SYLLABUS FOR UNDERGRADUATE COURSES

MAJOR, CORE CURRICULUM and ELECTIVES

A. COURSE INFORMATION

COURSE NUMBER ENLIT 12 NO. OF 3

UNITS
COURSE TITLE GLOBAL VOICES AND ENCOUNTERS
PREREQUISITE/S none
DEPARTMENT/ PROGRAM Department of English SCHOOL School of
Humanities
SCHOOL YEAR 2022-2023 SEMESTER First
INSTRUCTOR/S Michael Justine Sales
VENUE SEC- SECTION F SCHEDULE M-TH 1530-1700
A203

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
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 To trace a discourse of global encounters as it

by the global perspective in enriching
one’s literary perception.
CLO2: To formulate critical reactions to
literature, expressed effectively in the
written 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.
is 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 that promote a critical grasp of global
issues 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
 Course Overview
 Learning Outcomes and Objectives
 Avoiding plagiarism and the Basics of MLA Citation
Module 1: Reading Literature and the Practice of Close Reading CLO 1, 2 15 hours
 Understanding the Basics of Close Reading
 Gathering Textual Evidence, Putting Forth an Argument,
The Body, and Conclusion
 Progressive Modes of Reading
 Read: “We Should All Be Feminists” by Chimamanda Ngozi
Adichie
 Analyzing Adichie’s Argument and The Importance of Social
Engagement and Social Justice
Module 2: The Elements of Literature in Organic Interaction CLO 1, 2 20 hours
 Read: Lois Tyson’s Chapter on “New Criticism” from Critical
Theory Today
 The Principles of New Criticism
 “The Text Itself”
  Organic Unity and “Intentional Fallacy”
 Read: “Araby” by James Joyce
 Assessing Araby’s Merits as a Literary Masterpiece
Module 3: Thematic Exploration of Conflict & Resolution A CLO 2, 3 20 hours
 The Fundamental Elements of Poetry
 Rhyme, Scheme, Meter, Verse, and Stanza
 Read: William Shakespeare “Sonnet 18”
 Connotation and Allusion
 Listen: “Cruel Summer” by Taylor Swift
 Imagery and Metaphor
 Read: “Buoyancy” by Rumi from The Essential Rumi page
104-105 and “Howl” by Allen Ginsberg
 Major Task 1: Midterm Essay due on October 10 2022
Module 4: Thematic Exploration of Conflict & Resolution B CLO 2, 3 15 hours
 The Importance of Conflict in Fiction
 Conflict Resolution
 Read: “Summer Solstice” and “Three Generations” by Nick
Joaquin
 Performing a Critical Reading

Module 5: Recognizing Global Roles and Responsibilities through CLO 3 15 hours

Literature
 Read: Dracula by Bram Stoker
 Reading Dracula as fear of the Immigrant Other
 From Literary Studies to Everyday Life: Advocating for the
Inclusion of the Marginalized
 Major Task 2: Final Essay due on December 1, 2022

TOTAL 90 hours

E. ASSESSMENTS AND RUBRICS

ASSESSMENT TASK DESCRIPTION WEIGHT

Module 1-3 Activities Worksheets, group work, quizzes (objective, short 25%
analyses to prepare for essay writing), etc.
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 Worksheets, group work, quizzes (objective, short 20%
analyses to prepare for essay writing), etc.
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, Perusall, 15%
etc.
TOTAL 100%

(1) Rubric for Essays (100 pts.)

CRITERIA Levels of Performance

1. Task Fulfillment (30 pts.) 26-30 pts. 21-25 pts. 20 pts. and below

The essay addresses all the All questions are One question/ More than one
questions and/or instructions answered and all instructions in the question were left
given in the prompt. instructions are prompt was left unanswered or the
followed adequately unanswered or not instructions in the
and completely. addressed fully prompt were not
satisfactorily
addressed.
2. Content (30 pts.) 26-30 pts. 21-25 pts. 20 and below

The essay illustrates the Elements of fiction/ Elements of fiction/ Elements of fiction/
students’ ability to closely read poetry/drama cited in poetry/drama cited in poetry/drama cited in
the text assigned. the prompt have been the prompt have been the prompt have NOT
identified and identified and been identified and
excellently explicated. adequately explicated. adequately explicated.

Multiple aspects of 1-2 aspects of the A mere summary of the

the element/s are element/s are given text has been provided.
expertly unpacked in attention in the essay.
the essay. Textual evidence has
Textual evidence has NOT been used.
Textual evidence has been used in a
been used in the most satisfactory way to
effective way to support the elements
support the elements discussed.
discussed.
3. Organization/ Structure
(30 pts.)
The essay illustrates an in-
depth grasp and insightful
discussion of the elements to
arrive at a cohesive, well-
articulated and well
substantiated thesis or
argument relevant to the GVE
themes.
26-30 pts. 21-25 pts. 20 and below
The essay arrives at a The essay arrives at a The thesis does not
unique thesis. thesis that can still be stand out.
fleshed out.
The thesis is The structure/
cohesive, well- The thesis is organization of the
articulated and well articulated; however, it essay has much room
substantiated with lacks some for improvement.
sound logic (and substantiation and
research, if indicated.) unique insight.

The essay is well The essay is well

structured. structured.
3. Style and Convention 10 pts. 8 pts. 6 pts.
(10 pts.)
All items in the Most items in the Most items in the
The specified format for the checklist for style and checklist for style and checklist for style and
assignment has been followed. convention have been convention were convention were NOT
followed. followed. followed.

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
 Student Presentations literature, expressed effectively in the
 Collaborative/Interactive activities (workshops, written and oral modes.
“gallery” presentations, enrichment talks)
 Student Consultations CLO 3:
To assess and value relevant global
principles textualized in imaginative
writing as they are enacted in real-life
issues, problems, and challenges.

G. REQUIRED READINGS

All texts listed on the course outline.

H. SUGGESTED READINGS

Punter, David. The Literature of Terror. New York: Longman, 1980.

San Juan, Epifanio. Subversions of Desire: Prologomena to Nick Joaquin. Manila: Ateneo De

Manila University Press Quezon City, 1988.

Tyson, Lois. Critical Theory Today: A User-Friendly Guide. Milton Park, Abingdon, Oxon:

Routledge, 2015.

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

87-91 B+ 74-70 D

83-86 B 69 and below F

79-82 C+

J. CLASS POLICIES

1.) Given the hybrid set-up of this semester, we will split our class time between in-person
and online after the first week of classes. We will keep the arrangement simple:

Mondays – Zoom lectures, group discussions and asynchronous activities

Thursdays – in-person class discussions

To be more specific, we will meet on-campus on the following dates:

August 15, 18, 25
September 1, 8, 15, 22, 29
October 6, 13, 20, 27
November 3, 10, 17 and 24

2.) Students are expected to submit their outputs before or on the day of the deadline.
There will be deductions for late submissions unless a valid excuse is provided. If you
foresee any major issue ahead of time and won’t be able to submit before the deadline,
please consult me to work out an alternative arrangement.

3.) Feedback for major assignments will be given a week after the deadline. For regular
learning tasks, you can expect a faster turnaround time (3-4 days). I will be most active
with monitoring my work email every Monday, Tuesday and Thursday and can expect
replies within the day for important concerns.

4.) We will use Canvas as our official learning management system. All learning activities
and readings will be accessible there. It is your responsibility to check Canvas and be
mindful of upcoming deadlines and other class responsibilities. If you have concerns
about access to Canvas, please send an email to ls.one@ateneo.edu or chat with LS-
ONE using your OBF email.
 5.) Come to class prepared and ready to participate in critical conversations. Humanities
classes thrive when we all contribute to knowledge production and engage other people
with our own ideas. Students are expected to steadily complete modules and lessons
with integrity and passion to learn more.

6.) Review the LS Undergraduate Student Handbook and MLA citation guidelines. It is the
student’s responsibility to ensure that all submissions comply with proper academic
standards. This means producing original essays that do not contain plagiarized
material. If you are confused about proper citation at any point during the semester, do
not hesitate to seek clarification and advice from me.

7.) Ateneo De Manila is a safe space for marginalized communities. There is no room in
class for discrimination of any kind – whether based on sex, gender, race, or disability.
My expectation is that all of you will respect your peers regardless of any differences you
may have whether in personal beliefs or social standing. For more information on this,
please read: http://www.ateneo.edu/ls/ls-gender-policy
and https://www.ateneo.edu/policies/code-decorum-investigation-sexual-harassment.

K. CONSULTATION HOURS
Consultation happens during class hours and Tuesdays from 1:30-5:30 pm via Zoom. Any
other consultations on a different day or time are available by appointment only. Please
email me at mjsales@ateneo.edu to set an appointment and to find a mutually agreeable
time.

Reference: Core Curriculum Learning Outcomes (CCLOs)

LEGEND:
CCLO 1 Demonstrate effective communication skills (listening and speaking, reading and writing) in
English and Filipino.
CCLO 2 Evaluate information and issues in various spheres of life using mathematical reasoning and
statistical tools to process and manage data.
CCLO 3 Propose ways to address pressing social and ecological problems using appropriate critical
approaches and scientific thinking
CCLO 4 Develop a creative and moral imagination that is responsive to contemporary global realities
and challenges, but also deeply rooted in local histories, conditions, norms, and institutions.
CCLO 5 Internalize the significance and value of her/ his unique existence and purpose in life in light of
Christian faith.
CCLO 6 Discern life choices with a keen awareness of ethical dilemmas and considerations.
CCLO 7 Exemplify a commitment to enhancing human life and dignity, especially those who are
excluded and in greatest need.
CCLO 8 Practice a vision of leadership and committed citizenship rooted in Christian humanism.