SYLLABUS FOR UNDERGRADUATE COURSES

MAJOR, CORE CURRICULUM and ELECTIVES

A. COURSE INFORMATION

COURSE NUMBER ENLIT 12 NO. OF UNITS 3

COURSE TITLE GLOBAL VOICES AND ENCOUNTERS
PREREQUISITE/S none
DEPARTMENT/ PROGRAM Department of English SCHOOL School of Humanities
SCHOOL YEAR 2021-2022 SEMESTER First
INSTRUCTOR/S Ms. Luisa L. Gomez, MA
VENUE Online SECTION SCHEDULE MWF
Canvas
Zoom BB
15:00-16:00

B. COURSE DESCRIPTION

A prolific body of literature exists depicting the drama of global encounters, where
different cultures and perspectives play out the dynamics of conflict and the search for human
understanding.

This course surveys representative texts in poetry, fiction, and drama revealing
important facets of global society through cultural diversity, conflict resolution, and dialogical
interaction. With close attention to genre conventions and various literary modes, students
survey a range of global cultural traditions and ideas, in view of honoring cultural diversity,
expanding personal horizons, and fostering global citizenship.

WHERE IS THE COURSE SITUATED WITHIN THE FORMATION STAGES

IN THE FRAMEWORK OF THE LOYOLA SCHOOLS CURRICULA
√ FOUNDATIONS: Exploring and Equipping the Self
ROOTEDNESS: Investigating and Knowing the World
DEEPENING: Defining the Self in the World
LEADERSHIP: Engaging and Transforming the World
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C. COURSE LEARNING OUTCOMES

By the end of this course, students should be able to:

COMPETENCES KNOWLEDGE, SKILLS, ATTITUDES

CLO1: To explicate literary texts, guided by To trace a discourse of global encounters as it is

the global perspective in enriching one’s
literary perception.
CLO2: To formulate critical reactions to
literature, expressed effectively in the written that promote a critical grasp of global issues
and oral modes.
CLO3: To assess and value relevant global
principles textualized in imaginative writing
as they are enacted in real-life issues,
problems, and challenges.
textualized in poetry, fiction, and drama.
To recognize and explore issues raised by diverse
texts across cultures and timeframes.
To develop textual interpretations of literary texts
through independent writing, class discussions,
small-group work, and creative presentations.
To form convictions through literature about one’s
place and responsibilities in today’s global
society.
To hone the personal skill of dialogical thinking
through textual explorations of difference and
multicultural realities.

D. COURSE OUTLINE AND LEARNING HOURS

Course Outline CLOs Est. contact

or learning
hours
Module 0: Course Preliminaries CLO 1, 2 5 hours
Module 1: Reading Literature and the Practice of Close Reading CLO 1, 2 10 hours
Module 2: The Elements of Literature in Organic Interaction - Fiction CLO 1, 2 10 hours
Module 3: The Elements of Literature in Organic Interaction - Poetry CLO 1, 2 10 hours

Module 4: Literature and the Construct of the Global CLO 1, 2 10 hours

Module 5: Thematic Exploration of Conflict & Resolution CLO 2, 3 10 hours

TOTAL 60 hours
*Please consult Canvas for the learning times of each activity per module.

E. ASSESSMENTS AND RUBRICS

ASSESSMENT TASK DESCRIPTION WEIGHT

Module 1-3 Activities Lecture/input, readings, short answer tasks and quizzes, 30%
group/individual activities, worksheets

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Midterm Essay A literary analysis essay that exhibits students’ ability to 20%
close read given texts, with particular focus on the
elements of fiction/poetry
Module 4-5 Activities Lecture/input, readings, short answer tasks and quizzes, 20%
group/individual activities, worksheets

Final Essay A literary analysis essay that generates themes pertaining 20%
to global voices and encounters, drawn from given text/s
and discussions
Class Participation Activities involving discussion boards, Padlet, Google 10%
Jamboard, Canvas, Perusall, etc.
TOTAL 100%

Discussion pages and grading class participation

Class discussions will occur either on discussion pages on Canvas, the Padlet app, or the
Perusall app, which will be integrated onto Canvas modules as needed. Class
participation will be graded through participation in discussions starting from Module 1 onward.

Your class participation grade will be determined by Canvas metrics. In particular, I will be
looking at the ‘Participation’ rating that Canvas gives. If your participation rating is ‘high’, you get
an A. ‘Moderate’, you get a B. If it’s ‘low’, you get a C.

If you need to confirm what your Canvas participation rating is, I will inform the class during the
period of advisory marks release and before the submission of the final essay.

Rubric for Essays

Category Criteria Points

Task The essay has a main idea that is developed consistently 5

Fulfilment from beginning to end.
and Idea
Development
Sufficient and relevant illustrations and points are provided to 15
20 substantiate the thesis. Sources of information (if any) are
cited properly.

Writing Evidence from the text/s is consistently used. 10

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 Devices
Evidence from the text/s is used in an analytical manner and 10
20 not through mere summary.

Insights and The paper offers a strong insight on the text/s’s significance, 10
Impact in terms of how the text/s contributes to an understanding of
self, other, society, and/or world.
20
The insight is thoughtful and convincing, emerges from the
text/s, not around or alongside it; presents ideas in an original
way.

The paper invites the intended audience to reflect on the 10

insights presented.

Organization The elements (title, introduction, body, and conclusion) of the 10

essay are unified.
20

Appropriate transitional devices and signals are used to 10

connect ideas and parts of the personal reflection essay.

Style and The voice of the author is defined and the tone used is 10
Conventions appropriate and effective.

20
The author follows language conventions (e.g. coherent 10
sentences; appropriate time signals and consistent tenses;
correct spelling, etc.).

T= 100 T=100

Rubric for short activities

A & B+ All requirements of the activity are met

Ideas are well-developed and explained

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 Accurate language is used throughout
There may be one or two minor lapses in all criteria

B & C+ All requirements of the activity are met but there may be noticeable errors
in a some parts
Ideas are visible but could be more thoroughly or precisely explained.
Clarity might suffer in some parts.
Language is mostly accurate but noticeable errors restrict the grade

C&D Some requirements of the activity are met but some are not.
Although ideas are visible, these lack development or could be more
precisely developed. It can be difficult to get a clear idea of what the
response is about.
Language is generally accurate but there are some intrusive errors that
make understanding difficult.

F There is little attempt to meet the requirements

Ideas are obscure and poorly developed

The submission is barely readable
Plagiarised work
Non-submission

F. TEACHING AND LEARNING METHODS

TEACHING & LEARNING METHODS & ACTIVITIES

• Activities that exhibit knowledge in elements of CLO 1:

poetry and fiction (quizzes, assignments, To explicate literary texts, guided by
worksheets, collaborative documents, etc.) the global perspective in enriching
• Short analytical posts (discussions, Perusall, etc.) one’s literary perception.
• You Tube Videos and Lectures

• Essay Writing (Individual or in Groups) CLO 2:

• Class Discussions To formulate critical reactions to
literature, expressed effectively in the
written and oral modes.

CLO 3:
To assess and value relevant global
principles textualized in imaginative
writing as they are enacted in real-life
issues, problems, and challenges.

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 G. REQUIRED MATERIALS

Module Materials
Module 1: Reading Literature and the Francisco Arcellana, “Mats”
Practice of Close Reading Haruki Murakami,
“Barn Burning”
Edith Tiempo
“Bonsai”
Module 2: The Elements of Literature James Joyce, “Araby”
in Organic Interaction (Fiction) NVM Gonzalez,
“Bread of Salt”

Module 3: The Elements of Literature
in Organic Interaction (Poetry)
Module 4: Literature and the
Construct of the Global
Derek Walcott, “A Far Cry from Africa”
Langston Hughes, “The Negro Speaks of Rivers”
A.K. Ramanujan, “[How Can One Write about Bosnia]”
Ken Liu, “The Paper Menagerie”
Richard Blanco, “Mother Country”

Module 5: Thematic exploration of Paz Marquez Benitez,

conflict and resolution “Dead Stars”
Higuchi Ichiyo,
“Separate Ways”
* Please see our class’s Canvas page for instructions on accessing the materials.

SUGGESTED READINGS

Abad, Gemino, ed. A Habit of Shores: Filipino Poetry and Verse from English, 60s to the 90s. University
of the Philippines Press, 1999.
—. A Native Clearing: Filipino Poetry and Verse from English since the 50s to the Present, Edith L.
Tiempo to Cirilo F. Bautista. University of the Philippines Press, 1993.

—. Upon Our Own Ground: Philippine Short Stories in English 1956-1972. 2 vols. University of the
Philippines Press, 2008.
—. Underground Spirit: Philippine Short Stories in English 1973-1989. 2 vols. University of the
Philippines Press, 2010.

Abad, Gemino, and Edna Z. Manlapaz. Man of Earth: An Anthology of Filipino Poetry and Verse from
English 1905 to the Mid-50s. Ateneo University Press, 1989.
Abrams, M.H. A Glossary of Literary Terms. Harcourt Brace College Publishers, 1999. Adichie,
Chimamanda Ngozi. One World: A Global Anthology of Short Stories. London: New Internationalist
Publications Ltd. , 2009.

Arthur Biddle and Gloria Bien, eds. Global Voices: Contemporary Literature from the Non- Western
World. New York: Pearson Books, 1995.

Clerk, Jayana and Ruth Siegel, eds. Modern Literatures of the Non-Western World: Where the Waters
are Born. New York: HarperCollins College Publishers, 1995. Giddens, Anthony. Sociology. 6th ed.

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Cambridge: Polity Press, 2009.

Lawall, Sarah, ed. The Norton Anthology of World Literature. 6 vols. New York: W.W. Norton &
Company, Inc. , 2004.

McClatchy, J.D. , ed. The Vintage Book of Contemporary World Poetry. New York: Random House,
2006.

H. GRADING SYSTEM
92-100 A 75-78 C

87-91 B+ 74-70 D

83-86 B 69 and below F

79-82 C+

I.CLASS SCHEDULES

Modules will be published on Canvas 1 to 2 days before or on the morning of the very first day of module’s
start. The DATE OF RELEASE in this section accounts for the first day of module’s start.

Dates of release may change subject to the class’ overall pace in module completion; thus, any changes to
these dates will be announced in advance on our Canvas page.

Module schedules
Module Week Date of release
Module 0: Welcome to GVE 1-2 August 26
Module 1: Reading 3-5 September 6
literature and the practice of
close reading
Module 2: The elements of 6-8 September 27
literature in organic
interaction-fiction
Module 3: The elements of 8-11 October 13
literature in organic
interaction-poetry
Module 4: Literature and the 12-14 November 24
construct of the global
Module 5: Thematic 14-16 November 28
exploration of conflict and
resolution

*Although we will largely follow an asynchronous mode of the delivery which includes a rather
self-paced mode of study to a certain extent, it is strongly recommended that you follow the
schedule. Doing so will help you with your own time management and help ensure that you
manage to submit all course requirements on time at a doable pace.

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J. Schedule of Synchronous Sessions

Unless otherwise stated, we will have synchronous sessions every Friday during our designated
class hour. If something happens and the synchronous session is cancelled, I will give you all
advanced notice. These are the dates of our synchronous sessions:

Session Date
1 August 27

2 September 1 (Wednesday)

3 September 10

4 September 17

5 September 24

6 October 1

7 October 8

8 October 15

9 October 22

10 October 29

11 November 5

12 November 12

13 November 19

14 November 26

15 December 3

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The venue for these sessions will be the class Zoom room. The link will be provided on the
class’s Canvas account.

Submission of major assessments

Midterm essay Nov 5

Final essay Dec 9

K. CLASS POLICIES

EXPECTATIONS

We must come to some agreement regarding what we may expect from each other.
1. We are using Canvas, the official Ateneo online learning management system. This will
mean activating (if you haven’t already) your Ateneo obf accounts to be able to access it,
regularly checking your email and Canvas accounts for online learning, announcements
and assignments, and alerting me in a timely fashion me for any technical difficulties.
Everything that will happen in this class will do so through Canvas so you need to be
responsible for your Canvas accounts. You may configure the notifications of Canvas to
your needs.
2. This class will mostly follow an asynchronous format, which means that you can go at
your own pace, working with the deadlines and schedules that will be set. However, we
will have a few synchronous sessions, see the schedule for these sessions above. We
will be using Zoom for these sessions so please be responsible for getting Zoom to work
for you. All synchronous sessions will be recorded for those who, for whatever valid
reason, can’t make it. During synchronous sessions, it would be nice if we saw each
other through video as it’s better for me if I can see the people I am talking to. However,
you are free to turn on your video or not. It’s your choice. Attendance in synchronous
sessions will not be checked but you are expected to join these sessions. I will take a
note of who are around/not around. This will help me monitor your engagement in the
class.
3. Likewise at other portions of the course you may be asked to use apps and other links
like Padlet in order to complete particular tasks. Should there be some technical
difficulties, please inform me right away via email at lgomez@ateneo.edu. Let us
agree to be patient with each other as I am learning how to teach online too.
4. Discussion, cooperation, and feedback will be the lifeblood of our classes. This course
will depend a lot on collaborative effort. You are expected to participate and weigh in.
Each group has a right to drop an uncooperative or delinquent member. Again, please
email me for difficulty with a group member, difficulty working with a group, or difficulty
with bandwidth and other such things. Please read the discussion guidelines below.
5. All requirements have to be submitted on time; however, I do allow some leeway for
acceptable reasons (illness, emergencies, unexpected bumps on the road). A late
submission beyond the deadline will get a grade deduction. For instance, if your
paper is graded B but you submitted your work late, your final grade for the paper will
be a C+. Please note that I will set a certain period of time for accepting late
submissions of minor requirements.

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6. Any time you feel confused in the course, if you become sick or feel you've fallen behind
schedule, if anything at all comes up that you think will interfere with your performance in
this course, please inform me right away. The only way I can help you is if you tell me
right away what you need help with.
7. Should you wish to speak to me in person, please don't hesitate to let me know. We can
schedule to meet online during the class hours of this course. I am just as anxious as
you to make your learning here an enjoyable, relevant, and meaningful experience. We
can also talk via email.
8. We must ensure open and smooth two-way communication. I always hope to answer
your email in timely fashion, in 24-48 hours at most. Please be patient and email me
again should I fail to reply. Assessments will be returned in a timely fashion. I usually
manage to grade all assessments and give feedback in 3 to 5 days. If I am delayed for
whatever reason, I will let you know. I won’t be commenting on all discussion board
posts, but I will read all of them and comment as necessary.

9. Please do not mention names of people and institutions in your papers, unless given
explicit permission to do so. This is to ensure that our class remains ethical and fair. We
have to conform with all the university guidelines on ethics in research.
10. Non-submissions get a grade of 0. Plagiarized work will get a 0 as well. Please see
policies on academic integrity below.
11. The grades reflected on Canvas do not necessarily reflect your actual grade. I still
compute grades based on the grade weights indicated in the grading system.
12. Our class is a safe space for everyone, including myself. This means (1) keeping things
private unless told otherwise (and that includes the course materials), (2) being patient
and respectful, (3) keeping lines of communication open, especially if something
uncomfortable happens, (4) using fair, reasonable, and respectful means of settling
disputes and problems and not ranting on any sort of platform, especially social media,
(5) being understanding and compassionate to everyone, and (6) making kind, fair, and
just choices in all the forms of language that we use.

SCHOOL POLICIES
We must abide by university standards and codes of behavior.
1. Only officially enrolled students will be allowed to participate in all ways in the course.

2. Please read the LS Undergraduate Student Handbook carefully. You can access the
handbook by clicking this link.
3. Rules and regulations stipulated in the handbook will be adhered to strictly. This is especially
true for plagiarism and acts of dishonesty. You can view the PDF copy of the 2018 LS Code of
Academic Integrity here.
4. The university designed a one-stop shop student services hub called LS-One. It is
designed to help you virtually navigate the campus for now. LS-One may be accessed
using your @obf.ateneo.edu email accounts. Once logged on, you can more thoroughly
navigate the site and use its features. Click on this link to access it. If you need them,
you may use this hub to request portable learning packets in case you have
connectivity problems. You can also contact LS-One if you have problems regarding
Canvas.
5. Ateneo de Manila University does not discriminate on the bases of sex, gender, marital or
parental status, sexual orientation, or gender identity or expression. You may click on this link
for more information on the LS Gender Policy. Please also consult this link concerning the
Code of Decorum and Administrative Rules on Sexual Harassment, Other Forms of Sexual
Misconduct, and Inappropriate Behavior.

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DISCUSSION GUIDELINES

Aim for your best answer when participating in our discussions

1. PREPARATION: Give your response some thought before you post. Out of courtesy
to others, please do not write in a stream-of-consciousness fashion (unless, for some
reason, you are told to do so). Avoid lengthy, rambling responses by organizing your
thoughts first before posting. In most of our discussion boards, you will be asked to
limit to your response to a maximum number of sentences or words (e.g., "In no
more than ten sentences..."). Please make an effort to follow that.

2. PARTICIPATION: A discussion is only as helpful as the level of participation that we

put into it. So please participate—not only by posting your response, but also by
reading others' comments and responding to them. You may respond by LIKING a
post or by REPLYING to it. You should at least pick one person to respond to each
time you participate in a discussion. Please refer to how I will grade class
participation for further guidance.

3. REASON: We want to stand on the common ground of reason. When we are

discussing ideas (in contrast to expressing our feelings), it is acceptable—and even
desirable—to communicate a dissenting opinion, as long as we support our stance
with reason. Discussions should be grounded in reason--or at least, an attempt to
reason. This is the most important criterion in assessing someone's contribution to
discussions of ideas.

4. RESPECT: Respect is an absolute non-negotiable whether we are discussing our

ideas or sharing our feelings. It is absolutely all right to disagree as long as we do so
in a reasonable and civil manner. Respect becomes even more crucial when people
are sharing not ideas, but their feelings. In such cases, we are expected only to
listen, to accept, or to support.

L. ROLES, RULES, ROUTINES

To guide us on this journey.

ROLES
As mentioned earlier, this course is meant to be asynchronous: You go through the course
individually, given your own schedule and at your own pace but with an eye on course
schedules and deadlines. However, collaboration, in all its forms, is also important. So
understand that you cannot go through this course alone. There are many forms of
collaboration, whether with your classmates, with people whose work you admire, with your
teacher. As you approach this course, think of yourself as a collaborator, one who engages
with others to do one’s best work.

Your classmates will be your main co-learners or community for the course. Although you
will be asked to share your individual reflections with the community, you are expected to
discuss and work more closely with each other. You can help one another out in the course,
you may do some activities together (and you will be told if the submission can be by group

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or not), you can listen to each other, and contribute to each other’s ideas. I welcome all
ideas so I would be glad if you would share your thoughts!

Your teacher (or your coach), me, will be taking the lead in assessing your work and
providing you with feedback on your assignments. However, you will all also do some peer-
review. So in some parts, grades will come from not just your coach but in some cases, your
co-learners as well. As such, it is important to submit all assigned work on time, so everyone
gets enough time to assess your work and provide you with feedback.

I will assign a class beadle and co-beadle who will remind me to upload the Zoom recording
and any agreed adjustments of tasks and schedules that we agreed upon as a class. They
may also manage alternative platforms to facilitate communication among course mates to
foster a sense of community. The class beadles are not responsible for reminding the
class about task submission dates and requirements. Although they may bring up
matters concerning the whole class, please do apply initiative in raising your own unique
concerns if needed.

RULES
To complete the course, you must submit all required work. Even if you’re feeling shy,
submit your work as without a submission, you will get a 0, which will really damage your
final grade.

In many parts of the course, participation in discussions is essential. We all have to engage
with each other.

Our class policies also express the rules of this class.

ROUTINES
If you are a first-time online learner, you may want to set up some routines for yourself.
Here are some questions you may want to consider:

1. When do you plan to go through the course? The worst possible answer is: "Whenever I
feel like it!" Online courses require a regular schedule, so set specific and regular days and
times for yourself. If you use an online tool like Google Calendar, it may help to schedule
your course learning time there. For example: Every Monday from 8 am to 12 pm—or every
Tuesday from 9 to 11 am and from 2 to 4 pm.

2. When will group meet?

If you have a group, your meetings will be crucial to your course work, so make sure you
come to an agreement about this early on. Some group tasks will require that you and your
team have undergone certain modules first. You need to take responsibility for contacting
your group. A chat group will help a lot here.

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M. CONSULTATION HOURS

NAME OF FACULTY EMAIL DAY/S TIME

MWF

MWF
Luisa L. Gomez 15:00-16:00
lgomez@ateneo.edu Venue: class Zoom room,
links are on Canvas

*Although current guidelines recommend that consultations occur during class

hours, you still have to set an appointment if you wish to consult. This is just to
ensure that no two groups of people consult at the same time. Additionally, school
policies on one-to-one consultations apply—either to video record the consultation
(cameras may be turned off) or a schoolmate is asked to join the consultation with the
consent of all parties. Consultation is also possible via email.

[END]

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