BSEE 38 ● The act of literary criticism ultimately

enhances the enjoyment of our reading

Literary Criticism
of the literary work.
Dianne Madrid-Ocampo
Week 1
Literary criticism has two main functions:
Literary Criticism
❖ To analyze, study, and evaluate works
of literature.
● Is the study, discussion, evaluation, and
interpretation of literature.
❖ To form general principles for the
● Is the evaluation of literary works. This
examination of works of literature
includes the classification by genre,
analysis of structure, and judgment of
value. "
● Ask what literature is, what it does, and
what it is worth. "
● Is the method used to interpret any
given work of literature. The different
schools of literary criticism provide us
with lenses which ultimately reveal
important aspects of the literary work.

Why do we have to analyze?

Why do we need to analyze?

What is a Literary Theory?
Talking about experiences enhances our
enjoyment of them.
The capacity to generalize about phenomena
and to develop concepts that form the basis for
Talking about experiences involves the
interpretation and analysis—in this instance, of a
search for meaning which increases our
“literary” text.
understanding of them.
Literary Criticism Map
Because Socrates said so: "The life which is
Skylar Hamilton Burris
unexamined is not worth living.

To conclude...
Literary criticism helps us to understand what is
important about the text.

● Its structure
● its context: social, economic, historical
● What is written & how the text
manipulates the reader

In Addition......
● Literary criticism helps us to understand
the relationship between authors,
readers, and texts.
Map Explanation
I have placed the work itself in the center of my map
because all approaches must deal, to some extent or
another, with the text itself.
Formalism and deconstruction are placed here also
because they deal primarily with the text and not with
any of the outside considerations such as author, the
real world, audience, or other literature. Meaning,
formalists argue, is inherent in the text.
Because meaning is determinant, all other
considerations are irrelevant. Deconstructionists also
subject texts to careful, formal analysis; however, they
reach an opposite conclusion: there is no meaning in
language
A historical approach relies heavily on the author
and his world. In the historical view, it is important to
understand the author and his world in order to
understand his intent and to make sense of his work.
In this view, the work is informed by the author's
beliefs, prejudices, time, and history, and to fully
understand the work, we must understand the author
and his age.
An Intertextual approach is concerned with
comparing the work in question to other literature, to
get a broader picture.
Reader-Response is concerned with how the work is
viewed by the audience. In this approach, the reader
creates meaning, not the author or the work.
Mimetic criticism seeks to see how well a work
accords with the real world.
Then, beyond the real world are approaches dealing
with the spiritual and the symbolic--the images
connecting people throughout time and cultures
(archetypes). This is mimetic in a sense too, but the
congruency looked for is not so much with the real
world as with something beyond the real world--
something tying in all the worlds/times/cultures
inhabited by man.
The Psychological approach is placed outside these
poles because it can fit in many places, depending
how it is applied:
1. Historical if diagnosing the author himself
2. Mimetic if considering if characters are
acting by "real world" standards and with
recognizable psychological motivations
3. Archetypal when the idea of the Jungian
collective unconscious is included
4. Reader-Response when the psychology of
the reader--why he sees what he sees in the
text--is examined
Likewise, Feminist, Minority, Marxist, and other
such approaches may fit in:
1. Historical if the author's attitudes are being
examined in relation to his times (i.e. was
Shakespeare a feminist for his times, though
he might not be considered so today?)
2. Mimetic--when asking how well characters
accord with the real world. Does a black
character act like a black person would, or is
he a stereotype? Are women being
portrayed accurately? Does the work show a
realistic economic picture of the world?
What does a literary work mean?
● Different approaches or lenses help us
to discover rich and deeper meaning.
● Each lens has its strengths and
weaknesses.
● Each lens is valuable.
Marcus Aurelius“Nothing has such power to
broaden the mind as the ability to investigate
systematically and truly all that comes under thy
observation in life”
Literary Theories
WEEK 2
Literary Theory
Is the systematic study of the nature of literature
and of the methods for literary analysis.
Formalism
➢ It originated in Russia during the early 20th
century, spearheaded by scholars such as
Roman Jakobson and Viktor Shklovsky. It
gained prominence as a reaction against the
prevailing literary theories of the time,
particularly historical and biographical
criticism.
➢ Emphasizes the structure, form, and
technical aspects of literature over its
 historical or authorial context. It views the
literary work as an autonomous entity,
independent of external factors.
➢ Has the advantage of forcing writers to
evaluate a work on its own terms rather than
to rely on “ accepted” notions of the writer ’ s
work.
➢ Works best when applied to poetry and short
fiction.
➢ Attempts to discover meaning by close
reading of a work of literature. Focus is on:
Form, organization, and structure Word
choice and language Multiple meanings.
➢ Considers the work in isolation, disregarding
author ’ s intent, author ’ s background,
context, and anything else outside of the
work itself.
Formalism/New Criticism
➢ Meaning resides in the text— not in reader,
author, or world.
➢ Texts may contain numerous messages, but
must have a unifying central theme created
by the perfect union of all artistic elements.
➢ The methodology for finding meaning is
clear-cut; the tools are unique to literary
analysis. Close reading is the basis of new
critical analysis.
Key Principles Of Formalism
1. Literariness
Formalists assert that literature possesses
unique qualities that distinguish it from other forms of
discourse. They focus on what makes a text literary,
such as language, style, and narrative techniques.
2. Defamiliarization
A central concept in Formalism, defamiliarization
refers to the process of making the familiar seem
unfamiliar or strange. By disrupting habitual
perception, literature enables readers to see the world
in a new light.
3. Close Reading
Formalist analysis prioritizes close examination
of the text itself, rather than extraneous information. It
involves analyzing the linguistic, structural, and
stylistic elements to uncover deeper meanings and
patterns.
Analytical Tools Of Formalism
1. Literary Devices
Formalists pay close attention to literary devices such
as imagery, metaphor, symbolism, and irony. These
devices are not merely decorative but serve to convey
deeper thematic and aesthetic significance.
2. Narrative Structure
Formalists analyze the organization and structure of a
narrative, including plot, point of view, and narrative
voice. They explore how these elements contribute to
the overall meaning and impact of the work.
3. Rhetorical Strategies
Formalist criticism examines the use of rhetoric within
a text, including patterns of repetition, word choice,
and syntactical arrangement. These rhetorical
strategies shape the reader ' s interpretation and
emotional response.
Implications and Criticisms Of Formalism
Formalism ' s emphasis on the text' s formal qualities
has been both praised and criticized. While it offers
valuable insights into the aesthetic dimension of
literature, some critics argue that it neglects broader
socio-political contexts and historical influences.
Critics also contend that Formalism can be overly
reductive, focusing exclusively on the text' s formal
features while overlooking its cultural, ideological, and
biographical dimensions.
Contemporary Relevance Of Formalism
Despite its critics, Formalism continues to influence
literary criticism and theory today. Its focus on close
reading and textual analysis remains a cornerstone of
literary studies, Moreover, Formalist principles have
been adapted and integrated into various
interdisciplinary fields, including film studies, art
criticism, and cultural analysis. In conclusion,
Formalism offers a valuable perspective on literature
by foregrounding its formal properties and aesthetic
dimensions. By examining the text in isolation from
external contexts, Formalism invites readers to
engage deeply with the intricacies of language,
structure, and style. However, it is essential to
recognize the limitations of Formalism and
supplement it with other critical perspectives to gain a
comprehensive understanding of literary works.
END.
BSEE 40:
Campus Journalism
FOUNDATIONAL CONCEPTS OF
JOURNALISM
Prepared: Maria Rizalyn C. Flores
In this presentation, you are aimed to:
A. Create their own definition of journalism
B. Identify the importance of Journalism
C. Determine the scope and limitations of
Journalism and its elements
D. Uphold the tenets of journalism and the
freedom of the press
E. Articulate the Philippine Campus Journalism
Act of 1991
TOPIC PRESENTATION:
❖ Definition of Journalism
❖ Why study Journalism?
❖ Scope and Nature of Journalism
❖ Tenets of Journalism
❖ Journalism vs. Literature
❖ Functions and Duties of the Press
❖ Limitation of the Press
❖ The Philippine Campus Journalism Act of
1991
DEFINITION OF JOURNALISM
The activity of gathering, assessing, creating and
presenting news and information.
ROBERT NILES
Definition journalism is a form of writing that tells
people about things that really happened, but that
they might not have known about already.
BOND F. FRASER
Something that embraces all forms in which and
through which the news and comments on the news
reach the public. All that happens in the world that
hold interest for the public, and all the thought,
actions, and ideas which these happening stimulate
become the materials for journalists. Therefore, these
happenings are considered the subject to journalism.
ERIC HODGINS of Time Magazine
The conveying of information from here to there with
accuracy, insight and dispatch and in such a manner
that the truth is served and the rightness of things is
made slowly, even if not immediately, more evident”.
The word journalism is derived from Journal which
means a daily register or a diary. Today the word
journal also connotes a newspaper, published every
day or even less often or a magazine. Thus
Journalism is about. the communication of information
regarding the events of a day through written words,
sounds or pictures.
WHY STUDY JOURNALISM?
SCOPE AND NATURE
★ Newspaper
★ Magazines
★ Televisions news Journalism, including radio
★ Internet communication
TENETS OF JOURNALISM
★ Responsibility
★ Freedom of the Press
★ Independence
★ Objectivity, truthfulness and Accuracy
Fairness
JOURNALISM VS. LITERATURE
FUNCTION AND DUTIES OF THE PRESS
● The quality of the newspaper must be
reflected in the editorial policy.
● It is more than just a business because it
also reflects and influences the life of the
whole academic community.
● Newspapers must have integrity and
readers’ confidence.
● Newspapers may educate, stimulate, assist
or entertain. It is therefore a moral
responsibility to balance public interest and
the gains.
● The fundamental quality of the newspaper
rest on the quality of the content and the kind
 of editorial product. It is responsible for the
rise of the readers’ educational level and
resurgence of an articulate, active young
generation.
● freedom of the press encompasses
responsibility of the newspapers. Freedom of
the press and responsibility are inseparable.
Responsibly of the press means truth in the
news – truth tempered with mercy, decency
and humility.
● the press must practice the principle of
journalism without bias and self interest.
LIMITATION OF THE PRESS
● Reports are flawed. Reports are not that
complete and may bear mistakes.
● Journalist are sometime in hurry to beat the
deadline; he may not have enough time to
reach all the sources of information.
Reporters will be unable to present the story
in as many perspectives as a journalist
should showcase.
● Prone to be manipulated by the powerful, the
elite and the politicians.
CAMPUS JOURNALISM ACT OF 1991 (R.A. 7079)
R.A. 7079 July 5, 1991
➢ An act providing the development and
promotion of Campus Journalism
➢ The declared policy of the State to uphold
and protect the freedom of the press even at
the campus level and to promote the
development and growth of campus
journalism.
➢ The State shall undertake various programs
and projects aimed at improving the
journalistic skills of students concerned and
promoting responsible and free journalism.
END.
BSEE 41:
LESSON 1
EDUCATIONAL TECHNOLOGY
BERLIN F. DURUMPILI, LPT, MAEd
History and Definitions of Educational
Technology
Etymologia
Educational Technology
In ancient Greece, the Elder Sophist used the term
techne" to refer the process of applying knowledge
systematically to the practical art of instruction. They
formulated cognitive rules, systematically analyzed
subject matter designed instructional technologies
and devised effective instructional materials.
The history of EducationalI technology ... can be
traced back to the time when tribal priests systemized
bodies of knowledge, early cultures invented
pictographs or sign writing to record and transmit
information."
(Paul Saettler, 1990)
Our Definition:
"A combination of the processes and tools involved in
addressing educational needs and problems, with an
emphasis on applying the most current tools:
computers and their related technologies."
(M. D. Roblyer, 2000)
Modern definition of EduTech
Edutech involves the application of systems,
techniques and aids to improve the process of
human learning. (Collier et al., 1971)
EduTech is a complex, integrated process
involving people, procedures, ideas, devices and
organization, for analyzing problems, and
devising, implementing, evaluating and
managing solutions to those problems, including the
aspect of human learning. (Association for
Educational Communications and Technology,
1977)
Edutech is the study and ethical practice of
facilitating learning and improving performance by
creating, using, and managing appropriate
technological processes and resources (Association
for Educational Com. and Tech., 2008)
Traditional Educational Technology
1. HORNBOOKS (1650) are single sheet of
paper mounted on board and covered with
cattle horn to make them durable.
2. MAGIC LANTERN( 1870)
An early type of image projector developed
in the 17th century.
3. SCHOOL SLATE AND CHALKBOARD
(1890)
A flat materials used as a medium of writing.
They are usually composed of dark grey and
black stones.
4. PENCIL (1900) AND STEREOSCOPE
(1900)
Stereoscopy is also known as 3D imaging.
There are two set of 2D images separately to
the left and right eye of the viewer.
Pencil cores are made of graphite mix with a
clay binder.
5. FILM PROJECTOR AND RADIO ( 1925)
Opto-mechanical device to view
photographic slides. It is electric operated, a
bulb and set of lens.
6. OVER HEAD PROJECTOR (1930)
Slide projector which uses light to project the
transparencies which are placed on the top of the light
source.
7. MIMEOGRAPH (1940)
Also known as stencil duplicator is a printing press.
8. BALLPOINT PENS (1940)
A writing instrument with an internal ink reservoir and
a sphere for a point.
9. HEADPHONES AND SLIDE RULE (1950)
Use for multiplication and division and for functions as
roots and etc.
10. VIDEO TAPE (1951)
Recording of images and sounds on to magnetic tape.
11. READING ACCELERATOR SKINNER
MACHINE (1957)
Reading Accelerator was a simple device deign to
help students to read more efficiently
12. EDUCATIONAL TV (1958)
13. PHOTOCOPIER MACHINE
14. LIQUID PAPER (1960)
15. FILMSTRIP VIEWER (1965)
END
BSEE 26:
LESSON 1
INTRODUCTION TO MATERIALS
DEVELOPMENT
Ms. Shaira Ventura
OVERVIEW
Learning materials play an important role in
improving the quality of teaching and in facilitating
learning. This module discusses the different
categories of language materials and its importance
to language teaching. The materials development
which is both a field of study and a practical
undertaking is also introduced.
Learning Outcomes
At the end of the lesson, the students will be able to;
1. Define materials and development:
2. Identify the categories of learning materials;
and
3. Cite the value of materials in language
teaching.
What comes to your mind when you come
across the term “Language Materials”?
MATERIALS
➢ Anything which is used to help language
learners to learn. Materials can be in the
form, for example, of a textbook, a
workbook, a cassette, a CD-ROM, a
video, a photocopied handout, a
newspaper, a paragraph written on a
whiteboard: anything which presents or
 informs about the language being intentionally created to meet particular
learned. teaching and learning objectives
(Tomlinson, 2011) samples are course book, audio materials,
and video materials.
➢ In a language class, materials are a
source of activity for students to practice 2. Authentic Materials
and they improve a teacher's materials which are not intentionally created for
effectiveness. (Sariçoban (2006) in education.
Ocak et al. (2010)) • designed based on different principles sUch as
journalism, entertainment, social purposes, eto.
➢ Materials are assisting resources that samples are authentic texts, movie/film, radio
every student needs in learning process. broadcasting, television program, graph, table,
(Ocak et al.,2010) and chart, and map.

➢ Materials are anything which assists IMPORTANCE OF MATERIALS

either students to learn and practice
using language, or teachers to improve
the effectiveness of teaching and
learning process. (Damayanti, Fauzi, &
Inayati, 2018)
➢ Materials 'can be "instructional" in that
they inform learners about the language,
they can be "experiential" in that they
provide exposure to the language in
use, they can be "elicitative" in that they
stimulate language use, or they can be
"exploratory" in that they facilitate
discoveries about language use'
(Tomlinson 2001: 66).
Materials Development
➢ Materials development as a field,
studies the principles and procedures of
the design, implementation and
evaluation of language teaching
materials' (Tomlinson 2001: 66).
• Materials development is a practical
undertaking that involves the production,
evaluation, adaptation and exploitation of
materials.
CATEGORIES OF MATERIALS LEARNING
1. Created Materials
materials which are purposefully created for
education.
IN LANGUAGE TEACHING
1. Some of them are providing a rich
experience of different genres and text
types.
2. Some of them are providing an
aesthetically positive experience through
the use of attractive illustration, design
and illustration.
3. Some of them are making use of
multimedia resources to provide a rich
and varied experience of language
learning.
4. Some of them are helping the learners
to make some discoveries for
themselves.
5. Some of them are helping the learners
to become independent learners of the
language.
6. Some of them are providing
supplementary materials which provide
the learners with experience of
extensive listening and/or extensive
reading.
7. Some of them are helping the learners
to personalize and localize their
language learning
Experience:
a. Personalization of learning systems is
an effort towards making education
more learner-centered, Personalization
in education is considered very broadly
 where the learner can create learning
experiences.
b. Localization of content which are
relevant.
EXAMPLE OF TEACHING MATERIALS
● text books
● novels
● films
● plays
● radio programs
● multimedia
digital learning resources including
video, audio, text, animations and
images lectures.
● speeches
● performances.
SELECTION OF TEACHING
MATERIALS
❖ Is the material appropriate for the age,
intelligence, and experience of the
learners?
❖ Is the physical condition of the material
satisfactory? An example, is the
microscope properly working?
❖ is there a teacher's guide to provide a
briefing for effective use? The chance
that the instructional material will be
used to the maximum and to the
optimum is increased with a teacher's
guide.
❖ Can the materials in question help to
make students better thinkers and
develop their critical faculties? With
exposure to mass media, it is highly
important that we maintain and
strengthen our rational powers.
SELECTION OF TEACHING
MATERIALS
1. Give a true picture of the ideas they
present
2. Contribute to the attainment of the
learning objective.
3. Be appropriate to the age, intelligence
and experience of the learners.
4. Be in good and satisfactory condition
5. Provide for a teacher's guide
6. Help develop the critical and creative
thinking powers of students.
7. Be worth the time, expense and effort
involved for optimum use of the
instructional material, it is necessary that
the teacher prepares: Herself, Her
students, The instructional material, &
Does follow up.
PPPF
P-prepare yourself
P- prepare your students
P- present the materials
F-follow up
P-PREPARE YOURSELF
● You should know your lesson objective
and what yoU expect form the class
after the session and why u have
selected such particular instructional
material.
P-PREPARE YOUR STUDENTS
● Set reasonably and high class
expectations and learning goals.
Motivate them and keep them interested
and engaged.
P-PRESENT THE MATERIALS
● Present the material under the best
possible conditions. Using media and
materials, especially if they are
mechanical in nature, often requires
rehearsal and a carefully planned
performance.
F-FOLLOW UP
● You use the instructional materials for
the attainment of a lesson objective.