from the topic. misplaced and stray from the topic.
unity. Serious errors. Transitions evident but not used Transitions evident but not used unity. Serious errors.
throughout essay. throughout essay.
Content indicates synthesis of ideas, in- Content indicates original thinking and Content indicates thinking and reasoning
Shows some thinking and reasoning
Level of Content depth analysis and evidences original develops ideas with sufficient and firm applied with original thought on a few
but most ideas are underdeveloped
thought and support for the topic. evidence. ideas. and unoriginal.
Main points well developed with high Main points well developed with quality Main points are present with limited
Main points lack detailed development.
Development quality and quantity support. Reveals supporting details and quantity. Critical detail and development. Some critical
Ideas are vague with little evidence of
high degree of critical thinking. thinking is weaved into points thinking is present. critical thinking.
Spelling, punctuation, and grammatical
Essay is free of distracting spelling, Essay has few spelling, punctuation, and
Most spelling, punctuation, and grammar errors create distraction, making
punctuation, and grammatical errors; grammatical errors allowing reader to
Grammar and Mechanics correct allowing reader to progress reading difficult; fragments, comma
absent of fragments, comma splices, follow ideas clearly. Very few fragments
though essay. Some errors remain. splices, run-ons evident. Errors are
and run-ons. or run-ons.
frequent.
Shows outstanding style going beyond Attains college level style; tone is
Approaches college level usage of some Mostly in elementary form with little or
usual college level; rhetorical devices appropriate and rhetorical devices used
Style variety in sentence patterns, diction, and no variety in sentence structure,
and tone used effectively; creative use of to enhance content; sentence variety
rhetorical devices. diction, rhetorical devices or emphasis.
sentence structure and coordination used effectively.
Meets all formal and assignment
requirements and evidences attention to Meets format and assignment Meets format and assignment Fails to follow format and assignment
detail; all margins, spacing and requirements; margins, spacing, and requirements; generally correct margins, requirements; incorrect margins,
Format
indentations are correct; essay is neat indentations are correct; essay is neat spacing, and indentations; essay is neat spacing and indentation; neatness of
and correctly assembled with and correctly assembled. but may have some assembly errors. essay needs attention.
professional look.
WRITTEN OUTPUT RUBRIC

GRAPHIC ORGANIZER RUBRIC

Exemplary Above Average Adequate Inadequate
Criteria
(Far exceeds, 5 points) (Exceeds standard, 4 points) (Meets standard, 3 points) (Below standard, 2 points)

Organization Extremely well organized. Order              & Organized. Structure allows reader to move Somewhat organized structure Poorly organized. A clear sense of
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allows reader to move through

structure of information is compelling and through content without confusion. Flows some of the content without direction is not evident. Flow is
flows smoothly smoothly confusion. Flow is sometimes frequently interrupted.
interrupted.

Thorough and insightful understanding of Shows some understanding of Shows  incomplete understanding
Content Complete understanding of content
content content of material

Shows minimal effort for

Enthusiastically uses materials and ideas Use of materials and ideas for Shows some use of materials
Creativity enhancement of materials and
for enhancement enhancement and ideas
ideas

Insightful and well considered ideas Ideas are  considered; more than one Ideas are somewhat on topic; Ideas are unclear
Ideas
making multiple connections thoughtful connection is made makes some connections few connections

Work has no spelling errors and/or Work has one or two spelling errors and/or Work has three spelling errors Work has four or more spelling
Grammar and Spelling
grammatical errors. grammatical errors. and/or grammatical errors. errors and/or grammatical errors.

Exemplary Above Average Adequate Inadequate

Criteria
Introduction and Conclusion
(Background History/Thesis
Statement)
(Far exceeds, 5 points) (Exceeds standard, 4 points) (Meets standard, 3 points) (Below standard, 2 points)
There is a well-developed introduction with an Introduction creates interest. Thesis Introduction adequately explains the Background details are a random, unclear
attention grabber that grabs the reader’s states the position. Conclusion background, but may lack detail. collection of information. Thesis is vague and
interest and continues to engage the reader up effectively summarizes the topic. Thesis states the topic, but key unclear. Conclusion is not effective and does
until the thesis statement. The thesis statement elements are missing not summarize main points.
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should clearly state the experience or event that

will be described as well as the effect on the
writer. ConclusionExemplary
should effectively wraps up Above Average Adequate Inadequate
Criteria and re-stresses
(Far the importance
exceeds, of the thesis.
5 points) (Exceeds standard, 4 points) (Meets standard, 3 points) (Below standard, 2 points)
Well-developed
Content main points/topic sentences
is well-organized using Three or more main points relate to Content is not organized using
Content is well-organized using Three or more main points are
that relate directly to the thesis. Supporting
colors to identify the components of the thesis, but some may lack details. Content is organized for the most Less than
colors to three ideas/main
identify pointsofare
components
Organization colors present, but lack details in describing
Main Points (Body Paragraphs) examples are theconcrete
template. andColors
detailed.
areThe Thetoanalysis
identifyshows
the components
events fromof the parts. Colors may or may not work explained
the template. Colors are developed.
and/or they are poorly
the event. Little descriptive language
analysis is developed with an effective point of the
complimentary.
template.
author’s pointColors
of view,are
butused.
could use together. The story tells; it doesn’t show
unpleasant.
is used.
view. more descriptive language.
Makes excellent use of colors, neat Makes good use of colors, neat Makes use of colors, neat and legible Use of font, neat and legible
Logical Progression of ideas with a clear Logical progression of ideas.
and that
legible handwriting, graphics, and Transitions
legible handwriting, Organization
graphics, handwriting, is clear.effects,
graphics, Transitions
etc. are
but Writing is not graphics,
handwriting, organized.effects,
The etc.
Organization (Structure and
Attractiveness/Creativitystructure enhances the thesis. Transitions are
effects, etc. to enhance the effects, etc. to enhance the present these detract from the
occasionally transitions
but these between ideas are
often detract unclear
from the or non-
Transitions) are effective and vary throughout the present throughout the essay, but
presentation. presentation. at times, but
presentation there is very little variety.
content. existent.
presentation content.
paragraph, not just in the topic sentences. lacks variety.
Nois smooth,
Writing misspellings or coherent.
skilful, and grammatical Three or fewer misspellings and/or FourWriting misspellings and/or
is clear, but couldgrammatical
use a little More than four misspellings and/or
Mechanics Writing is confusing and hard to follow.
Style (Sentence flow, Variety, errors are
Sentences committed.
strong and expressive with grammatical
Writing is errors committed.
clear and sentences have errors morecommitted. grammatical errors committed.
Contains fragments and/or run-on
and Diction) varied structure. Diction
Paragraph is consistent and words
is well-construed. varied structure,
Paragraph Diction is consistent. sentence variety to make the writing
is well-construed.
Paragraph is well-construed. Theme sentences.
are well chosen.
Theme is clearly identified. A topic Theme is clearly identified. A topic more interesting. Content is minimal and/or there
Theme Paragraph Punctuation, spelling, and is not
There are identified.
clearly A topic
only a few (3-4) errors in
Mechanics (Spelling, sentencespelling,
Punctuation, and supporting details are allsentence
and capitalization and some supporting are several errors
Distracting factualin errors.
punctuation, spelling,
capitalization are sentence lacks supporting
punctuation, spelling, anddetails.
Punctuation, and Capitalization) areNo
correct. evident.
errors. details are evident. and capitalization.
Product shows amount of original Product generally correct some
shows with few errors (1-2)Usescapitalization.
original other people’s ideas (and gives
ANALYSIS PAPER RUBRIC Uses other people’s ideas, but
Originality thought. Ideas are creative and thought. Work shows new ideas them credit), but there is lack of
does not give them credit.
inventive. and insights. evidence or original thinking.

ILLUSTRATION RUBRIC
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
Document Title: Effective Date:
Name of Subject: AFRO-ASIAN LITERATURE (ENGL123) Page 14 of 6

COURSE REQUIREMENTS
Students are required to do the following:
1. Reading of assigned text and other materials.
2. Regular class attendance.
3. Punctual performance of assigned tasks such as performance tasks, quizzes, class/home works, reflective papers, reports, projects, major examinations, etc.
4. Active participation in oral activities and discussions.
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
Document Title: Effective Date:
Name of Subject: AFRO-ASIAN LITERATURE (ENGL123) Page 15 of 6

GRADING SYSTEM
Prelim Midterm Final
CS = A + Q + R CS = A + Q + R CS = A + Q + R
3 3 3
PFG = CS x 2 + E MFG = CS x 2 + E FFG = CS x 2 + E
3 3 3
Legend:
A = Assignment PFG = Prelim Final
Grade
Final Average Grade
Q = Quiz MFG = Midterm Final
PFG + MFG + FFG
Grade
3
R = Recitation FFG = Final Final Grade
CS = Class Standing E = Exam

REFERENCES
 TEXTBOOKS
 Leeming, D. Mythology: World of culture. New York, USA: Newsweek Books, 1977.
 Morford, M. & Lenardon, R.Classical mythology. New York, USA: Oxford University Press, 2003.
 Hamilton, E. (2017). Mythology: Timeless tales of gods and heroes, 75th anniversary illustrated edition. Hachette UK.
 PRINT AND ONLINE REFERENCES
 (n.d.). Albany Museum - Albany Institute of History and Art. https://www.albanyinstitute.org/ancient-egyptian-art-and-culture.html?file=tl_files/pages/education/lesson_plans/Ancient
%20Egypt/TheStoryofIsisandOsirisText%20of%20Story.pdf
 Creation myths from the Philippines. (n.d.). University of Pittsburgh. https://www.pitt.edu/~dash/creation-phil.html
 Editor, S. Y. (2016, August 24). Pan gu: Chinese tale of creation. Official Company Site (English) | Shen Yun Performing
Arts. https://www.shenyunperformingarts.org/explore/view/article/e/URQuh8K0ciI/pan-gu-creation-china.html
 How the angels built Lake Lanao. (n.d.). SEAsite - Southeast Asian Languages and Cultures. https://www.seasite.niu.edu/Tagalog/folktales/Maranao/how_the_angels_built_lake_lanao.htm
 Japanese creation myth. (n.d.). https://www.cs.williams.edu/~lindsey/myths/myths_17.html
 Japanese mythology: 5 legends and ancient myths and legends. (2020, March 9). TakeLessons Blog. https://takelessons.com/blog/japanese-mythology-z05
 Legend of the white snake （白蛇传）. (2008, September 21). Chinese Society & Culture in New Media Art 太虚幻境. https://lilyhonglei.wordpress.com/folktale/legend-of-the-white-snake/
 National epics - The story of Beowulf (by Kate Milner Rabb). (n.d.). Authorama - Public Domain Books. https://www.authorama.com/national-epics-17.html
 Ra, the creator god of ancient Egypt. (n.d.). American Research Center in Egypt | American Research Center In Egypt. https://www.arce.org/resource/ra-creator-god-ancient-egypt
 Susanoo. (2012, December 19). Ancient History Encyclopedia. https://www.ancient.eu/Susanoo/
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Instructional Materials Issue No.: Revision No.: 00
Document Title: Effective Date:
Name of Subject: AFRO-ASIAN LITERATURE (ENGL123) Page 16 of 6

 Tempest, D. (2000). King arthur and the knights of the round table. Curso de EFT profissional e gratuito!. https://brasilpnl.com.br/ec/book01/level_02/King_Arthur.pdf
 The theft of Mjolnir Thor's hammer. (2018, June 4). BaviPower. https://bavipower.com/blogs/bavipower-viking-blog/the-theft-of-mjolnir-thors-hammer
 ONLINE RESOURCES (FOR ONLINE ACTIVITIES)
 (n.d.). Bucks County Community College — Think Smart. https://www.bucks.edu/media/bcccmedialibrary/pdf/HOWTOWRITEALITERARYANALYSISESSAY_10.15.07_001.pdf
 Mythology and Fiction Explained. (2019, February 4). Mythology & folklore - what's the difference? YouTube. https://www.youtube.com/watch?v=ilIhWatZpAo
 Sok, S. (2015, April 26). How to make an eportfolio on wix. YouTube. https://www.youtube.com/watch?v=fuMhHBu4AfE
 TED-Ed. (2019, January 7). How Thor got his hammer. YouTube. https://www.youtube.com/watch?v=Qytj-DbXMKQ

Prepared by: Reviewed by: Reference reviewed by: Noted by:

ANDREA MAE G. DULANGON, LPT JONA D. DELA CRUZ, MA RICHIE LUZ S. CENTENO, RL, MLIS CONSES DIANE P. FAJARTIN, LPT
Faculty Faculty Head, Library Services Program Director
Date:__________ Date: __________ Date: __________ Date: __________

Recommending approval: Approved by:

ALBERT P. BALONGOY, PhD MA. ANDREA PATRICIA M. MILLADO

Vice President for Academic Affairs President
Date: __________ Date: __________