READINGS IN PHILIPPINE HISTORY Preliminaries

Course Title: Readings in Philippine History

No. of Units: 3 units

Course Description

The course analyzes Philippine history from multiple perspectives through the lens of selected primary sources coming from
various disciplines and of different genres. Students are given opportunities to analyze the author's background and main
arguments, compare different points of view, identify biases and examine the evidences presented in the document. The
discussions will tackle traditional topics in history and other interdisciplinary themes that will deepen and broaden their
understanding of Philippine political, economic, cultural, social, scientific and religious history. Priority is given to primary
materials that could help students develop their analytical and communication skills. The end goal is to develop the historical
and critical consciousness of the students so that they will become versatile, articulate, broad- minded, morally upright and
responsible citizens.

This course includes mandatory topics on the Philippine Constitution, agrarian reform, and taxation.

Learning Outcomes:

At the end of the course, students should be able to:

1. Evaluate primary sources for their credibility, authenticity, and provenance
2. Analyze the context, content, and perspective of different kinds of primary sources
3. Determine the contribution of different kinds of primary sources in understanding Philippine history
4. Develop critical and analytical skills with exposure to primary sources
5. Demonstrate the ability to use primary sources to argue in favor or against a particular issue
6. Effectively communicate, using various techniques and genres, their historical analysis of a particular event or issue that could

Readings in Philippine History

 help others understand the chosen topic
7. Propose recommendations/solutions to present-day problems based on their understanding of root causes and their anticipation of
future scenarios
8. Display the ability to work in a team and contribute to a group project
9. Manifest interest in local history and concern in promoting and preserving our country’s national patrimony and cultural heritage

Number of Hours: 3 hours every week for 18 weeks or 54 hours in a semester

Course Outline

Week Topic
1-2 Meaning and relevance of history; distinction of primary and secondary sources, external and
internal criticism; repositories of primary sources, and different kinds of primary sources
3-6 Content and contextual analysis of selected primary sources; identification of the historical
importance of the text; and examination of the author’s main argument and point of view
7-10 “One past but many histories”: controversies and conflicting views in Philippine history
a. Site of the First Mass
b. Cavite Mutiny
c. Retraction of Rizal
d. Cry of Balintawak or Pugadlawin
11-14 Social, political, economic and cultural issues in Philippine history
Mandated topics:
1. Agrarian Reform Policies
2. The Philippine Constitution: 1899 (Malolos) Constitution; 1935 Constitution; 1973 Constitution; 1987
Constitution
3. Taxation
15-18 Critical evaluation and promotion of local and oral history, museums, historical shrines, cultural
performances, indigenous practices, religious rites and rituals, etc.

Readings in Philippine History

READINGS IN PHILIPPINE HISTORY Learning Plan

Learning Topics Methodology Resources Assessment

Outcomes
1. Evaluate - Meaning and 1 Lecture/Discussion Louis Gottschalk, ’ 1. Produce
primary sources relevance of history; Library, Museum and Understanding History, examples of primary
for their credibility, distinction of primary Archives visitation (depends (pp. 41-61; 117-170). sources and the
authenticity, and and secondary on the location of the HEI) Howell and Prevenier, From corresponding
provenance sources; external and Comparative analysis of Reliable Sources, (pp. 17-68) secondary sources
internal criticism; primary and secondary Santiago Alvarez, Katipunan derived from them
repositories of primary sources and the Revolution: Memoirs of
sources, and different (via Google Meet) a
kinds of primary General, (pp. 82-88).
sources. (Weeks 1-2) Teodoro Agoncillo, History of
the Filipino People, (pp. 184-
187).
Robert Fox, The Tabon Caves,
(pp. 40-44; 109- 119). [Human
remains and artifacts]
William Henry Scott,
Prehispanic Source Materials
for the Study of Philippine
History (pp. 90-
135).

2. Analyze the II — Content and Lecture/Discussion 1. Antonio Pigafetta. First 1. Graded Reporting
context, content, contextual analysis of2. Library research Voyage Around the World, 2. Quizzes
and selected primary 3. Textual analysis (pp. 23-48) [Chronicle] 3. Critical Essay
4. (via Google Meet)

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 Learning Topics Methodology Resources Assessment
Outcomes
perspective of sources; identification
4. Small group Juan de Plasencia, about a particular
different kinds of of the historical discussion Customs of the Tagalogs, primary source:
primary sources importance of the text;
5. Reporting (Garcia 1979, pp. 221-234) (Friar students are to
and examination of the
6. Film Analysis account] discuss the
3. Determine the author’s main 7. (via Google Meet) Emilio Jacinto, “Kartilla ng importance of the
contribution of argument and point 8. of Katipunan” (Richardson, 2013, text, the author’s
different kinds of view {Weeks 3- 6) pp. 131-137) [Declaration of background, the
primary sources in Principles] context of the
understanding 4. Emilio Aguinaldo, Mga Gunita document, and its
Philippine history ng Himagsikan. (pp. 78-82; 95- contribution to
100; 177- understanding
188; 212-227) [Memoirs] Philippine history
National Historical Institute
(1997). Documents of the 1898
4. Develop critical Declaration of Philippine
and analytical skills Independence, The Malolos
with exposure to Conslilution and the First
primary sources Philippine Republic. Manila:
National Historical Institute (pp.
19-
23) [Proclamation]
Alfred McCoy, Political
Caricatures of the American Era
(Editorial cartoons)
Commission on Independence,
Filipino Grievances Against
Governor Wood (Zaide

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Learning Topics Methodology Resources Assessment
Outcomes
1990, vol. 11, pp. 230-
234). [Petition letter]
Corazon Aquino, President
Corazon Aguino’s Speech
before the U.S. Congress Sept.
18, 1986 [Speech]
Raiders of the Sulu Sea (film)
10.Works of Luna and
Amorsolo [Paintings]

5. Demonstrate III — "One past but Lecture/Discussion 1. Antonio Pigafetta. First 1. Debate a
the ability to many histories”: 2. Document analysis Voyage Around the World, particular issue in
formulate controVersies and 3. Group discussion (pp. 23-32) Philippine history
arguments in fävOr conflicting Views in 4. Debate, round table 2. Trinidad Pardo de TaVera,
or against a Philippine history discussion or Filipino Version of file Cavite 2. Reaction/refJection
particular issue a. Site of the First Mass symposium Mutiny of 1872, (Zaide 1990, paper on a sponsored
using primary b. CaVite Mutiny 5. (via Google Meet) VOI. 7, pp. 274-280) actiVity like lecture,
sources c. Retraction of Rizal 3. Jose Montero y Vidal, Spanish symposium, round
d.Cry of Balintawak or Version of the Cavite Munity of table discussion, and
Pugadlawin (Weeks 7- 1872 (Zaide 1990, vOl. 7, pp. the like
10) 269-273)
4. Rafael Izquirdo, Official Report
on the Cavite Mutiny, (Zaide
1990, vOl. 7, pp. 281-286)

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Learning Topics Methodology Resources Assessment
Outcomes
5. Ricardo P. Garcia, The
Grea/ Debate.’ The Rizal
Retraction (pp. 9-19; 31-
43)
6. Jesus Ma. Cavanna, Rizal’s
Unfading G/ory, (pp. 1-52)
7. Ricardo R. Pascual, Rizal
Beyond the Grave, (pp. 7- 36)
8. Pio Valenzuela, Cry o/'
Pugadlawin, (Zaide 1990, vol. 8,
pp.301-302)
9. Santiago Alvarez, Cry o/' Bahay
Toro (Zaide 1990, vol. 8, pp.
303-304)
10. Gregoria de Jesus,
Version of the First Cry, (Zaide
1990, vol. 8, pp. 305-306)
11. Guillermo Masangkay,
Cry of Balintawak (Zaide 0 o
307 309)

6. Effectively IV — Social, political,1. Lecture/Discussion Note: Students will be 1. Research output

communicate, using economic and cultural 2. Library and Archival required to look for primary that may be in the
various techniques issues in Philippine research sources on which they will form of a term paper,
and genres, history: 3. Document analysis base their narrative and exhibit, documentary
4. Group reporting analysis of the topic assigned
5. (via Google Meet)

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 Learning Topics Methodology Resources Assessment
Outcomes
historical Mandated topics. 5. Documentary Film to them presentation,
analysis of a 1. Agrarian Reform Showing diorama, webpage, and
particular event or Policies (via Google Drive) other genres where
issue that could 2. The Philippine students can express
help others Constitution: their ideas. The output
understand the - 1899 (Malolos) should trace the
chosen topic; Constitution evolution of the
- 1935 Constitution chosen topic through
7. Propose - 1973 Constitution at least three periods.
recommendati ons - 1987 Constitution Group members
or solutions to 3. Taxation should collaborate to
present day produce a synthesis
problems based on Other sample topics: that examines the role
their understanding1. Filipino Cultural heritage of this issue in
of root causes, and2. Filipino-American promoting/hinderin g
their anticipation of relations nation building, and
future scenarios 3. Government peace provide appropriate
treaties with Muslim recommendations
8. Display the ability Filipinos rooted in a historical
to work in a multi-4. Institutional history of understanding of the
disciplinary team schools, corporations, issue
and industries, religious
groups, and the like.
5. Biography of a

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Learning Topics Methodology Resources Assessment
Outcomes
contribute to a prominent Filipino
group endeavor (Weeks 11-14)

9. Manifest 1. Lecture/Discussion Historical Data Papers

interest in local V. Critical evaluation and2. (via Google Meet) Erecciân de Pueblos 1. Reaction paper or
history and show promotion of local and 3. Research in Local (Creation of Towns) critique of the shrines,
concern in oral history, museums, libraries and Local
a. Museums, Local Studies historical sites,
promoting and historical shrines, Studies Centers (if Centers museums the students
preserving the cultural performances, available) Art Galleries, Painting visited
country’s historical indigenous practices,4. Tour in local museums, collections 2. Letter to the editor
and cultural religious rites and historical sites, art s. Historical landmarks and 3. Blogs
heritage rituals, etc. (Weeks galleries, archeological UNESCO sites 4. Transcript of oral
15-18) sites and other places 6. Performances that showcase interview
where one could see traditional arts and culture
cultural and heritage z. Fiestas and similar local
displays celebrations
5. Conduct Oral interview
6.

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READINGS IN PHILIPPINE HISTORY Course Map

Readings In
G.E. Learning Outcomes Philippine
History
A. INTELLECTUAL COMPETENCIES (Knowledge)
1. Analyze texts (written, visual, oral, etc.) critically L
2. Demonstrate proficient and effective communication (writing, speaking, and use of new technologies P
3. Use basic concepts across the domains of knowledge L
4. Demonstrate critical, analytical, and creative thinking P
B. PERSONAL AND CIVIC RESPONSIBILITIES (Values)
1. Examine the contemporary world from both Phil. and global perspectives L
2. Takes responsibility for knowing and being Filipino L
3. Reflect critically on shared concern P
4. Contribute personally and meaningfully to the country's development O
C. PRACTICAL SKILLS (Skills)
1. Work effectively in a group P
2. Use current technology to assist and facilitate learning and research P
3. Manage one's knowledge, skills and values for responsible and productive living O
4. Organize one’s self for lifelong learning O

Legend
L - Learned P = Practiced
O = Opportunity to learn

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 READINGS IN PHILIPPINE HISTORY Required Readings and Other Materials (Primary Sources)

Aguinaldo, Emilio. (1964). Mga Gunita ng Himagsikan. Manila: C.A. Suntay.

Alvarez, Santiago. (1998). Katipunan and the Revolution.’ Memoirs of a General. Quezon City: Ateneo de
Manila University Press.
Blount, James. (1968). The American Occupation of the Philippines, 1898-1912. Quezon City: Malaya Books Inc. Cavanna,
Jesus Ma. The Unfading Glory: Documentary History of the Cony'ersion of Jose Rizal. (s.n.].
Del Pilar, Marcelo. (1957). Monastic Supremacy in the Philippines. Manila: Philippine Historical Association. Forbes,
William Cameron. (1928). The Philippine Islands, Vol. 2. New York: Houghton Mifflin.
Fox, Robert. (1970). The Tabon Caves. Manila: National Museum. Historical Data Papers. Philippine National Library,
Microfilm Collection.
Laurel, Jose P. (1962). War Memoirs of Jose P. Laurel. Manila: Jose P. Laurel Memorial Foundation.
Mabini, Apolinario. (1969) The Philippine Revolution. Manila: National Historical Commission.
McCoy, Alfred and Alfredo Roces. (1985). Philippine Cadoons: Political Caricature of the American Era, 1900-1941.
Quezon City: Vera Reyes Inc.
National Historical Institute. (1997). Documents of the 1898 Declaration of Philippine Independence, The Malolos Constitution and
the First Philippine Republic. Manila: National Historical Institute.
National Historical Institute. (1978). Minutes of the Katipunan. Manila: National Historical Institute.
Nolledo, Jose. (1999). Principles of Agrarian Reform, Cooperatives and Taxation. Mandaluyong City: National Book Store.
Philippine National Archives. Erecciân de Pueblos.
Pigafetta, Antonio. (1969). First Voyage Around the World. Manila: Filipiniana Book Guild.
Ricarte, Artemio. (1992). Memoirs of General Artemio Ricarte. Manila : NationalHistorical Institute.
Richardson, Jim. (2013). The Light of Liberty. Documents and Studies on the Katipunan, 1892-1897. Quezon City: Ateneo de
Manila Press.
Saleeby, Najeeb. (1976). Studies in Moro His/o/y, Laws and Religion. Manila: Filipiniana Book Guild.
Tuazon Bobby and Oscar Evangelista. (2008). The /Uoro Reader: History and Contemporary Struggles o/' the Bangsamoro
People. Quezon City: CenPeg Publications.
Zaide, Gregorio and Sonia Zaide. (1990). Documentary Sources of Philippine History. 12 vols. Manila: National Book Store.

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 INTERNET SITES:
Comprehensive Agrarian Reform Law of 1988 (R.A. 6657). http://www.IawphiI.neVstatutes/repacts/ra1988/ra_6657_1988.html
Decreeing the Emancipation of Tenants from the Soil (P. D. No. 27).
http://www.lawphil.net/statutes/presdecs/pd1972/pd_27_1972.html
Land Reform Act of 1955 (R.A. 1400). http://www.lawphil.net/statutes/repacts/ra1955/ra_1400_1955.html
Philippine Organic Act of 1902. http://www.gov ph/constitutions/the-philippine-organic-act-of-1902/ President Corazon
Aguino’s Speech before the U.S. Congress Sept. 18, 1986. http://www-
rohan.sdsu.edu/depVpoIsciwb/brianI/docs/1934PhilippineIndep.pdf
Primary Sources in Philippine History. http://phiIhist.pbworks.com/w/page/16367040/FrontPage Raiders of the Sulu
Sea. https://www.youtube.com/watch?v=bWmXEvU979c
Tydings-McDuffie Act of 1934 http://www-rohan.sdsu.edu/dept/poIsciwb/brianI/docs/1934PhiIippineIndep.pdf
U.S.- P.I. Military Bases Agreement. http://kahimyang.info/kauswagan/articles/1007/today-in-philippine- history-march-14-
1947-the-military-bases-agreement-was-signed
Using primary Sources. http://phiIhist.pbworks.com/w/page/16367056/UsingPrimarySources#WhyUsePrimarySourcesinTeach
ing

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 READINGS IN PHILIPPINE HISTORY Supplementary Readings and Other Materials
Agoncillo, Teodoro. {2012). History of the Filipino People. 8th edition. Quezon City: C & E Publishing, Inc.
(2001). The Fateful Years: Japan’s adventure in the Philippines, 1941-1945. Quezon City: University
of the Philippines Press.
. (1956) The Revolt of the Masses. The story o/’Bonifacio and the Katipunan. Quezon City: University of
the Philippines Press.
Blair, Emma Helen and James Alexander Robertson. (1961). The Philippine Islands, 1493-1898. Mandaluyong: Cachos
Hermanos Inc.
Constantino, Renato. (1975). The Philippines. A Past Revisited. Quezon City: Renato Constantino.
Constantino, Renato and Letizia Constantino. (1978). The Philippines. The Continuing Past. Quezon City: The Foundation for
Nationalist Studies.
Corpuz, Onofre. {1989). The Roots of the Filipino Nation. 2 volumes. Quezon City: Aklahi Foundation.
Fernandez, Pablo. (1979). History of the Church in the Philippines, 1521-1898. Manila: National Book Store, 1979. Friend,
Theodore. 1965). Between Two Empires: The Ordeal of the Philippines, 1929-1946. New Haven: Yale University
Press.
Galang Zoilo. (1950). Encyclopedia of the Philippines, Vol. 17. Manila: E. Floro.
Garcia, Mauro ed. (1969). Aguinaldo in Retrospect. Manila: Philippine Historical Association.
(1979). Readings in Philippine Prehistory. Manila: Filipiniana Book Guild. Garcia, Ricardo. (1964).
The Great Debate.' The Rizal Retraction. Quezon City: R.P. Garcia.
Gottschalk, Louis. (1969). Understanding History: A Primer of Historical Method. New York: Alfred A. Knopf.
Hontiveros, Greg. (2008). A Fire on the Island. A fresh Look at the First Mass Controversy. Butuan City: Butuan City Historical
and Cultural Foundation, Inc.
Howell, Martha and Walter Prevenier. (2001). From Reliable Source: An Introduction to Historical Methods.

Ithaca: Cornell University Press.

Karnow, Stanley. (1989). In our Image: America’s Empire in the Philippines. New York: Random House. Majul, Cesar
Adib. {1973). Muslims in the Philippines. Quezon City: University of the Philippines Press.
Pascual, Ricardo. (1950). Rizal Beyond the Grave. A Reiteration of the Greatness of the Martyr of Bagumbayan. Manila: Luzon
Publisher.

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 Querol, Mariano. (1974). Land Reform in Asia. Manila: Solidaridad Publishing House.
Salamanca, Bonifacio. (1968). The Filipinos Reaction to American Rule, 1901-1913. Quezon City: New Day Publishers.
Scheurs, Peter. (2000). The Location of Pigafetta’s Mazaua, Butuan and Calagan, 1521-1571. Manila: Manila: National
Historical Institute.
Schumacher, John. (1992). Readings in Philippine Church History. Quezon City: Ateneo de Manila University Press. Scott,
William Henry. (1984). Prehispanic Source Materials for the Study of Philippine History. Quezon City: Newday
Publishers.
Stanley, Peter. (1974). A Nation in the Making.' The Philippines and the United States, 1899-1912. Massachusetts: Harvard
University Press.
Taylor, John R.M. (1971). The Philippine Insurrection Against the United States. Vol. 1. Pasay City: Eugenio Lopez Foundation.

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READINGS IN PHILIPPINE HISTORY Rubrics
ASSESSMENT RUBRIC FOR GROUP PRESENTATION (Module II)
Criteria Outstanding Very Good Good Fair/Pass Failure
91-100 81-90 71-80 61-70 Below 60
Background of• The presentation includes • The presentation • The presentation The introduction is • There is no
the primary a clear, interesting and includes a clear includes a clear somewhat background and
source (20°/») effective introduction that introduction that introduction that inadequate in introduction, or the
identifies how the material identifies how the identifies how the communicating how background/introd
is related to the topic material is related to material is related to the material is related uction is not useful in
under discussion, as well the topic under the topic under to the topic under understanding the
as to previously- discussion, as well as discussion. discussion. relevance of the
discussed topics. to previously- • The introduction Information material in
• The introduction effectively discussed topics. provides a sufficient provided about the understanding
provides all important • The introduction background on the background of the Philippine history.
background information on provides the important material (who, what, material is
the material (who, what, background when, where). incomplete or
when, where) in an information on the • The introduction incorrect.
accurate and detailed material (who, what, discusses the The introduction
manner. when, where). relevance of the identifies some
• The introduction effectively
• The introduction material in relevance of the
discusses the relevance of discusses the understanding major material in
the material in relevance of the episodes/themes in understanding major
understanding major material in Philippine history. episodes/themes in
episodes/themes in understanding major Philippine history,
Philippine history, as episodes/themes but the discussion is
in Philippine largely superficial
,
,

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Criteria Outstanding Very Good Good Fair/Pass Failure
91-100 81-90 71-80 61-70 Below 60
well as in developing a history, and also or incomplete.
historically- grounded attempts to relate the
understanding of material to
contemporary contemporary
events/themes/issues. events/themes/iss
ues.
Contextual The presentation of the • The presentation of the• The presentation of The discussion of the• There is no
Analysis (30°/») author's background and author’s background the author’s historical context discussion of the
context is exhaustive, clear and context is clear background and and importance of the historical context of the
and accurate. and accurate. context is clear and document is too document.
The students identify and• The students identify accurate. general and lacks
analyze the problems that and analyze the • The students identify specific details.
the document wants to problems that the the problems that the The background of
address. document wants to document wants to the author was not
The students explain address. address. clearly explained.
clearly the importance of• The students explain • There is an attempt
the document in the importance of the to explain the
understanding the issues document in importance of the
of the given period. understanding the document in
The document is issues of the given understanding the
correlated with the other period. issues of the given
documents dealing with period.
the same period.

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Criteria Outstanding Very Good Good Fair/Pass Failure
91-100 81-90 71-80 61-70 Below 60
Content The important elements • The important • The important Some of the • There is no adequate
Analysis (30°/») of the document are elements of the elements of the important elements discussion of the
correctly identified and document are document are of the document are content of the
analyzed. identified and identified and identified and document.
There is a thorough analyzed. explained. explained.
discussion of the value • There is a discussion• There is a little There is an attempt
and contributions of the of the value and discussion of the to discuss the value
contents of the document contributions of the value and and contributions of
in understanding the contents of the contributions of the the contents of the
issues prevalent dufing document in contents of the document in
the period. understanding the document in understanding the
The contents of the issues prevalent understanding the issues prevalent
document are correlated during the period. issues prevalent during the period.
with the events that • The contents of the during the period.
happened before it was document are • There is an attempt
written. correlated with the to correlate the
The students are able to events that happened contents of the
identify the inconsistencies before it was written. document with the
and shortcomings of the events that happened
document. before it was written.

Organization The presentation is very • The presentation is • The presentation is The presentation is • The presentation is
and well-structured, providing well-structured, and adequately- loosely organized. It done in a haphazard
Presentation a logical sequence to the there is a logical structured. is not evident how manner, lacking a
Style (20°/«) sequence Transitions

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Criteria Outstanding Very Good Good Fair/Pass Failure
91-100 81-90 71-80 61-70 Below 60
Content discussion within the to the discussion. between topics help One topic is related clear organization and
Analysis (30°/») prescribed time period. • Presenters are in understanding the to another in the structure.
Presenters are confident, confident, sometimes overall discussion. presentation. • Presenters were
effectively using gestures, using gestures, eye  Presenters are  Presenters lack unable to capture the
eye contact, and tone of contact, and tone of somewhat confidence, but attention of students.
voice that keep the class voice that keep the confident, using there is occasional• Audio-visual aids are
engaged in the class engaged in the occasional use of gestures, not used, or are not
discussion. discussion. gestures, eye eye contact, and really helpful in the
Audio-visual aids are well-• Audio-visual aids are contact, and tone tone of voice to try presentation.
executed, paying careful effective, leading to an of voice to engage to capture the • Presenters cannot
attention to the appropriate the class in the attention of effectively
combination of elements understanding of key discussion. students. communicate
(e.g., text and graphics) information and ideas.  Audio-visual aides  Audio-visual aids information and
that lead to both an • Presenters are largely are helpful in are mostly not ideas, relying on a
effective understanding of articulate. In general, generating an helpful in the verbatim- reading of
key information and there is use of understanding of presentation. notes or text-heavy
ideas, and continuing grammatically- correct key information  Visual aids either visual aids to convey
interest in the discussion. language that is also and ideas. lack important information and
Presenters are highly respectful of diversity  Presenters are information, or are ideas. The use of
articulate, using precise and sensitive to the articulate. In too text-heavy. grammatically-
and grammatically-correct conditions of different general, there is  Presenters incorrect language is
language. Language used groups. use of encounter some pervasive.
is also grammatically- difficulties in •
correct language. communication
information and
ideas.

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Criteria Outstanding Very Good Good Fair/Pass Failure
91-100 81-90 71-80 61-70 Below 60
respectful of prevent an grammatically-
diversity, and understanding of incorrect
sensitive to the information and language tends
conditions of different ideas that are to be pervasive.
groups. conveyed.

ASSESSMENT RUBRIC FOR THE RESEARCH OUTPUT (Module IVR

Criteria Outstanding Very Good Good Fair/Pass Failure

91-100 81-90 71-80 61-70 Below 60
Use of Primary Uses a wide variety of Uses many relevant • Uses several relevant Provides some No primary sources
Sources (30°/») relevant, accurate and and accurate sources sources to provide sources but are used and
updated sources to to provide evidence in evidence in support evidence presented evidences presented
provide evidence in support of key of hey arguments. are vague and not are irrelevant and
support of key arguments. arguments. always relevant. insufficient.

Effective and • Supporting arguments • Supporting • Evidences used to • Evidences used to • Arguments are not
Appropriate use specific, relevant, and arguments use support arguments support arguments supported by primary
Use of Sources highly persuasive relevant and mostly are specific, relevant are vague and and secondary
(30°/») evidence based on a persuasive evidence and persuasive. unpersuasive. sources.
critical evaluation of coming from both • Uses quotations and• Quotations and • Paper was directly
primary and secondary primary and paraphrases paraphrasing are copied from sources
sources. secondary sources. appropriately to inappropriately used without quoting,
Uses the most Uses quotations make an to support

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 relevant quotations and paraphrases argument. arguments. paraphrasing, and
and paraphrases appropriately and • An explanation is • The explanation of acknowledging
appropriately and accurately to make an provided of how the how the evidence sources used.
accurately to present new argument. evidence presented presented supports • Evidence supporting
perspectives on an • A clear and supports each each argument is not or opposing the
argument. thoughtful explanation argument. clear and thorough. arguments is missing.
• Clearly, thoughtfully, is provided of how the• Evidence for • Evidence supporting
and thoroughly explains or evidence presented alternative or opposing the
analyzes the relationship supports each arguments are arguments are poorly
between the arguments argument. presented and integrated.
and supporting evidences.• Evidence for considered.
• Evidence for alternative arguments
alternative arguments are are presented and
presented and critically compared.
examined to justify the
chosen position.

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Effective • A synthesis effectively• A synthesis • A synthesis identifies
• A synthesis • No synthesis or a
Synthesis and examines how a common adequately examines a common theme identifies a common “synthesis" does not
Application theme has evolved in the how a common theme and how it is theme and how it is connect the different
(20"/«) three periods covered. has evolved in the reflected in diWerent reflected in diWerent periods.
• The synthesis critically three periods covered. periods. periods.
examines the multiple • The synthesis • The synthesis • The synthesis
facets of an important examines the multiple identifies the multiple identifies a few
problem in contemporary facets of an important facets of an facets of an
times relevant to the problem in important problem in important problem in
common theme. contemporary times contemporary times contemporary times
• Offers plausible relevant to the relevant to the relevant to the
solutions and alternatives common theme. common theme. common theme.
rooted in an appropriate • Offers plausible • Offers solutions and• Offer some
historical understanding of solutions and alternatives rooted in solutions, but their
the problem. alternatives rooted in a a historical basis on a historical
historical understanding of the understanding of the
understanding of the problem. problem is unclear.
problem.

Effective • Clear introduction; • Clear introduction;• Introduction is • Introduction and • Thesis and
Organization thesis is presented in a thesis is presented in mostly clear and main thesis are introduction are
(20”/») highly engaging and an engaging manner. thesis is presented present but not missing.
compelling manner. • Each argument in a coherent, clear. • No clear arguments
• Each argument clearly pfesented supports an comprehensible • Arguments to support the overall
supports an overall overall structure. manner. presented does not structure.
structure. • Most arguments support the overall • Transitions
Paper uses structure.

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 consistent and effective • Usually uses presented clearly • Transitions between arguments
transitions to develop ideas effective transitions to support the overall between arguments are missing.
and arguments logically; connect ideas and structure. are largely unclear. • Conclusion is poorly
has a compelling and arguments that leads • Transitions are • Conclusion is connected to the
persuasive conclusion. to a persuasive sometimes abrupt, either vague or paper’s major
• Conclusion conclusion. but the arguments unclear. arguments.
synthesizes arguments • Conclusion partly and conclusion mostly
that support the main synthesizes, but it connect.
idea/thesis. mostly presents the • Conclusion
major arguments to represents major
support the main arguments and
idea/thesis. connects them to
thesis.

Prepared by:
Hazel Tolentino-Bellena
Pablo Mendiogarin

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