Aca f08 01e Teaching Syllabus Language and Gender

NORTHWESTERN UNIVERSITY
Don Mariano Marcos Avenue, Laoag City, 2900, Ilocos Norte, Philippines
TEACHING SYLLABUS ACA-F08-01E
COLLEGE OF ARTS AND SCIENCES

LANGUAGES AND LITERATURE
DEPARTMENT FIRST Semester, AY 2023-2024
Course Title : LANGUAGE AND GENDER
Course Code : MAC LANG 203/PS ELEF 3
VISION : Northwestern University envisions itself to be a premier institution of learning in Asia committed to excellence and
ethical formation of global relevance.
MISSION : Northwestern University is dedicated to develop individuals to become highly competent, socially responsible and
ethically upright leaders.
INSTITUTIONAL OBJECTIVES : Concomitant to its role as a university in which higher learning, research, and community extension are developed and
nurtured, Northwestern University adopts the following objectives where excellence as a way of life is its rallying
point.
1. To provide a strong educational foundation by offering and maintaining comprehensive basic/general education
programs and strengthening pillars of knowledge in the academy in order to produce functional graduates who
will be able to meet the needs of both local and global markets.
2. To mold and prepare students and employees for responsible leadership and effective citizenship, and to be
socially responsible through the inculcation of the ideals of democracy and positive values in all aspects of their
life
3. To provide a strong and comprehensive training and development programs for students’ professional growth and
advancement and equip them with competitive advantage in these changing times.
4. To align and harmonize the research and extension programs with the local, regional, national and global thrusts.
Issue Status: 4 Revision: 3 Date: 2 2 A u g u s t 2 0 2 3 Approved by: President Page 1 of 22

5. To explore and expand linkages with local and international agencies.
NAME OF THE PROGRAM : BACHELOR OF ARTS IN ENGLISH LANGUAGE

PROGRAM OBJECTIVES : Graduates of the Bachelor of Arts in English Language (ABEL) Program must:
1. Develop comprehensive knowledge of the English language – its origin, growth and development, structures,
and use;
2. Enhance the use of the English language in real-world contexts;
3. Develop appropriate strategies of language use through heightened awareness of how English works
in different situations in the Philippines and in Asia and the rest of the world;
4. Develop investigative and critical analysis through English research;
and Transform to become better individuals through language and literature
learning
BACHELOR OF ARTS IN POLITICAL SCIENCE
Bachelor of Arts in Political Science Program must:
1. provide students with the analytical tools to address local, regional and national problems and issues, as well
as achieve their career objectives;
2. provide students with the knowledge and skills essential for dealing with the emerging trends in re-shaping the
political landscape;
3. aid a student’s career pursuit in local and national government, as well as in business and non-profit
organizations; and
4. provide an excellent foundation for students who intend to pursue graduate study in law, public administration,
business or in any other social sciences.
PROGRAM OUTCOMES : Graduates of the Bachelor of Arts in English Language (ABEL) Program must:

5. Develop comprehensive knowledge of the English language – its origin, growth and development, structures,
and use;
6. Enhance the use of the English language in real-world contexts;
7. Develop appropriate strategies of language use through heightened awareness of how English works
in different situations in the Philippines and in Asia and the rest of the world;
8. Develop investigative and critical analysis through English research; and
9. Transform to become better individuals through language and literature learning.
Bachelor of Arts in Political Science Program must:
5. provide students with the analytical tools to address local, regional and national problems and issues, as well
as achieve their career objectives;
6. provide students with the knowledge and skills essential for dealing with the emerging trends in re-shaping the
political landscape;
7. aid a student’s career pursuit in local and national government, as well as in business and non-profit
organizations; and
8. provide an excellent foundation for students who intend to pursue graduate study in law, public administration,
business or in any other social sciences.

LEVEL OUTCOMES :
I. COURSE INFORMATION
COURSE CODE PRE-REQUISITE/S CO-REQUISITE/S:

LANGUAGE AND GENDER
COURSE TITLE MAC LANG 203-PS
ELEF NONE NONE
LABORATORY
LECTURE HOURS
COURSE CREDIT None 3 HOURS CONTACT HOURS NONE
PER WEEK
PER WEEK
The field of language, gender, and sexuality is one of the most widely studied, and most interdisciplinary, areas of study in sociocultural
linguistics. This course draws on that interdisciplinary pedigree to provide a broad perspective and range of tools for the study of gender,
sexuality, and linguistic practice. We begin the course with a brief overview of the field and some of its major theoretical developments. We
COURSE DESCRIPTION move from there into discussions of agency, meaning, parody, and identity in our second week. The third week of the course focuses on
materiality, including both the material body and the material conditions under which bodies exist. Finally, week four takes a global perspective
by focusing on processes of globalization, nationalism, and norm activities.
After finishing the course, the student must be able to;
1. describe the features of linguistic patterns/practices in relation to gender;
2. analyze the features of linguistic patterns/practices in relation to gender;
COURSE OUTCOMES 3. derive implications through evaluating various theoretical frameworks/approaches to analysing gendered practices in
written, spoken and visual discourses.
4. discriminate facts from opinion and effects from its cause to achieve a balance and fair statements; and;
INSTRUCTIONAL ELECTRONIC MATERIALS: Canvas Learning Materials

MATERIALS: anvas Learning Modules

Module 1.Chapter I. Introducing, expanding & critiquing LG&S

 The relationship of gender to sex and sexuality
 Gender as Activity and Relation
Module 2. The Gender of Institutions
 When Gender is Relevant
Module 3. Chapter II Theories of Discourse as Theories of Gender: Discourse Analysis in

Language and Gender Studies
 Discourse as Culture
 Ethnography of communication
Module 4.Interactional sociolinguistics Adzuara

 Discourse as Society
 Conversation Analysis
 Discursive psychology and feminist conversation analysis

Module 5. Discourse as Text
 Stylistics
 Critical discourse analysis
 Discourse as History
Module 6. Language ideologies

 Natural histories of discourse
 Conclusion
Module 7: Chapter III: Whaf s in a Name?" Social Labeling and Gender Practices
 Categorizing Labels

 Social Practice: Local Communities of Practice and Global Connections Module

6: Prepositions and Conjunctions
Module 8. "Empty" Labels: Reference and Address

 Address Options: Beyond Power and Solidarity
 Enough About You, Let's Talk About Me": Self-reference and Gender
Module 9 Gendering
 Conclusion
Module 10: Chapter IV: Variation in Language and Gender

 Research Methods
 Findings: Examination of Some Sociolinguistic Patterns of Social Class^ Style^
and Sex Differentiation
Module 11: Language, social class, style, and sex

 Sociolinguistic patterns and language change
 Explanations for the Connection Between Women and Standard Speech
 Language, sex, and gender
Module 12: Sex-based versus class-based differentiation Criticisms and Limitations of

Variation Studies
 The roles of men and women and the functions of prestige varieties
Module 13: Men and women in relation to social class

 Conclusion
Module 14: Chapter IV: Language and Desire

 Language and Sexuality

 What is Desire?
 Investigating Desire in Language
Module 15: "One Man in Two is a Woman": Linguistic Approaches to Gender in Literary
Texts
 Male and Female Literary Styles
 Literary Uses of Linguistic Gender
 Gender and Translation
 Implications
Module 16: Chapter V: Negotiating Relations
 Language, Gender, and Politics: Putting "Women'' and "Power'' in the Same
Sentence
 A Note on Method
Module 17: Schegloff: Academic Politics isn't Just Academic

 Oleanna: Much Ado About Something
 Real Politics^ Realpolitik: Women as Political Animals
 Conclusions
Module 18 Chapter VI: Gender and Family Interaction Valdez

 Power and Connection in the Family: Prior Research
 The Power/Connection Grid
Module 19 Mother: A Paradigm Case of the Ambiguity and Polysemy of Power and
Connection
 Power Lines - or Connection Lines - in Telling Your Day
 Self-Revelation: A Gender-Specific Conversational
Ritual Module 20 Gender Differences Between Parents
 Balancing Power and Connection in a Family Argument
 Gender and Family Interaction: Coda
Module 21. Chapter VII Gender and Power in On-line Communication Pamela

 Access
 Computer-mediated Communication
Module 22: Asynchronous CMC
 Synchronous CMC
 The World Wide Web
VIDEOS: NONE
POWERPOINT PRESENTATIONS: PPT 1.Chapter I. Introducing, expanding & critiquing LG&S
 The relationship of gender to sex and sexuality
 Gender as Activity and Relation
PPT 2. The Gender of Institutions
 When Gender is Relevant
 Conclusion
PPT 3. Chapter II Theories of Discourse as Theories of Gender: Discourse Analysis in
Language and Gender Studies
 Discourse as Culture
 Ethnography of communication
PPT 4.Interactional sociolinguistics
 Conversation Analysis
 Discursive psychology and feminist conversation analysis
PPT 5. Discourse as Text
 Stylistics
 Critical discourse analysis
 Discourse as History
PPT 6. Language ideologies
 Natural histories of discourse

 Conclusion
PPT 7: Chapter III: Whaf s in a Name?" Social Labeling and Gender Practices
 Categorizing Labels
 Social Practice: Local Communities of Practice and Global Connections Module
6: Prepositions and Conjunctions
PPT 8. "Empty" Labels: Reference and Address
 Address Options: Beyond Power and Solidarity
 Enough About You, Let's Talk About Me": Self-reference and Gender
PPT 9 Gendering
 Conclusion
PPT 10: Chapter IV: Variation in Language and Gender
 Research Methods
 Findings: Examination of Some Sociolinguistic Patterns of Social Class^ Style^
and Sex Differentiation
PPT 11: Language, social class, style, and sex
 Sociolinguistic patterns and language change
 Explanations for the Connection Between Women and Standard Speech
 Language, sex, and gender
PPT 12: Sex-based versus class-based differentiation
 Criticisms and Limitations of Variation Studies
 The roles of men and women and the functions of prestige varieties
PPT 13: Men and women in relation to social class
 Conclusion
PPT 14: Chapter IV: Language and Desire
 Language and Sexuality
 What is Desire?
PPT 15: "One Man in Two is a Woman": Linguistic Approaches to Gender in Literary
Texts
 Literary Uses of Linguistic Gender

 Implications
PPT 16: Chapter V: Negotiating Relations
 Language, Gender, and Politics: Putting "Women'' and "Power'' in the Same
Sentence
 A Note on Method
PPT 17: Schegloff: Academic Politics isn't Just Academic
 Oleanna: Much Ado About Something
 Real Politics^ Realpolitik: Women as Political Animals
 Conclusions
PPT 18 Chapter VI: Gender and Family Interaction
 Power and Connection in the Family: Prior Research
PPT 19 Mother: A Paradigm Case of the Ambiguity and Polysemy of Power and Connection
 Power Lines - or Connection Lines - in Telling Your Day
 Self-Revelation: A Gender-Specific Conversational Ritual
PPT 20 Gender Differences Between Parents
 Balancing Power and Connection in a Family Argument
 Gender and Family Interaction: Coda
PPT 21. Chapter VII Gender and Power in On-line Communication
 Access
 Computer-mediated Communication
PPT 22: Asynchronous CMC
 Synchronous CMC
The World Wide Web
PRINTED AND ADDITIONAL none
LEARNING MATERIALS:

A. Classroom Requirements
FACILITY &
For regular classroom instruction, the class shall have a minimum of 20 and maximum of 40 students. The classroom area shall
EQUIPMENT
have at least 7 meters x 9 meters or 63 square meters.
(for colleges which need to
1. All students should be sage and comfortably seated.
incorporate facility&
2. The ventilation and temperature for the entire room should be conducive for learning and instruction.
equipment)
3. The audiovisual facilities should be properly situated to ensure clear presentation visible form all areas of the classroom.
1. Transparency in the grading system keeps the instructors and the students accountable and aware of where they stand. It
exudes trustworthiness, which plays a vital role in nurturing good school relations and raising students’ achievement. Hence,
this should be discussed during the class orientation.
2. To conform to Outcomes-Based Education, students’ learning would be assessed using these two criteria: Written Works
(40%) and Performance Tasks (60%). Written Works include but are not limited to quizzes, long examinations (including
Preliminary, Midterm, and Final Examinations), essays, written reports, etc. while Performance Tasks include but are not
limited to performance/products/outputs, class participation/attendance, oral reporting, demonstrations, etc.
MAJOR EXAMINATIONS (40%) CLASS STANDING (60%)

Prelim Examination Written Works (Quizzes, Long Exams, Reflection Papers)
GRADING: Midterm Examination Performance/Products/Outputs
Final Examination Oral Reporting/Demonstrations
Class Participation/Attendance
Grades will therefore be calculated as follows:

Preliminary Grade = 0.4 (Major Examination) + 0.6 (Class Standing)
Midterm Grade = 0.4 (Major Examination) + 0.6 (Class Standing)
End term Grade = 0.4 (Major Examination) + 0.6 (Class Standing)
Final Grade = (Prelim Grade + Midterm Grade + End term Grade)/3

3. A faculty member can file a grade of Incomplete (INC) only for students that have satisfactory class standing but with the
following deficiencies: (1) an excusable absence for a major examination (lack of examination) and Finals Permit; (2) failure
to submit a course requirement as indicated in the syllabus. Compliance to the mentioned course requirements should be
done by the students one year after the INC grade has been filed at the Registrar’s Office. Failure to comply within the given
period means the student has to retake the course.
Note: Class Standing includes any/all of the following:

Recitation, quizzes/test, homework, seatwork, laboratory exercises, class reports, projects, etc.
Course Outcomes (COs) and Relationship to Program Outcomes
Course Outcomes
Program Outcomes
After finishing the course, the student must be able to:
1 2 3 4 5 6 7 8 9 10 11 12
1. recite and discuss the IPVMO and Core Values of the University, VMO of the I I I I I I I I I I I I
college, Program Educational Objectives and Outcomes, and University policies.
2. describe the features of linguistic patterns/practices in relation to gender; I I I I E E I E E I E E
3. analyze the features of linguistic patterns/practices in relation to gender; I E E E E E E E E E E E
4. derive implications through evaluating various theoretical frameworks/approaches to I E E E E E E E E E E E
analysing gendered practices in written, spoken and visual discourses.
5. understand the relationship of gender, sex and sexuality. I E E E E E E E E E E E
6. identify gender as activity and relation; and; I E E D D D D D D D D D
7. create conclusions on the relationship of gender, sex, and sexuality. I E E D D D D D D D D D

8. define language and sexuality I D D D D D D D D D D D

9. identify language and desire I D D D D D D D D D D D
10. investigate desire in language and gender. I D D D D D D D D D D D
Legend: I – Introductory, E – Enabling, D –Demonstrated
II. COURSE PLAN

TOPIC CONTENT and LEARNING OUTCOMES TEACHING AND ASSESSMENT
WEEK/HOURS PERFORMANCE LEARNING ACTIVITIES
STANDARD
Unit I. Chapter I. Introducing, This course topic will At the end of this course, Teaching Activity: Graded Recitation
expanding & critiquing LG&S demonstrate understanding on the students will be able  Video conferencing
 The relationship of gender to the introducing, expanding, to; via Canvas/Google Short Quiz
sex and sexuality critiquing language and gender a. understand the Meet
 Gender as Activity and sex, theories of discourse relationship of gender, sex
and Relation theories of discourse as theories and sexuality. Learning Activity:
The Gender of Institutions of gender: discourse Analysis in b. identify gender as  Seatwork on chapter I
 When Gender is Relevant anguage and gender studies, activity and relation; and;  Identify topics on
 Conclusion whaf s in a name?" social c. create conclusions on the Chapter II via
Chapter II Theories of Discourse as labeling and gender practices relationship of gender, sex, generalization.
Theories of Gender: Discourse through tests, journal writing or and sexuality.  Discussion on labelling.
Analysis in Language and Gender other writing assignments and
Studies by talking about it in pair, At the end of this course,
 Discourse as Culture group, or class discussion. the students will be able
 Ethnography of to;
communication Interactional
a. define discourse
sociolinguistics

 Conversation Analysis b.identify discourse as a

 Discursive psychology and culture.
feminist conversation analysis c. justify ethnography of
 Discourse as Text communication.
 Stylistics
 Critical discourse analysis At the end of this course,
 Discourse as History the students will be able
 Language ideologies to;
 Natural histories of discourse a.explain social labeling and
 Conclusion gender practices. b.identify
Chapter III: Whaf s in a Name?" empty labels, reference and
Social Labeling and Gender Practices address. c.categorize
 Categorizing Labels gendering.
 Social Practice: Local
Communities of Practice and
Global Connections .
 "Empty" Labels: Reference and
Address
 Address Options: Beyond Power
and Solidarity
 Enough About You, Let's Talk
About Me": Self-reference and
Gender
 Gendering
 Conclusion
PRELIMINARY EXAMINATION

Language, social class, style, and sex This course topic will At the end of this course, Teaching Activity:  Quizzes/Seatwor
 Sociolinguistic patterns and demonstrate understanding on the students will be able  Video conferencing k
language change the language, social class, style, to; via Canvas/Google  Rubric on
 Explanations for the Connection sex, language and desire, gender a.explain social labeling and Meet recitation
Between Women and Standard and gender translation through gender practices. b.identify  Rubric to assess
Speech tests, writing assignments and Learning Activity:
empty labels, reference and writing activity.
 Language, sex, and gender by talking about it in pair,  Student reporting on the
address. c.categorize
 Sex-based versus class-based group, or class discussion. labeling
gendering.
differentiation
 Identify topics on
 Criticisms and Limitations of Chapter IV via
Variation Studies At the end of this
course the students will generalization.
 The roles of men and women
be able to;  Discussion on gender
and the functions of prestige
varieties a. define language and translation.
 Men and women in relation to sexuality
social class b. identify language and
 Conclusion desire
Chapter IV: Language and Desire c. investigate desire in
 Language and Sexuality language and gender.
 What is Desire?
 "One Man in Two is a Woman":
Linguistic Approaches to
Gender in Literary Texts
 Literary Uses of Linguistic
Gender
 Implications
MIDTERM EXAMINATION

Chapter V: Negotiating Relations This course topic will At the end of this Teaching Activity:  Quizzes/Seatwor
 Language, Gender, and Politics: demonstrate understanding on course the students will  Video conferencing k
Putting "Women'' and "Power'' negotiating relations, gender and be able to; via Canvas/Google  Rubric on
in the Same Sentence family interaction, gender and a. identify language, gender Meet recitation
 A Note on Method power in On-line communication and politics.  Rubric to assess
 Schegloff: Academic Politics through tests, writing b. justify academic politics Learning Activity: writing activity.
isn't Just Academic assignments and by talking c. explain women as political  Student reporting on the
 Oleanna: Much Ado About about it in pair, group, or animal. Negotiating relations
Something class discussion.  Identify gender and
 Real Politics^ Realpolitik: At the end of this family interaction via
Women as Political Animals course the students will generalization.
 Conclusions be able to;  Discussion on Gender
Chapter VI: Gender and Family a. define power and and Power in On-line
Interaction
connection Communication.
 Power and Connection in the b. explain
Family: Prior Research
power/connection grid.
c. execute
 Mother: A Paradigm Case of the balancing power and
Ambiguity and Polysemy of
Power and Connection
connection.
 Power Lines - or Connection
Lines - in Telling Your Day
 Self-Revelation: A Gender-
Specific Conversational Ritual At the end of this
 20 Gender Differences Between course the students will
Parents be able to;
 Balancing Power and a. define gender and power in
Connection in a Family Online Communication
Argument b.explain the World Wide
 Gender and Family Interaction: Web
Coda c.execute future projections
on language and power.
Chapter VII Gender and Power in On-

line Communication
 Access
 Computer-mediated
Communication
 Asynchronous CMC
 Synchronous CMC
 The World Wide Web
 Graphical representation
 Commercialization
 Community and political
organization
 Discussion
 Future Projections
FINAL EXAMINATION
COURSE REQUIREMENTS
WRITTEN WORK DETAILS DEADLINE:

ACTIVITIES  ACTIVITIES Per major exam
DETAILS DEADLINE
PERFORMANCE TASKS
 report none

A certain municipality experiences poor to no internet connection. Due to the demand for internet connectivity nowadays, the
Chief Executive Officer of a well-known Internet Service Provider plans to address the internet connectivity issue of the
CULMINATING municipality. As the engineer of the company, you are to recommend the best location and appropriate height of the tower
PERFORMANCE/PRODUCT considering the different conditions where the towers will be built. Your project proposal will be evaluated based on accuracy,
OUTPUT (if applicable) practicality, mathematical justification, and presentation.
Note: Culminating Performance/Product Output refers to the FINAL output either in a form of a product or a performance.
INSTRUCTOR’S NAME Meynard G. Castro INSTRUCTOR’S OFFICE CAS OFFICE

INSTRUCTOR’S
CONTACT INFORMATION
AVAILABILITY FOR 4:00-5:30 MW meynard.castro@nwu.edu.ph
(Institutional Email)
CONSULTATION
LECTURE
CLASS SCHEDULE
LABORATORY (If any) NONE

CLASS RULES Personal rules of the instructor
FOR ONLINE CLASSES
1. The Canvas is the primary Learning Management System to be used by both the instructors and learners. Both parties are
expected to maximize the utilization of its features.
CLASSROOM 2. During the first week of the semester, the instructor will upload the course syllabus and course guide in the Canvas
MANAGEMENT POLICY Course Card to guide students to the kind of teaching and learning they can expect in class and lead them to take
responsibility for their education. Likewise, a schedule for online consultation and mentoring period for students should
be announced by the instructor during the class orientation. IT should be emphasized that there should be no calls,
inquiries and unnecessary messaging between and among the instructors and students after school hours.
3. The online modality of learning includes synchronous and asynchronous learning sessions.

a. Synchronous Learning Session – For every class, synchronous learning sessions are scheduled at least once a
week or as indicated in the learner’s guide and in accordance to the class schedule. Instructors and students are
encouraged to use the Canvas Conference feature, in cases when Zoom Meeting and Google Meet are to be used,
the links should be posted in the Canvas Course Card Announcements for documentation purposes. Moreover,
students are expected to switch on their cameras in the duration of the session and microphones are to be turned
off unless otherwise called to recite. Both the instructors and students should observe decorum.
b. Asynchronous Learning Session – This refers to the time for students to self-study by viewing and or reading
posted instructional materials and accomplishing learning tasks relevant to the topic/s discussed during the
synchronous learning sessions.
4. Uploaded files by both the instructors and students should conform to the copyright law. Both parties should strictly
avoid plagiarism. Furthermore, the university takes account of data privacy in collecting data and educational records.
Hence, the instructor and students are ethically obliged the model acceptable digital/online citizenship practices and
behaviors.
5. Attendance of students should be checked and be reflected in the Canvas Attendance. Suppose a student already reached
the maximum number of absences in the synchronous classes (20% of the total school hours for a course) shall be
dropped from the class. The instructors are responsible in calling the attention of students incurring consecutives and
unmeritorious absences.
6. All students’ submissions should be made using the Canvas LMS. Needless to say, all activities/requirements that have
been submitted after the set deadline are considered late. The instructors should discuss with the students during the class
orientation the point deductions of all activities that are submitted late, this should be emphasized to reinforce student
responsibility and discipline.
FOR FACE TO FACE CLASSES

4.2.1 At the beginning of the term, the faculty member should orient students in class about the school vision, mission and
objectives, the CHAMPS culture, school policies on the grading and the rating system, use of the library and other
facilities, ISO Certification concepts and objectives, etc.
4.2.2. Faculty members are responsible for the monitoring and recording of student attendance so that data on enrolment,
tardiness, absences and withdrawal of enrolment from school can be easily and speedily checked. The policy on
student attendance should be strictly enforced to prevent giving credit to students who do not meet the minimum
attendance
requirements.
In consonance with the provisions of the Manual of Regulations for Private Higher Education, faculty members should
be guided by the policy on student attendance/monitoring of absences, to wit: a student who incurs absences of more
than twenty percent (20%) of the prescribed number of lecture/laboratory class hours before midterm examination,
shall be dropped and not be given credit for the course or subject.
4.2.3. The faculty member is expected to be always adequately prepared before entering his class. Teaching strategies and
techniques should be appropriate to the topic at hand and should promote mutual interaction between the teacher and
student/pupils. Judicious use of audio-visual equipment and other ICT infrastructures is encouraged.
The faculty member should utilize remedial/homework and other related tasks to assist students/pupils who are
unusually incapable to meet the regular requirements of the subject or for the particular year/grade level.
4.2.4. The faculty member should keep in mind that mastery of the subject matter is a pre-requisite for effective teaching. He
should update his knowledge and skills through continuing education, reading related materials, attending seminars
and the like.
4.2.5. The faculty member should acquaint himself with the latest methods and techniques of instruction. Creativity is
encouraged to arouse the students’/pupils’ interest and to develop their potential to the fullest.
4.2.6. Requirements for the curriculum such as field trips, seminars, etc. should, as much as possible, be scheduled on
weekends or at the end of the semester or summer so that students/pupils shall not incur absences in their other
classes.
4.2.7 Smoking, eating, and selling inside the classroom are prohibited. The faculty member shall ensure that the black/white
board is cleaned and that all lights and fans are turned off before leaving the classroom.
Source: Faculty Manual, Article IV-The Faculty, Section 4. Classroom Management

III. BIBLIOGRAPHY
TEXTBOOK
REFERENCES
Ebooks:
Holmes J and Meyerhoff M .2003. http://www.carinadizonmaellt.com/socweb/pdf/the_handbook.pdf
Prepared by:
MEYNARD G. CASTRO, LPT

Instructor/Professor
Reviewed by: Recommending Approval: Approved by:
PROF. JOAN JESUSA B. VELASCO, MAEd GREGORIA S. NAJORDA, Ph.d

Head, LLD Dean, College of Arts and Sciences Vice President for Academic Affairs


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NORTHWESTERN UNIVERSITY

TEACHING SYLLABUS ACA-F08-01E

COLLEGE OF ARTS AND SCIENCES

Course Title : LANGUAGE AND GENDER

Course Code : MAC LANG 203/PS ELEF 3

Issue Status: 4 Revision: 3 Date: 2 2 A u g u s t 2 0 2 3 Approved by: President Page 1 of 22

5. To explore and expand linkages with local and international agencies.

NAME OF THE PROGRAM : BACHELOR OF ARTS IN ENGLISH LANGUAGE

Issue Status: 4 Revision: 3 Date: 2 2 A u g u s t 2 0 2 3 Approved by: President Page 2 of 22

Bachelor of Arts in Political Science Program must:

Issue Status: 4 Revision: 3 Date: 2 2 A u g u s t 2 0 2 3 Approved by: President Page 3 of 22

COURSE CODE PRE-REQUISITE/S CO-REQUISITE/S:

INSTRUCTIONAL ELECTRONIC MATERIALS: Canvas Learning Materials

Issue Status: 4 Revision: 3 Date: 2 2 A u g u s t 2 0 2 3 Approved by: President Page 4 of 22

Module 1.Chapter I. Introducing, expanding & critiquing LG&S

Module 3. Chapter II Theories of Discourse as Theories of Gender: Discourse Analysis in

Module 4.Interactional sociolinguistics Adzuara

Module 6. Language ideologies

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 Social Practice: Local Communities of Practice and Global Connections Module

Module 8. "Empty" Labels: Reference and Address

Module 10: Chapter IV: Variation in Language and Gender

Module 11: Language, social class, style, and sex

Module 12: Sex-based versus class-based differentiation Criticisms and Limitations of

Module 13: Men and women in relation to social class

Module 14: Chapter IV: Language and Desire

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Module 17: Schegloff: Academic Politics isn't Just Academic

Module 18 Chapter VI: Gender and Family Interaction Valdez

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 Literary Uses of Linguistic Gender

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MAJOR EXAMINATIONS (40%) CLASS STANDING (60%)

Grades will therefore be calculated as follows:

Final Grade = (Prelim Grade + Midterm Grade + End term Grade)/3

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Note: Class Standing includes any/all of the following:

Course Outcomes (COs) and Relationship to Program Outcomes

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8. define language and sexuality I D D D D D D D D D D D

II. COURSE PLAN

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 Conversation Analysis b.identify discourse as a

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Chapter VII Gender and Power in On-

WRITTEN WORK DETAILS DEADLINE:

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INSTRUCTOR’S NAME Meynard G. Castro INSTRUCTOR’S OFFICE CAS OFFICE

LABORATORY (If any) NONE

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FOR FACE TO FACE CLASSES

Source: Faculty Manual, Article IV-The Faculty, Section 4. Classroom Management

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Holmes J and Meyerhoff M .2003. http://www.carinadizonmaellt.com/socweb/pdf/the_handbook.pdf

MEYNARD G. CASTRO, LPT

Reviewed by: Recommending Approval: Approved by:

PROF. JOAN JESUSA B. VELASCO, MAEd GREGORIA S. NAJORDA, Ph.d

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