FAR EASTERN UNIVERSITY

GENERAL EDUCATION

FIRST TERM S.Y. 2021-2022

COURSE CODE: GED0102
The Life and Works of Rizal
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GENERAL EDUCATION

Topic: Interpretation and Historicity in Jose Rizal’s Works

Duration: Weeks 12 and 13

The act of translation is crucial to the understanding of learning

materials that are originally written in a specific language, but the
Description:
intent is to understand them in a different language. This module
focuses on the problem of interpretation.
• Synthesize the prescribed learning material based on its salient
points and context.
• Discuss the arguments that the author has presented in the
learning material.
Learning
• Analyze the social context in which Rizal lived, functioned, and
Outcomes:
wrote.
• Examine the translation of Rizal’s writings in a detailed and
careful way through writing an expository essay.

Reading/ Sources: • Benedict Anderson’s “Hard to Imagine”

1. Preliminary Activities
Activities/
2. Deepening
Assessments:
3. Closure and Synthesis
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Preliminary Activities:
Description: These preliminary activities serve as a precursor to
gain the students’ interest in the topic to be discussed. Through
the discussion on this activity, we hope to synthesize the
learning material based on its salient points and context.

Preliminary Activity
Instructions: Read Benedict Anderson’s “Hard to Imagine”

Deepening of Understanding: Description: This part aims to

discuss different issues or concepts related to
the reading or the topic of the module in an in-depth manner.
Through this particular discussion, we aim to analyze the social
context in which Rizal lived, functioned and wrote.

1.Questions to Ponder
(a)What was going through your
mind while working on this
activity?
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(b)What difficulties did you

encounter?
(c)What realizations did you get from
it?

Description: This section aims to examine the

translation of Rizal’s writings in a detailed and
careful way through writing an expository
paper.

1. Expository Paper
You will give your own take regarding the problem
of interpretation by answering one of the ff.
questions:
(a) Should Noli Me Tangere be faithful to its
original translation to be significant? Or is it as
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GENERAL EDUCATION

significant to re-interpret it in light of our own

historical conditions?
(b) Considering Anderson’s criticisms, do you think
Guerrero intentionally mistranslated Rizal’s
work or was he just a victim of his own
historical conditions?
The format is as follows:
*The essay should be at least 300 words.
*Times New Roman/Arial
*Font Size 12
*1.5 line spacing

Module 5:
Interpretation and
Historicity in Jose
Rizal’s Works
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GENERAL EDUCATION

FORMATIVE ASSESSMENT #5: EXPOSITORY ESSAY

RUBRICS

Expository Essay Rubric

Full Marks (4) Good (3) Fair (2) Needs Improvement

(1)

(UNITY) Well-developed Introductory Introduction states Thesis and/or

introductory paragraph contains the thesis but problem is vague or
Introduction:
some
paragraph contains does not unclear. Background
Background/history
detailed background adequately explain details are a
Thesis Statement information and the
background, a clear states the seemingly random
explanation or background of the collection of
problem, but does problem. The
definition of the not explain using information,
problem, and a thesis problem is stated, unclear, or not
statement. details. States the but lacks detail. related to the
thesis of the paper. topic.

(UNITY) Conclusion Conclusion Conclusion Conclusion does not

summarizes the summarizes main summarizes main adequately
Conclusion
main topics. topics,
summarize the main
topics without Some suggestions but is repetitive. points. No
repeating previous for change are No suggestions
evident. for change suggestions for
sentences; writer’s and/or opinions change or opinions
opinions and are included. are included.

suggestions for
change are logical
and well thought out.
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Expository Essay Rubric

(COHERENCE) Logical, compelling Overall, the paper is confusion. The writer details or events seem
progression of Body: logically sometimes strung

Three or more main Three or more main Three or more Less than three main
(CONCRETENESS & points are well points are present main points, but points, with poor
ACCURACY) all lack development of ideas.
developed with but may lack detail development.
supporting details. and development in
one or two.
Body:

Main points with

supporting ideas.

ideas in essay; clear

Logical sequence and structure which transition of developed. Progression of lunges ahead too quickly together in a loose or
supporting ideas in the or spends random
ideas. enhances essay makes sense and too much time on details fashion; there is no
moves the that do not matter. identifiable
and showcases the central
idea or reader easily through the internal structure and
text. readers
theme and moves the
Transitions appear
reader through the text. Strong transitions exist have trouble following
throughout sporadically, but not the writer’s line of
and add to the essay’s equally throughout the thought.
Organization flows so coherence essay.
Progression of ideas in the
smoothly the reader Arrangement of essay is
essay Few, forced
unclear
hardly thinks about it.
is awkward, yet moves the transitions in the essay or
and illogical. The writing
Effective, mature, graceful reader no
lacks a
transitions
through the text without transitions are present.
clear sense of direction.
exist throughout the essay. too much
Ideas,

Expository Essay Rubric

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(CONCRETENESS Source material is Source material is Source material is Lacks sources

AND ACCURACY) smoothly used. used, but and/or sources are

integrated into the integration may be not accurately

text. awkward. documented.
Body: All sources are
accurately cited,
References and
citation All sources but a few are not in All sources are Format is incorrect
the desired format. accurately for all sources.
are accurately cited
in the Some sources lack documented, but
credibility. many are not in
desired format
both in the text the desired
and on the format or lack
reference lists. credibility.
(CLARITY AND All ideas are
CONCISENESS) written with ease Ideas written are Ideas are written
and precision. clear but
Most ideas written obscurely and are
with ease and repetitive. repetitive.
Sentence precision.
Construction Essay did not
contain sentences Essay contained a Essay contained
that distracted the few awkward
Essay contained many awkward
reader. sentences that
sentences with sentences that made
minor error that distracted the the essay
barely distracted reader. incomprehensible to
the reader. the reader.