Assumption College of Davao

J.P. Cabaguio Avenue, Davao City

PROGRAM  : BACHELOR IN SECONDARY EDUCATION (Major in English)

COURSE CODE  : ENG 16
COURSE TITLE : Women’s Literature
PREREQUISITE  :
NUMBER OF HOURS  : 54
CREDIT  : 3 UNITS

I. VISION - MISSION

VISION : An institution acknowledged for quality transformative education characterized by active social involvement towards a society that is
just, humane, nationalist, democratic, peaceful, faith motivated and interconnected with the totality of God’s creation.

MISSION: We, the ACD community, are dedicated to the development of an integrated person who is committed to take part effectively in the
transformation and true development of society through a nationalist, scientific and mass oriented education.

We are also committed to the development of a holistic spirituality to sustain our solidarity with poor. We strive to create a school
community that is permeated by the gospel spirit of joy, simplicity and love.

II. INSTITUTIONAL LEARNING OUTCOMES

Graduates who are :
1. Critical thinkers
2. Integrally developed
3. Socially concerned and involved
4. Faith motivated
5. Hopeful, joyful and simple
6. Information and technology-competent
7. Professional, respectful and confident
8. Effective communicators
9. Effective leaders and collaborators
10. Culturally sensitive

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III. CORE VALUES

Faith and Solidarity, Leadership and Excellence, Integrity

IV. PROGRAM INTENDED LEARNING OUTCOMES

Graduates of the Bachelor in Secondary Education program who have the ability to

Faith Motivated

IT Competent

Culturally sensitive
Critical Thinker

Integrally Developed

respectful, confidentProfessional ,
InvolvedSocially Concerned &

SimpleHopeful, Joyful &

&CollaboratorsEffective Leaders
CommunicatorsEffective
INSTITUTIONAL LEARNING OUTCOMES

PROGRAM INTENDED LEARNING OUTCOMES

1 Articulate and discuss the latest developments in the specific field of practice
2 Effectively communicate orally and in writing using both English and Filipino
3 Work effectively and independently in multi-disciplinary and multi-cultural teams
4 Act in recognition of professional, social and ethical responsibility
5 Preserve and promote “Filipino historical and cultural heritage”
6 Demonstrate a service orientation in one’s profession
7 Apply a wide range of teaching process skills including curriculum development, lesson
planning, material development, and educational assessment
8 Utilize a variety of assessment and use assessment data to drive instruction
9 Demonstrate deep and comprehensive knowledge of the subject matter they will teach
10 Facilitate learning of diverse types of learners in diverse types of learning environments using
a wide range of instructional strategies that promote the intellectual, physical, emotional, and
social development of learners and result in a high level of engagement of all students
11 Effectively integrate tools of technology in curriculum, assessment and instruction to enhance
student learning
12 Create and maintain a positive and democratic classroom climate that supports and facilitates
learning for all students
13 Create, innovate and develop alternative teaching approaches and evaluate the effectiveness

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 of such approaches in improving student learning
14 Design, implement and evaluate standards-based lesson plans for learning and achievement
in content areas
15 Demonstrate a command of content knowledge, pedagogical skills and professional behavior
needed to prepare students to meet the challenges of the 21st century
16 Analyze and interpret literary works within their historical and cultural contexts
17 Speak English at the formal and informal levels and use it for daily conversation,
presentation, group discussion and debate
18 Respond to and compose texts for understanding, interpretation, critical analysis and
pleasure using different technologies
19 Use and describe language forms and features, and structures of texts appropriate to
different purposes, audiences and contexts
20 Apply critical reading skills and strategies specific to literary selections and
informational/functional texts to appreciate how language works in different texts

V. COURSE DESCRIPTION &INTENDED LEARNING OUTCOMES

This course introduces students to representative works by and about women from historical, social, and literary perspectives as it seeks to inform
them about gendered identities. They will learn how gender roles develop and change and how women's views of themselves are reflected in their writing.
They will read different literary forms, and should become able to identify motifs, themes, and stereotypical patterns in that literature. Additionally, they will
learn historical, philosophical, religious, and cultural information to help increase their understanding and appreciation of the works. By the end of the
course, the students should be able to demonstrate knowledge of the texts, the authors and literary and social movements that produced them, and the
elements of those texts, such as symbols, themes, and points of view.

PILO 1

PILO 3

PILO 4

PILO 5

PILO 8

PILO 12

PILO 15

PILO 16
PILO 2

PILO 6

PILO 7

PILO 9

PILO 10

PILO 11

PILO 13

PILO 14

PILO 17
COURSE INTENDED LEARNING OUTCOMES

At the end of this course, the students are able to :

1 To apply analytical and problem solving skills to personal,
social, and professional issues and situations.
2 To communicate orally and in writing, socially and
interpersonally.
3 To develop an awareness of the contributions made to
civilization by the diverse cultures of the world, including those
within our own society.
4 To work and study effectively both individually and in

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 collaboration with others.
5 To understand what it means to act ethically and responsibly as
an individual in one’s career and as a member of society.
To develop and maintain a healthy lifestyle physically, mentally,
6 and spiritually.
To realize the ongoing value of learning, self-improvement, and
7 career planning.

Legend : I – Introduced (The student gets introduced to the concepts/principles)

P - Practiced (The student practices the competencies with supervision)
D – Demonstrated (The student practices the competencies across different settings with minimal supervision.

VI. COURSE CONTENT

ASSESSMENT
STUDENT LEARNING LEARNING CONTENTS TEACHING/LEAR TASKS AND OTHER EVIDENCE OF OUTCOMES
OUTCOMES NING ACTIVITIES ASSESSMENT
STRATEGIES

1.1 Appreciate and explain the school’s
vision, mission and goals
1.2 Acquire a thorough understanding of
the course objectives, duration, pre-
requisites, coverage, requirements,
evaluation techniques and grading
system.
Course Orientation  Lecture  Individual participation in  Rubric-based score cards of class
 Discussion class discussion and participation accomplished by :
 ACD Vision. Mission, Philosophy  Shared Learning group presentation using 1 Professor
 BC Program Goals and Objectives  Exercises a rubric to assess quality 2 Peer
 Course Objectives, Duration and Pre-  Value Integration of participation. 3 Self
requisites
 Course Coverage/ Main Topics
 Teaching Methodologies
 Learning Activities and course
Requirements
 Evaluation Techniques
 Grading System

2.1 Identify the problems and needs of the Issues/Problems/Needs Women in the  Lecture-Discussion  Checklist of student’s  Level of Performance identified
community ; Community and Economic System  Reporting performance in reporting through Checklist

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2.2. Take part in developing alternative
solutions and action to community
needs, problems and issues;
3.1 Explore the three stages of women’s
movement throughout history
especially in literature;
3.2 Describe how each stages define
women and how it became significant
to the formation of the women of today; Common Space in Feminist Theories
3.3 Point out the distinguishing factors
which are unique for each stages in
women’s movement
3.4 Discriminate the distinct values that
arise in each stages and discuss how
these became valuable or
unconstructive to women
3.5 Structure a new value that would
complement the existing ideals or
make up for the missing or deficient
value in the stages of women’s
movement
4.1 Analyze the Gender Approach in
studying literature and how it is
essential in the study of the course
Course Code: Course Title:
 Small Group and small group
 Analysis of Community --- Profile, Discussion discussion  Rating of Level and quality of lesson-
problems and needs  Lesson-based group and based group and oral presentation
 Develop individual and group alternative oral presentation and and reporting of assigned topic
solutions and action reporting of assigned
 Synthesis on identified alternative topic  Result of Short examinations/quizzes
solutions
Three Stages of Women’s Movement  Brainstorming  Checklist of student’s  Level of Performance identified
 Reporting performance in reporting through Checklist
 Feminine  Small Group and small group
 Feminist Discussion discussion  Rating of Level and quality of lesson-
 Female  Values integration  Lesson-based group and based group and oral presentation
 Cooperative conflict oral presentation and and reporting of assigned topic
resolution strategy reporting of assigned
 Concept attainment topic  Rubric-based score cards of class
and development participation accomplished by :
1. Professor
2. Peer
3. Self
 Result of Short examinations/quizzes
Literary Criticism: A Closer Look to Gender  Lecture-Discussion  Individual participation in  Result of Short examinations/quizzes
 Class decision making class discussion
 Introduction to Feminist Literary
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4.2 Critic the difference of Gender
Approach to the other approaches in
studying in literature
4.3 Discuss the components of the term
paper, eg: format, approach, and
guidelines
4.4 Arrange and assign topics for each
student to defend in their term paper
4.5 Lay out the flow of the defense for the
students to execute come the day of
their report
5.1 Rediscovery of the early proponents of
Feminist Literature: Scrutiny of
Wollstonecraft’s “A Vindication of the
Rights of Women”
5.2 Indentify with how women were torn
apart with their values and how it was
shown in their writings
5.3 React with how this conflict was
carried out through time through
pointing it out in an essay
6.1 Synthesize literary/visual concepts into
a structured essay
Course Code: Course Title:
Criticism
 Analysis of the gender approach in
literary criticism
 Evaluation of the merit of the approach
to the immediate concern in the
depiction of reality and society in
literature
Term Paper Discussion
 Components of term paper
 Guidelines for preliminaries
 Guidelines for text
 Guidelines for reference materials
A Vindication of the Rights of Women  Brainstorming  Individual participation in  Level of Performance identified
 Values integration class discussion through Checklist
 Mary Wollstonecraft  Cooperative conflict  Comparison chart
 The concept of woman resolution strategy  Goal Setting  Rating of Level and quality of lesson-
 A Vindication of the Rights of Women  Concept attainment based group and oral presentation
vs. Reflections in the Revolution in and development and reporting of assigned topic
France  Synectics
 Theme  Investigation  Rubric-based score cards of class
participation accomplished by :
1. Professor
2. Peer
3. Self
 Result of Short examinations/quizzes
Film Showing/ Film Review Making  Values integration  Guided content analysis  Level of Performance identified
 Concept attainment  Consultation sessions through Checklist
 Sex and the City (2008)  Concept development
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 6.2 Determine whether the movie  Chicago (2002)  Conflict resolution  Rubric-based score cards of essay
genuinely portrayed the issues of a  Free writing accomplished by :
woman profoundly or superficially 1. Professor
2. Peer
6.3 Identify terms and concepts that serve 3. Self
the basis for movie reviews

7.1 Compare and contrast the female lead
in a literary piece from the author
using the biographical approach in
literature
7.2 Create a diagram showing the
similarities and differences of the
female lead and the author
7.3 Explain the findings applying the direct
method in language teaching
7.4 Integrate literature and language in a
single setting
Selected authors and female lead  Brainstorming  Checklist of student’s  Level of Performance identified
 Shared Learning performance in reporting through Checklist
 Agatha Christie and Miss Jane  Concept Attainment and small group
Marple (Nemesis)  Concept Development discussion  Rubric-based score cards of essay
 Veronica Roth and Beatrice "Tris"  Reporting  Goal setting accomplished by :
Prior (Divergent)  Venn Diagram 1. Professor
 Stephenie Meyer and Melanie 2. Peer
Stryder (The Host) 3. Self
 Virginia Woolf and Mrs. Clarissa
Dalloway (Mrs. Dalloway)  Rating of Level and quality of lesson-
 Stephenie Meyer and Bella Swan based group and oral presentation
(Twilight) and reporting of assigned topic
 Cassandra Clare and Clary Fray (The
Mortal Instruments: City of Bones)
 Sapphire and Claireece Precious
Jones (Push)
 Toni Morrison and Baby Suggs
(Beloved)
 J.K. Rowling and Hermione Granger
(Harry Potter and the Sorcerer’s
Stone)
 Margaret Mitchell and Scarlet O’Hara
(Gone with the Wind)

8.1 Justify the points of argument laid out Selected stories for Oral Defense/ Term Paper  Reporting  Checklist of student’s  Level of Performance identified
in the term paper through oral defense  Concept Attainment performance in reporting through Checklist
 The Importance of Being Earnest by  Concept Development and small group
8.2 Verify the morals and values that Oscar Wilde discussion

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 transpired in the writing of the text and
the lessons that was brought to light in
the reading of the text
8.3 Expound the relevance of the adapted
thesis statement to the story
8.4 Present the term paper
VII. COURSE REQUIREMENTS 
 Examinations (Midterm and Final)
 Attendance and Class Participation
 Reflection Papers and Assignments
 Quizzes and Reports
 Term Paper
VIII. COURSE REFERENCES
A. Books and Manuals
Course Code: Course Title:
 Jane Eyre by Charlotte Bronte  Conflict Resolution  Rubric-based score cards of essay
 Little Women by Louisa May Alcott accomplished by :
 A Room With a View by E.M. Forster 4. Professor
 The Hunger Games by Suzanne 5. Peer
Collins 6. Self
 The Scarlet Letter by Nathaniel
Hawthorne  Rating of Level and quality of lesson-
 Anna Karenina by Leo Tolstoy based group and oral presentation
 Wicked: The Life and Times of the and reporting of assigned topic
Wicked Witch of the West by
Gregory Maguire
 Ang Kagilagilalas na
Pakikipagsapalaran ni Zsa Zsa
Zaturnnah by Carlo Vergara
 Madame Bovary by Gustave Flaubert
 Wuthering Heights by Emily Bronte
 The Girl with the Dragon Tattoo by
Stieg Larsson
 Uncle Tom's Cabin by Harriet
Beecher Stowe
 Pride and Prejudice by Jane Austen
 To Kill a Mockingbird by Harper Lee
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  Alcott, Louisa May. Little Women. New York: HarperFestival, 2003. Print.
 Austen, Jane, and James Kinsley. Pride and Prejudice. Oxford: Oxford UP, 1990. Print.
 Based on the Novel "Push" London: Vintage :, 2010. Print.
 Bronte, Charlotte. Jane Eyre. Irvine: Saddleback Educational Pub., 2005. Print.
 Bronte, Emily. Wuthering Heights. [North American ed. Chicago: Oldcastle, 2013. Print.
 Christie, Agatha. Nemesis. New York: Dodd, Mead, 1971. Print.
 Clare, Cassandra, and Mike Rosamilia. City of Bones. New York: M.K. McElderry, 2007. Print.
 Collins, Suzanne. The Hunger Games. New York: Scholastic, 2008. Print.
 Flaubert, Gustave. Madame Bovary. Ed. Digital. ed. Buenos Aires: Ambrosía, 2002. Print.
 Forster, E. M. A Room with a View. Auckland: Floating, 2009. Print.
 Hawthorne, Nathaniel. The Scarlet Letter. Champaign, Ill.: Project Gutenberg, 199. Print.
 Larsson, Stieg, and Reg Keeland. The Girl with the Dragon Tattoo. New York: Alfred A. Knopf, 2008. Print.
 Lee, Harper. To Kill a Mockingbird. Philadelphia: Lippincott, 1960. Print.
 Maguire, Gregory. Wicked: The Life and times of the Wicked Witch of the West. S.l.: Headline, 2006. Print.
 Meyer, Stephenie. Twilight. Print.
 Meyer, Stephenie. The Host: A Novel. New York: Little, Brown, 2008. Print.
 Mitchell, Margaret. Gone with the Wind. New York: Macmillan, 1936. Print.
 Morrison, Toni. Beloved: A Novel. New York: Knopf :, 1987. Print.
 Roth, Veronica. Divergent. Channahon, IL: Library, 2014. Print.
 Rowling, J. K. Harry Potter and the Sorcerer's Stone. New York: A.A. Levine, 1998. Print.
 Stowe, Harriet Beecher, and Jean Fagan Yellin. Uncle Tom's Cabin. Oxford: Oxford UP, 1998. Print.
 Tolstoj, Lev Nikolaevic, and Agnieszka Misiaszek. Anna Karenina. Kraków: Zielona Sowa, 2005. Print.
 Vergara, Carlo. Ang Kagilagilalas Na Pakikipagsapalaran Ni Zsa Zsa Zaturnnah. Visprint, 2003. Print.
 Wilde, Oscar. The Importance of Being Earnest. New York: Dover Publications, 1990. Print.
 Wollstonecraft, Mary. A Vindication of the Rights of Women. Buffalo, NY: Prometheus, 1989. Print.
 Woolf, Virginia. Mrs. Dalloway. New York: Harcourt, Brace, 1925. Print.

B. Websites

 "Feminist Theory -- An Overview." Feminist Theory -- An Overview. Web. 18 May 2015. <http://www.victorianweb.org/gender/femtheory.html>.
 "The Online Writing Lab at Purdue (OWL)." Welcome to the Purdue University Online Writing Lab (OWL). Web.
<http://wp.lps.org/akabour/files/2013/12/Literary-Theory-and-Schools-of-Criticism_-Feminist-Criticism-The-OWL-at-Purdue.pdf>.

C. Others

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  Sex and the City. Distributed in the USA by Warner Home Video, 2008. Film.
 Chicago. Miramax Home Entertainment : 2002. Film.

Course Title: Date Effective: Prepared by: Approved by: Noted by

Eng 16: Women’s 1st Semester Emir Rasgo CARMELA G. URMENETA EUFROSINA P. MINES, EDD
Literature A.Y.2015-2016 Program Coordinator Dean of College

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