SYLLABUS FOR UNDERGRADUATE COURSES

MAJOR, CORE CURRICULUM and ELECTIVES

Student Copy

The Student Copy of the syllabus is an abridged version (v.2) of the full template (v.1) that includes
the program’s alignment with the core curriculum and course learning outcomes. Departments and
programs have the option to use either version as they deem appropriate.

A. COURSE INFORMATION

COURSE NUMBER Enlit 31 NO. OF 3

UNITS

COURSE TITLE Literatures of the Western World I: Europe

PREREQUISITE/S

DEPARTMENT/ English SCHOOL Humanities

PROGRAM

SCHOOL YEAR 2021-2022 SEMESTER First

INSTRUCTOR/S Ramon C SUNICO

VENUE/PLATFORM Online SECTION C SCHEDULE MWF 1-2pm

B. COURSE DESCRIPTION

A survey of the literature of the Western World produced between the 10th century BC and the
late 17th century, including representative poetry, drama, prose fiction, and nonfiction from
the Ancient World, the Middle Ages, and the Renaissance.

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

X
 DEEPENING: Defining the Self in the World
X

LEADERSHIP: Engaging and Transforming the World

X

C. COURSE LEARNING OUTCOMES

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

COURSE LEARNING OUTCOMES

CLO1: Critically discuss the emergence and evolution of ancient and medieval literatures in
the European tradition

CLO2: Relate these early literatures to literary forms and themes at work in contemporary
culture and literature

CLO3: Explain the process through which literary forms, themes and concerns are preserved
and transmitted across space (geography) and time (history)

CLO4: Reflect on and clearly express how early literature served as major vessels and modes
of expression of both personal, social, moral and religious values

CLO5: Clearly discuss the basic structure and content (language and message) of selected
literary texts in translation

D. COURSE OUTLINE and LEARNING HOURS

Course Outline CLOs Estimated

Contact
or Learning
Hours

Module 0 Housekeeping and Introductions (Week1) CLO 1, 2 2-4

Logistical and academic requirements for the course

Module 1 The Greek Experience 1-5 18

Introduction to Greek Culture and Society
The Poem: The Lyric Poem: Sappho, “Ode to Aphrodite”
tr by Anne Carson
The Poem: The Epic: The Iliad, excerpts, tr by Caroline
Alexander
Drama: The Tragedy: Oedipus Tyrannos: Sophocles;
The Oresteia: Aeschylus

Assessments: Graded Online Synchronous Annotation

Exercise (Perusall), Group Presentations, Optional
Asynchronous Canvas Discussions

Module 2 The Roman Empire 1-5 12

Rhetoric, The Art of Leadership: Cicero’s Speech
against Catiline
Satire, The Epistolary Form: Alciphron’s Letters of the
Courtesans, Thais to Euthydemus [4.7]

Assessment: Group presentations

Module 3 The Fall of Rome and the Emergence of the 1-5 12

Middle Ages
Right vs Might, The Chivalric Tradition
The Prose Narrative: King Arthur’s Dreams, in Thomas
Malory’s Le Morte D’Arthur
Poetry: Poems of the troubador and courtly love tradition
Drama: Mandragola, Niccolo Machiavelli (if time allows)

Assessment: Graded Online Synchronous Annotation

Exercise (Perusall), Optional Asynchronous Canvas
Discussions

Module Schedules
Module Learning Week Date
Hours Unlocked/
Uploaded
Module 0. Course Introduction 2-4 1-2 23 Aug
Module 1. The Greek Experience 18 3-8 23 Aug
Module 2. The Roman Empire 12 8-11 15 Sep
Module 3. The Fall of Rome and 12 11-16 30 Sep
the Emergence of the Middle
Ages
[Finals Week]
Readings and viewings are meant to be done asynchronously. Also optional discussion topics will be
available on Canvas for students to discuss and comment on the reading and viewing assignments.
Synch sessions will provide introductions, contextualizations and interactive discussions of the tasks
that will relate them to the student’s personal and current experiences of the stories and narratives in
their lives.

Submission of Major Tasks

Major Task 1: Group Presentations on the Iliad Starts 15 Sep

Major Task 2: Perusall activity on excerpts 15 Oct, end of Module 1

from Greek readings

Major Task 3: Group Presentations on the Starts 27 Oct

Knights of the Round Table

Major Task 4: Perusall activity on readings 3 Dec

from the Roman Empire and the Middle Ages

Finals: Group Oral Exams Exam Week

Schedule of Synchronous Sessions

We will meet at least twice every week, the days depending on class schedules posted in AISIS. We
can discuss this further during our first meetings. A group of at least 5 students can request a
synchronous session, following any open slot in our schedule.
E. ASSESSMENTS AND RUBRICS

Assessment Assessment CLOs

Tasks Weight

Asynchronous Canvas Discussions of Assigned 10% 1-5

Readings
Students will be asked to asynchronously respond to
foundational questions about children’s literature.
They will be assessed by the frequency and substance of
their posts to discussions initiated by the teacher

Synchronous Online Discussions of Assigned Readings 10% 1-5

Specific sections of the text will be discussed in video
conferences
Students will be assessed by the frequency and quality of
their comments, questions, and answers to comments and
questions posed by the teacher.

Group Presentations/Group Read-Alouds of Assigned 40% 2, 4, 5

Readings
Student groups will be asked to do a dramatic, and if
possible, multi-media reading or presentation of a literary
excerpt with an explanation of the choice of reading and
method of presentation.
The presentations will be graded according to individual
contributions the the project as confirmed by the group
leaders, the creativity and style of the presentation, its
clarity, coherence, ad accuracy, and by its relevance to
the assigned text.

Group Real-Time Annotation of Literary Excerpts 40% 2, 4, 5

Using Perusall, students will be asked to annotate
excerpts of the assigned theoretical readings in both
synchronous and asynchronous sessions. This is a major
assessment.
Assessment will be based on the frequency, quality and
relevance of the individual student’s commentary.

RUBRICS:

General Rubrics for all assessments

A. Language (Answers in English or Filipino allowed)
The student's use of language to make one understood in the fulfillment of an assessment,
whether written or oral. This is a fundamental skill that underpins all class interaction.

4 Mastery of selected language, felicity of expression, precision in word choice, register

(aptness of language for the assessment), succinctnes
3 Good: Mastery of selected language, clarity of expression, varied word choices, register
(language more or less apt for assessment), succinctness
 2 Satisfactory: Workable command of selected language, adequate vocabulary,
sometimes abstract and general, flat register, some wordiness and vagueness
1 Unsatisfactory: Common grammatical mistakes, limited vocabulary, general, vague,
abstract, poor word choices, clichéd. Sometimes an awâ grade.
0 Failed: Numerous grammar mistakes (interferes with reader comprehension),
rudimentary vocabulary, wrong word choices, inability to write a simple sentence

B. Organization and Argument

This covers the ability of students to understand questions and directions and to give an well-
organized and well-presented response supported by justifications and explanations presented
in a sequence that follows an easily detected and logical structure.

4: The questions are fully understood and addressed. Student displays full understanding of the
context and meaning of the question as well as an awareness of its implications. Arguments
are clearly organized and developed with proper transitions between arguments. Proofs,
illustrations are provided. New perspectives and unexpected connections and implications
are proposed.
3: The questions are mostly understood and addressed. Student displays some understanding of
the context and meaning of the question as well as some awareness of its implications.
Arguments are adequately organized and developed with some transitions between
arguments. Some proofs, illustrations are provided.
2: The questions are adequately understood and addressed. Student briefly mentions the
context and meaning of the question. Arguments are explained in general. Few proofs are
provided.
1: Questions are not directly responded to. Student shows little familiarity with the context of
the question. Arguments are partial and disorganized. Sometimes an awâ grade.
0: Questions are not answered. Student shows no familiarity with the context of the question.
Summary or rephrasing of the question is mistaken for arguments. The work is incoherent
and lacks orgnanization.

C. Comprehension
This covers the quality of the student’s response to reading assignments.

4: Student shows impressive recall and mastery of the assigned reading. Student displays
understanding of the literary or philosophical significance of the whole document. Student
is also able to cite, identify and locate specific portions of the text. Student displays stong
close reading abilities and can point out examples of wordplay, figures of speech, tone,
voice, registers and other writing devices employed by the author (generally called
author’s intent). Student displays additional reading beyond what was assigned.
3: Student shows recall and strong familarity of the assigned reading. Student displays some
understanding of general significance of the whole document. Student is also able to cite,
identify and locate major portions of the text. Student displays close reading abilities and
can point out some examples of wordplay, figures of speech, tone, voice, registers and
other writing devices employed by the author (generally called author’s intent).
2: Student shows adequate recall and familarity of the assigned reading. Student displays a little
understanding of general significance of the whole document. Student is also able to cite
and identify some portions of the text. Student displays limited close reading abilities and
 can point out a few examples of figures of speech, tone, voice, registers and other writing
devices employed by the author (generally called author’s intent).
1: Student shows insufficient recall and is not familiar assigned reading. Student displays a
general understanding of whole document. Student is able tomake general and vague
references to the text. Student lacks close reading abilities and does not point out
examples of figures of speech, tone, voice, registers and other writing devices employed by
the author (generally called author’s intent). Sometimes an awâ grade.
0: Student shows no recall and substantial knowledge of the assigned reading. Titles and
author’s names are not remembered. Student no understanding of the significance of the
whole document. Student does not cite nor identify portions of the text except in general
terms. Student displays no close reading abilities and does not point out any examples of
figures of speech, tone, voice, registers and other writing devices employed by the author
(generally called author’s intent).

Additional Rubrics for Group Presentations and Read-Alouds

A. Preparation
4: Student/s is/are thoroughly rehearsed in technical (sound/video) and performative aspects.
Performance flows smoothly and organically. Perfect attendance.
3: Student/s is/are noticeably rehearsed in technical (sound/video) and performative aspects.
Performance proceeds in orderly fashion with few hitches. Perfect attendance.
2: Student/s is/are need cue themselves to get through presentation. Performance proceeds in
a more or less orderly fashion with some hitches. Late or missing participant/s.
1: Student/s is/are show some confusion in how performance is to proceed. Cues are often
missed. Student/s is/are unfamiliar with hardware used. Missing participant.
0: Half of group do not know their cues. Performance is chaotic.

Extra points for unexpected but effective performances. Extra points for higher degrees of
difficulty. Extra points for additonal production values such as props.

B. Enunciation and Performance

4: Students are in sync. Voices and movement are modulated. Movement enhabces presentation.
3: Students are mostly in sync. Voices are modulated. Movement is not distracting.
2. Students are fairly in sync. Voices sometimes vary in volume and pace. Movement plays minor
role in presentation.
1: Students are not in sync. Not everyone can be heard (outside of tech problems). Stiff.
0: Students are disorganized. Voices are not in sync. Much fidgeting. Chaos.
Rubrics for Annotation Exercises
In general, the student will be graded on engagement with the assigned text as expressed
through the comments and questions they students posts as well as their interaction with other
students to arrive at a clearer understanding of the assigned texts.

4: Students frequently ask specific questions and comments that are “liked” by other students.
Students frequently enter into conversations with other students that lead to a clearer
understanding of both the language and the meaning of the text. Student displays a clear
understanding of the form and techniques used by the author in the presentation of the
text.
Annotations are accurate and show knowledge of significant portions of text. Students can
distinguish the important from the less important sections of the text (ie which need to be
commented on. Important problems in the text like obscure or controversial claims are
flagged. Comments are succinct: short and precise. Annotations are accomplished within
the given time. Full participation.
3: Students ask some specific questions and comments that are “liked” by other students.
Students enter into occasional conversations with other students that lead to some
understanding of both the language and the meaning of the text. Students display a general
understanding of the form and techniques used by the author in the presentation of the
text.
Annotations are more or less accurate and show knowledge of significant portions of text.
Students comment on some important points or difficulties in the text. Comments make
sense. Annotations are accomplished within the given time. Full participation.
2: Students ask some questions and comments or post google results helping to explain a phrase
or idea. Students interact with other students leading to some understanding of both the
language and the meaning of the text. Students display some understanding of the form
and techniques used by the author in the presentation of the text.
Annotations sometimes accurate and show knowledge of a few portions of text. There are
general and specific comments. Most comments make sense. Annotations are accomplished
within the given time. Partial participation.
1: Students ask few general or vague questions or comments or post google results helping to
explain a phrase or idea. Students do not or rarely interact with other students that lead to
some understanding of both the language and the meaning of the text. Students display
incomplete or inadequate understanding of the form and techniques used by the author in
the presentation of the text.
Annotations are vague and unfocused. Obscure and controversial passages are superficially
treated. Comments are fragmentary and hard to understand. Partial, superficial
participation.
0: Minimal posts by the students of minor relevance or contribution to an understanding of the
text eg. google or online dictionary definitions of words or phrases. Students only interact
by “liking” a text without any comment.
Annotations seem random and irrelevant. Comments are inadequate, abstract or over-
generalized. Superficial participation.
F. TEACHING and LEARNING METHODS

TEACHING & LEARNING METHODS and ACTIVITIES CLOs

Synch sessions with lecture and succeeding discussions CLOs 1-5

Asynchronous Canvas Discussion, this is asynchronous and depends on 1-5

student responses

Online primary text annotation 2-5

Major Tasks 2 & 4

Group presentations and/or Read Alouds, this depends on class and 1-5
groups size.

Major tasks 1 & 3

G. REQUIRED MATERIALS
Module Materials

Module 1 Aristotle, excerpt from Poetics on the elements of drama

Sappho, If Not, Winter: Fragments of Sappho: Poems and Fragments.
Anne Carson, tr. “Ode to Aphrodite.”
Orwell, George. “Shooting an Elephant.”
Homer. The Iliad ( Ἰλιάς): A New Translation. Caroline Alexander, tr.
Sophocles • Oedipus the King or Oedipus Tyrannos/Oedipus Rex
(Οἰδίπους Τύραννος)
Aeschylus • Agamemnon from An Oresteia: Agamemnon by Aiskhylos;
Elektra by Sophokles; Orestes by Euripides, translated by Anne
Carson.

Videos (In Discussion Board):

Ancient Greece 101
Greece in 18 Minutes
The Greek Gods
How the Trojan War Started
The Epic Cycle
Drama and Democracy

Online
Online play: Password: 03d1pu5_r3x, Tanghalang Ateneo, 26 Aug – 6
Sep

Module 2 Marcos Tullius Cicero, The First Oration against Catiline.

Alciphron. Letters of the Courtesans.
Sunico, Ramón. Slideshows (2) on The Roman Empire and Rhetoric

Videos:
Ancient Rome in 20 Minutes
How Rome Shaped the Modern World (Mary Beard)

Module 3 Malory, Thomas. Le Morte d’Arthur

 Sunico, Ramón. Slideshow on the fall of Rome and the emergence of
the Middle Ages
[Packet] Poems from the Troubadour Poets
Machiavelli, Niccolo. Mandragola (The Mandrake)

Video
The Middle Ages Explained in 10 Minutes
Trail of the Troubadours (Rai d'Honoré)
Chivalry in the Middle Ages

*Access to all course materials will be done through the course’s Canvas page. Some material may
be added during the semester to supplement your learning or supply examples
.
EPICS & POEMS
Sappho, If Not, Winter: Fragments of Sappho: Poems and Fragments. Anne Carson, tr. “Ode to
Aphrodite.” Vintage, 2003.
Homer. The Iliad ( Ἰλιάς): A New Translation. Caroline Alexander, tr. Ecco, 2015.
Malory, Thomas. Le Morte d’Arthur [ebook]
[Packet] Poems from the Troubadour Poets

ESSAYS & SPEECHES

Alciphron. Letters of the Courtesans. “Thais to Euthydemus” [4.7]. Edited with Introduction,
Translation and Commentary by Patrik Granholm. Uppsala Universitet, 2012.
Marcos Tullius Cicero, The Orations Against Catiline.

PLAYS
Aeschylus • Agamemnon from An Oresteia: Agamemnon by Aiskhylos; Elektra by Sophokles;
Orestes by Euripides, translated by Anne Carson. Faber & Faber, 2010.
Aristotle, excerpt from Poetics on the elements of drama
Sophocles • Oedipus the King or Oedipus Tyrannos/Oedipus Rex (Οἰδίπους Τύραννος), from
The Theban Plays, Fainlight and Littman, trs.
The Johns Hopkins Press
Machiavelli, Niccolo. Mandragola (The Mandrake)

Video:
Online play: Password: 03d1pu5_r3x, Tanghalang Ateneo, 26 Aug – 6 Sep
Ancient Greece 101
Greece in 18 Minutes
The Greek Gods
How the Trojan War Started
The Epic Cycle
Drama and Democracy
Ancient Rome in 20 Minutes
How Rome Shaped the Modern World (Mary Beard)
The Middle Ages Explained in 10 minutes
Scenes from the musical Camelot
Trail of the Troubadours (Rai d'Honoré)
Chivalry in the Middle Ages

H. SUGGESTED READINGS

Homer/Emily Wilson (translator) • The Odyssey (Ὀδύσσεια). WW Norton & Co, 2018.
Sophocles • Antigone (Ἀντιγόνη)
Aeschylus • The Oresteia Ὀρέστεια (the only surviving trilogy of classic Greek drama:
In sequence: Agamemnon (Ἀγαµέµνων)
The Libation Bearers or Choeperoi (Χοηφóρoι)
The Furies or Eumenides (Εὐµενίδες)
Euripides •The Trojan Women or Troades (Τρῳάδες) or The Bacchae (Βάκχαι)
Aristophanes • The Clouds or Nephelai (Νεφέλαι)
Jean Anouilh • Antigone
Aristotle • Poetics (Περὶ ποιητικῆς excerpt)
Aristotle • Nichomachean Ethics (Ἠθικὰ Νικοµάχεια excerpt)
Plato • Phaedrus (Φαῖδρος)
Dante Alighieri, La Vita Nuova (selections), Penguin, 1985.
Dante Alighieri, La Divina Commedia (excerpts)
Jean Anouilh • Antigone
White, TH. The Once and Future King.

I. GRADING SYSTEM
A=4
B plus = 3.5
B=3
C plus = 2.5
C=2
D=1
F= 0

A/B plus = 3.75

B plus/B = 3.25
B/C plus = 2.75
C plus/C = 2.25
C/D = 1.5
D/F = 0.5

Your final grade computation:

Class Standing (CS) 2/3 of your grade
Final Project (F) 1/3 of your grade
Class Standing: Average of all major assessments except for the final project
The average of all quizzes (surveys are quizzes) = 1 Test
At least 1 Graded Asynchronous Discussion will be posted for each module. Consider these
opportunities for bonus points to your CS. While optional, substantial comments and
questions will be rewarded with points ranging from 1-4. No penalties for non-posting, unless
announced earlier.
Your participation during Zoom meetings, whether by speaking up or posting in the chat, will
also be considered in the finetuning of your final grades. These will help me decide
borderline cases eg the difference between an F or a D, a C+ or a B, a B+ or an A.

J. CLASS POLICIES

Student is expected to have read the Student Handbook.

In their latest memo, Admin has also required us to post these notices and links under class
policies (you can also find them at the end of this syllabus):
 A reminder that students with unstable or no internet connection may avail themselves of a
portable learning packet (PLP). Requests for PLPs are coursed through LS One
(www.ateneo.edu/lsone).

https://www.ateneo.edu/policies/code-decorum-investigation-sexual-harassment

Gender-Responsiveness and Safe Spaces

We are committed to maintaining the same safe, inclusive, and gender-
responsive learning environment online as we hope to foster offline. To
that end, we commit to teaching and learning practices that promote
gender equality and justice as well as to implementing policies that
protect students and faculty alike from sexual and gender-based
violence, discrimination, and harassment, in line with the provisions of
the LS Gender Policy. [This particular statement is based on that
formulated by the Fine Arts Dept.] For help or more information:
genderhub.ls@ateneo.edu
http://www.ateneo.edu/ls/ls-gender-policy [Note that the http (no s)
indicates a non-secure web address.]
mobile hotline: 0995-044-1748

House Rules
Use interactive copy in Canvas course site to complete the assignment.

Hello everyone—

Here are some house rules.

Please read and follow all directions. I ask you to “sign” this as a condition for proceeding with the
course. “Signing” simply means adding your name as an answer/reply to this document which I’ve
designed as a quiz.

We—you and I— are all guinea pigs now with a lot of new stuff to make sense of, unmarked paths to
navigate.

To help our adjustment to online learning, I’ve already posted several survey-quizzes in the housekeeping
module (Module 0) of our Canvas course. Please complete them as soon as you can. They all have
deadlines. Missing a deadline is an F.

Here then are some guidelines for behavior to help us in our modest quest for knowledge and enjoyment.

Mode of Teaching

In this course, my main mode of teaching and communicating with you is through regular Zoom sessions
held during official class time. At the start of the course, we can discuss the frequency of these sessions.
Following admin’s memos, attending Zoom sessions are not mandatory. This is why all sessions will be
recorded and uploaded to my Youtube page for asynchronous viewing if needed. The links will be posted in
a Canvas announcement. Having said this, street smarts show that it always helps when a teacher remembers
who you are, when you are remembered not just as a name, but as a person one has interacted with. Also, I
will take into account your participation in our Zoom sessions when preparing the final grade. They will
help me decide borderline cases, say between passing and failing or between an A or a B+. Keep in mind
that I will take into account a pattern of participation, not just a single post or a single comment during a
Zoom session.
Assessments

Our major assessments, two to three long tests (depending on time available) and one final exam, will be
taken via Perusall, an online annotation site. You will access these exercises only through the Canvas
assignment. Entering Perusall any other way, will cause problems in the way the cite records your activity.
For those with no experience in Perusall, I have made a trial exercise available. For a semestral-length
course, I hope there will also be time for some group projects.

I will give no make-up tests or exams. Instead, all the discussions opened in the modules are opportunities
for you to post your comments and ideas (relevant to the discussion topic). The quality and frequency of
your posts can help boost your grades. You can generally post at any time, but I strongly discourage waiting
until the last few days of the course to post a downpour of hastily thought out (or not) comments. It’s a
practical problem: by this time, at the end of the course, I could be too busy preparing your reviews and final
assessments to look at a sudden increase in comments.

Should you be unable to take the test, it is also better to inform me at least a week ahead of the scheduled
assessment. This allows me to consider alternative arrangements for taking the test.

In cases of extreme medical emergencies, when prior notice is not possible, you are expected to provide
written medical proof of the same and also to contact the health office of the school as well as whatever
protocols the school has set.

Other ways of contact

I will also be setting up a private Facebook group and a group chat. This will give me alternative ways of
contacting you, again, because Philippine Internet. I also use the private group to share material which can
supplement what we talk about in class—because learning does not just happen in a module.

Other Guidelines

Here are other general guidelines.

1. Be thoughtful and considerate.

Everyone’s disorientated. Sleeping patterns are upset. We all suffer from some form of blah or meh,
coupled with guilt for being blah or meh. All of this can make us more ego-centric than we normally
were when he had the opportunity to have others around us to rein in our self-attention. Have then a
sense of “the Other,” especially in videoconferences.

I’m not one to judge by appearances, but developing simple rituals like checking out your surroundings,
fixing what you're wearing helps you prepare mentally for class and cues your psyche that what’s going to
happen next is important. In a situation where everything is happening in your room, it helps the establish
psychological distinctions for different activities. This helps manage the chaos we are in. Take a deep
breath.

Consideration also means listening, giving someone the gift of your attention. Please avoid multitasking,
(polite word for texting or pm’ing your buddies during class time).

1. Be slow to judge.
I hope this class will result in a lot of discussion. I think it’s healthy to question presuppositions.
During the heat of a discussion, it's easy to make a sweeping statement or say something rash for
dramatic effect. When this happens, think your reaction through. Before you come to your
conclusion, ask to see if you’ve understood what you’ve heard right. Don’t lose the big picture, by
obsessing on just one part of it. Think before you feel offended.
 2. Give notice.
We all know how disrupted everything is. It helps, especially with deadlines, to think ahead. If
something’s not going as expected, don’t hesitate to give prior notice so we can figure alternatives
out. I don’t normally give make-up work, but there are other solutions possible. Just remember that
prior notice works better than saying sorry after the fact.

3. Don’t take it personally.

Keep in mind that this is a class where assumptions will be tested, where comfortable views will be
compared with less comfortable ones. Socrates believed that it is this constant testing of what is
comfortable that leads to more knowledge. “The good is difficult,” he liked to say. He was ordered to
kill himself for thinking like that. Again, remember that what will be tested will be ideas and
opinions. No judgments will be made about your person.

4. Be honest.
Since everything’s online, it’s easy to get access to all sorts of information. Nothing wrong with that.
If what you’re sharing comes from somewhere else, say so. It won’t reduce the value of your
contribution. The sharing of sources is not just an act of courtesy, but of generosity, in university life.
It acknowledges that we all seek truth and knowledge and to do this, we help each other out. This is
what citations are, ways to help other people out.

5. Group work. Some of your major assessments might be taken while working in a group. Each group
will have a group leader. The group leader will be required to rate the performance of each member
for me. Among other things, this means contributions to the final project, prompt attendance and
behavior in any meetings etc. These will result in penalties and deductions to your individual grade. I
loathe freeloaders. Extraordinary work, on the other hand, will be rewarded.

Please keep in mind that even though your groupmates might say that your contribution is “okay,” it is
possible that they are just being nice and trying not hurt your feelings, when in real life, they all talk about
how lazy you are and how you are always saying. “Hindi ko ito mainitindihan, kayo na lang ang bahala.” [If
you add Enlit31C under your signature, you will get a B+.] I will try my best to make sure that their grade
will not suffer due to the sweet-talk or paawa of some lazy jerk.

The Devil in the Details

1. Be prompt. Be ready for class 10 minutes before call time, because ... Philippine Internet. This’ll give you
time to notify me in case of unexpected last-minute problems, of which there are many in our country.

Deadlines will be enforced. I’ve set the system to accept late submissions, but there will always be penalties
for lateness.

2. I’m quite easy with personal appearance during videoconferences and generally trust in your own sense of
propriety. But in case I mislead myself, please make sure that what we see in our screens does not lower the
morale of the rest of the class or force us into a lower opinion of you. As a loose example, I think showing
up in classes, lying on your bed, isn’t the way to make you endearing to everyone else. Again, establish
psychological boundaries for class time. Except for technical connection problems, I do expect to see you
with your video on. Remember, that your participation in this Zoom sessions, will be assessed.

3. Plagiarism and cheating are wrong and will be punished. This includes consulting other people when
this is expressly disallowed. This also includes copying and pasting or even paraphrasing online texts (eg
coursehero, cram.com. sparknotes, etc) without proper attribution. Please understand that for our
assessments, it is okay to quote and paraphrase from other sources, as long as there is proper attribution.

4. Feel free to ask if your audio is working at the start of the videoconference. I will act as moderator when
everyone talks at the same time.
5. This new system will depend a lot on your participation in class. Keep in mind that Canvas allows me to
grade posted discussions. You will always know when a discussion is graded.

6. One big change in online learning is the move away from: The teacher speaks while everyone listens. You
will be expected to do more work on your own time. Yes, it’s hard and requires time management and self-
motivation. [If you add S1 2122 beside Enlit31C under your signature, you will get an A. Make sure to add.
space between the 2.] So don’t delude yourself. The hardest part will be making yourself work when no-one
is watching.

7. If you have questions or concerns to ask me, it's best to ask during class time. You can ask me privately of
course and I can schedule a meeting. I'd prefer that you don't buzz me after midnight or during weekends to
ask me about an assignment. In cases of more urgent emergencies, you may of course, but please don't
expect an immediate answer. I will also designate a beadle in case you, singly or as a class, are too shy to
contact me directly.

Writing clearly and correctly

Since this is an English literature class, it should go without saying that the way you express yourself is
always being judged.

To help you out here are major writing mistakes to avoid in my class.

I am a practicing writer and editor, not a literary critic. I despised academic jargon especially when it is used
thoughtlessly and as substitutes for real thinking.

Long, obscure and fancy language— especially affected post-modernist word packages— do not impress
me. They annoy me. I prefer clear, simple expression. I would rather read short or measured sentences than
kilometric sentences. These are usually better off separated by periods into shorter sentences. Most of the
time in fact, these long sentences are major reasons why your answers are unintelligible. Using technical
terms without being unable to explain what they mean (yes, I sometimes call you out during the assessment)
can be a reason for a deduction. Remember: it is your job to get understood; it is not my job to decode
your gibberish.

Here are errors to avoid:

1 Wrong choice between its and it’s. Major deduction.

2 You can “share with” and “share in,” but you do not “share to.”

3 Missing punctuation.

4 The phrase “to remain to be” is long and wrong. “Remain” is enough. Major deduction.

5 Subject-verb agreement (singular subjects take singular verbs etc)

6 You are expected to know the authors of the readings and how to spell their names correctly.

7 Avoid the construction, “In this section, it says…” Too wordy. Instead, use “Here it says” or “This section
(or chapter or paragraph etc) says.

8 Using the verb "invoke" when you mean "evoke" (look them up now).

9 Missing subjects or pronouns whose subjects cannot be easily determined.

In general, avoid wordiness. Embrace precision and clarity.

K. CONSULTATION HOURS

NAME OF FACULTY EMAIL DAY/S TIME

An hour before or after
class time, by
Ramon C SUNICO rsunico@ateneo.edu MWF appointment-

L. ADDITIONAL NOTES

v.3 07/2020
Update:
Links to the university’s policies and procedures on gender, decorum and sexual harassment:
http://www.ateneo.edu/ls/ls-gender-policy
https://www.ateneo.edu/policies/code-decorum-investigation-sexual-harassment

For problems related to online learning, you can send email to ls.one@ateneo.edu. Your web-
based obf account should also have a GChat link.

The IEE Guiding Principles

1. We are homo narrans (Brockmeier, “Narrative as Cultural Practice”). We tell stories in

different ways: to share personal experiences, explain life cycles, discuss cultures, debate
business plans and strategies, etc. We actually live our lives immersed in narratives, and
express ourselves through narratives. We construct the world around us through
narratives.
2. Narratives can be found in any text, of any discipline, which includes: the literary genres,
art (music, painting, sculpture, graphic design), plays, musicals, concerts, speeches,
essays, biographies, films, ads, political platforms, documentaries, historical journals,
newspaper reports, accounts and reportage, company histories, life cycles, origin stories,
lab reports, anthropological and sociological surveys, psychological cases, case studies,
legal/court cases, business cases, etc.
3. The study of such narratives would be informed and enriched by the unique perspectives
of different disciplines, as well as enrich writing and speaking skills needed in their
disciplines (skills in communication, synthesis, and analysis). This course is therefore
necessarily an interdisciplinary one.
4. The Interdisciplinary Elective-English (IE-E) is “meant to further advance the Ignatian ideal
of eloquentia perfecta, linking articulate expression with creative imagination, critical
 thinking and moral discernment in the service of the common good” (“LS Guidelines on
Interdisciplinary Electives”).
5. This being the third English course in the Core Curriculum, IE-E builds on the skills
developed in PC (communicative and rhetorical skills) and GVE (reading and dialogic
skills). [*PC and GVE are therefore prerequisites to the IE-E]. [all students should be
allowed to choose from any of the four IE-E electives regardless of course and school]