21ST CENTURY LITERATURE FROM THE

PHILIPPINES AND THE WORLD

I. COURSE DESCRIPTION: This course aims to engage students in appreciation and

critical study of 21st Century Literature from the Philippines and the World,
encompassing their various dimensions, genres, elements, structures, contexts, and
traditions.

SUBJECT TYPE: Core Subject

INSTRUCTOR: MELON, Kaycee L. ( kayceelmelon@su.edu.ph)

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II. AUTHENTIC PERFORMANCE TASK

FIRST QUARTER
GOAL The students will be able to write a critical reflection
paper on any of the texts discussed in class, centered
on issues in society or about particular ‘truths’ in life,
which the students find striking or noteworthy.
ROLE Students will be contributors of a university literary
folio.
AUDIENCE The critical reflection paper will be shared to the
contributors and readers of the folio.
SITUATION The students are invited to submit a paper for possible
inclusion in the special 2020 issue of the Silliman
Literary Journal.
PERFORMANCE/PRODUCT The students must submit a 6-page critical reflection
paper applying the various literary interpretative
strategies in their analysis.
STANDARD The students’ papers will be graded based on the
formulated thesis, content, and organization. See
Appendix A for the rubrics.

Instructions for the 1st performance task: Critical Reflection Paper

1. Central to this paper is a personal reflection about a chosen text (among the rest of
the texts in class) with regard to issues in society or about particular ‘truths’ in life,
which the student finds striking or noteworthy.
2. The paper should have a clearly formulated thesis—or the ‘ultimate point’ or
reason in choosing a particular text. The first paragraph should introduce the
thesis, which is placed (ideally) in the last sentence of the paragraph, through any
of the various introductory strategies to set the background of the claim: narrating
an anecdote (story), posing rhetorical questions, identifying an overall problem,
or presenting a general situation.
3. In three to four paragraphs, the essay should discuss three significant points to
develop and support the thesis. Specific instances or passages from the text should
be cited and different interpretive strategies should be used (when necessary) to
prove your points.
4. In the concluding paragraph, the paper gives a summary of the major points and
the restatement of the thesis. To give a closing thought, the paper could give a
reflection on literature and life; for instance, the conclusion could discuss the value
of literature to one’s life or the importance of discovering insights about the chosen
text to an understanding of oneself, the community, and perhaps the world.
5. Underline the following: thesis statement in the introductory paragraph, topic
sentences in the supporting paragraphs, and restatement in the conclusion

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 6. Specifications: 5-7 pages, 1.5-space, encoded, Times New Roman/Book Antiqua-
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SECOND QUARTER
GOAL The students will be able to present their analysis of a
specific text written by a Filipino author, using the
different literary lenses as the basis for their
interpretation and discussion.
ROLE Students will be literary scholars presenting in a
national conference.
AUDIENCE Their analysis of a specific text will be presented to
other literary scholars in the conference.
SITUATION The first virtual Philippine Literary Conference invites
scholars from Asia and beyond to present their
analysis of texts written by local writers, with the aim
of making sense of the nuances of the Filipino lived
experience.
PERFORMANCE/PRODUCT The students must prepare a 30-minute presentation
of their analysis of the text assigned to them. The
presentation includes a brief summary of the text, a
thesis statement, and at least three supporting details,
using the different literary strategies.
STANDARD The presentation will be graded based on
preparedness, delivery, content, use of visual aids, and
ability to answer questions. See Appendix B for the
criteria.

Instructions for the 2nd performance task: Group Presentation

Each group will pre-record a presentation discussing their assigned text. Prior to the
presentation, the group shall submit a written report/outline.

The Group Presentation will be based on the written report/outline which contains the
following:

1. Thesis Statement: the group’s argument on what the text is all about or what the
text reveals
2. Major Points: relevant interpretive strategies that can support your thesis (Are
their economic, political, gender, and cultural issues found in the text?)
3. To provide further support for the major points, lines/passages from the text
should be cited literary terms (such as setting, characters, plot, conflict, or them)
should be used when necessary
4. Sources should be accurately acknowledged using the APA Format.

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III. GRADING

WRITTEN WORKS (25%) Quizzes, Assignments, Essays, Peer

Evaluation
PERFORMANCE TASK (50%) Authentic Performance Task
QUARTERLY ASSESSMENT (25%) Quarterly Exam
TOTAL: 100%

IV. RUBRICS
Rubric for Critical Reflection Paper

Exemplary Accomplished Developing Limited

Application of Essay reflects Essay reflects a Essay reflects Essay reflects little
Critical mastery of the solid some understanding of
Technique & literary perspective understanding of understanding of the literary
Perspective (40) applied. The writer the literary the literary perspective
is fluent in the perspective perspective applied. The
language and applied. The applied. The writer barely uses
theory behind the writer is using writer struggles to the language and
perspective. much of the use the language theory behind the
Analysis and language and and theory behind perspective.
conclusions drawn theory behind the the perspective. Analysis and
are virtually perspective. Analysis and conclusions
incontrovertible. Analysis and conclusions drawn are
(40) conclusions drawn are questionable with
drawn are strong somewhat obvious "errors."
with minor questionable with (20)
"errors." (37) a few obvious
"errors." (30)
Essay Essay remains Essay remains Essay remains Essay may lose
Focus/Thesis focused on a clear focused on a clear focused on a focus on or lack a
(30) thesis with every thesis with every thesis with most clear thesis; some
support powerfully support clearly supports supports are not
connected to the connected to the adequately connected to the
thesis. (30) thesis. (27) connected to the thesis. (15)
thesis. (24)
Quality of Powerfully chosen Well-chosen Acceptably Questionably
Support (30) textual proof textual proof chosen textual chosen textual
supports each supports each proof supports proof supports a
point. The textual point. The textual most points. The few points. The
proof is thoroughly proof is textual proof may textual proof is
examined, adequately be inconsistently likely
explained, and examined, examined, insufficiently
clearly relevant to explained, and explained, and examined,
the thesis. (30) relevant to the relevant to the explained, or
thesis. (27) thesis. (24) relevant to the
thesis. (15)
Adapted from: Content Area Literacy for Diverse Learners by Virginia McCormack

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 Criteria for Group Presentation

Criteria Score
Comprehensive and insightful discussion of the readings, citing relevant 40
support and references
Logical connection of significant points to comprehensively discuss 20
the topic
Artistic, creative presentation of the text 20
Responses to questions are on-point and well-developed, showing 10
mastery of the topic
Well-coordinated presentation, with tasks equally distributed to 10
group members
TOTAL 100

V. CLASSROOM POLICIES

1. Students are expected to attend class sessions regularly and participate actively in
video conferencing and independent activities. Login to the virtual classroom
according to our assigned class schedule. For collaborative activities, students are
expected to contribute to the output and cooperate with their group mates or
partner.

2. Students can be allowed to make up for missed major exams and quizzes provided
that they can present a valid excuse. In order for an absence to be considered
excused, a student’s parent or guardian has to present to the instructor an email
(attached with a medical certificate when necessary) duly endorsed or received by
the class adviser, guidance counselor, and principal.

3. Students must turn in their offline tasks, assignments, and other requirements on
time. Late submission will not be accepted unless prior arrangements have been
made.

4. Students should turn in their written tasks in PDF format, unless otherwise
specified. Inability to turn in requirements especially the major writing activities
warrants a failure in the subject.

5. Students must never attempt to plagiarize. Plagiarism is considered a major

offense. Students caught plagiarizing their work will automatically be given a
grade of 70 for that particular quarter.

6. Students are expected to acknowledge sources appropriately and correctly using

APA Documentation Style.

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7. Students should observe classroom netiquettes during the online distance
learning. Students are expected to attend sessions on time, dress up appropriately,
and maintain respectful behavior.

8. Students must avoid spamming the discussion boards or chatroom with

unnecessary and irrelevant posts or messages. Please respect our virtual classroom
as you would an actual physical classroom.

9. Students are only allowed to communicate with their instructor during the
assigned class schedules and indicated office hours. Late night emails will not be
entertained.

10. Students must put away their mobile phones, iPads, and other unnecessary
gadgets while the video conferencing session is going on.

11. Video conferencing sessions are scheduled in advance to give everyone enough
time to prepare. If a student is unable to attend the session due to unforeseen
technical issues, that student must inform the instructor by email as soon as
possible.