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Course Title: Readings in World Literature

Date Effective:

2ND QUARTER

SY 2008-2009

Date Revised

SEPT. 2008

Prepared by: Humanities Cluster

Approved by: Dean Amalia S. Baltazar

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MAPÚA INSTITUTE OF TECHNOLOGY

School of Languages, Humanities and Social Sciences

COURSE SYLLABUS

1. Course Code: HUM 15 2. Course Title: Readings In World Literature 3. Pre-requisite: None 4. Co-requisite: None 5. Credit/Class Schedule: 3 units 6. Course Description: This is an overview of the literary forms or genres of the different countries of

the world written during different historical periods.

VISION Mapúa shall be an international center of excellence in technology education by:

• providing instructions that are current in content and state-of-the art in delivery; • engaging in cutting-edge research; and • responding to the big local and global technological challenges of the times

MISSION a) The mission of Mapúa Institute of Technology is to disseminate, generate, preserve and apply scientific,

engineering, architectural and IT knowledge. b) The Institute shall, using the most effective means, provide its students with professional and advanced

scientific and engineering, architectural and information technology education through rigorous and up-to-date academic programs with ample opportunities for the exercise of creativity and the experience of discovery.

c) It shall implement curricula that, while being steeped in technologies, shall also be rich in the humanities, languages and social sciences that will inculcate ethics.

d) The Institute shall advance and preserve knowledge by undertaking research and reporting on the results of such inquiries.

e) The Institute, singly or in collaboration with others, shall bring to bear the world's vast store of knowledge in science, engineering and other realms on the problems of the industry and the community in order to make the Philippines and the world a better place.

MISSION PROGRAM EDUCATIONAL OBJECTIVES

a b c d e 1. To provide students with a solid foundation in mathematics, basic

sciences, physics and general chemistry and their application to engineering, architecture and other related disciplines

√ √ √

2. To complement the technical training and research activities of the students with proficiency in oral and written communications

√ √ √

3. To instill in the students human values and cultural refinement through the humanities and social sciences

√ √ √

4. To inculcate in the students social awareness through its integration in the learning activities

addressed by the

technical programs

√ √ √


Date Effective:

2ND QUARTER

SY 2008-2009

Date Revised

SEPT. 2008



of 6

7. Program Outcomes and Their Relationship to Program Educational Objectives:

Program

Educational

Objectives Program Outcomes

1 2 3 4

(a) The ability to apply knowledge of mathematics, science, and

engineering

(b) The ability to design and conduct experiments, as well as to

analyze and interpret data

(c) The ability to design a system, component, or process to meet

desired needs

(d) The ability to function as multi-disciplinary teams √ √ √ √

(e) The ability to identify, formulate, and solve engineering

problems

(f) The understanding of professional and ethical responsibility √ √ √ √

(g) The ability to communicate effectively √ √ √ √

(h) The understanding of the impact of engineering solutions in a

global and societal context

(i) The recognition of the need for life-long learning and the ability

to engage in it √ √ √ √

(j) The knowledge of contemporary issues √ √ √ √

(k) The ability to use the techniques, skills, and modern

engineering tools necessary for engineering practice.

8. Course Objectives and Their Relationship to Program Outcomes:

Course Objectives

The students should be able to: Program Outcomes

a b c d e f g h i j k

1. familiarize themselves with the different

literary works of the world from the ancient

times to the present.

√ √

2. develop their understanding of the various

literary genres. √ √ √

3. enhance their understanding of the true, the

beautiful and the good in human experience

through the analysis of the literary works

√ √ √

4. develop reflective critical thinking through the

analysis of the literary works. √ √ √ √

5. recognize the importance of the literary works

to self-discovery and personal development. √ √ √ √

6. enhance their awareness of social issues

inferred in the literary works and to connect

these to current events.

√ √ √ √ √


Date Effective:

2ND QUARTER

SY 2008-2009

Date Revised

SEPT. 2008



of 6

9. Course Coverage:

WEEK TOPIC METHODOLOGY & STRATEGY EVALUATION TOOLS

I

Orientation (course outline, requirements, grading system) The Importance of the Humanities Classification and definition of literary types (Prose/Poetry)

Discussion

Question – Answer Session

2

The Ancient Days

• The Dead Man Ariseth and Singeth a Hymn to the Sun (Egypt)

• Gilgamesh: The Story of the Flood (Mesopotamia)

• The Book of Job (Israel)

• The Prodigal Son (Israel)

• The Book of Songs (China)

• Tao Teh Ching (China) The Panchatantra (India)

Identification of mythological allusions Explanation of the feelings evoked by the symbolisms used in describing the Egyptian god, Ra Comparison/contrast of the Biblical story of the flood with the selection Discussion on divine justice Justification of God’s motives for testing Job Extraction of Values

Recitation Retell the story of Noah’s Ark Make a character sketch of Job Relate Job’s story to Goethe’s “Dr. Faustus” Relate a favorite fable

3

The Glory that was Greece, The Grandeur that was Rome

• Antigone (Greece)

• Drinking Song ( Greece)

• Love Lyrics (Greece)

• Orpheus and Eurydice (Rome)

Debate on the conflicting values of Antigone and Ismene Paraphrasing Extraction of values Discussion on the power of love and music

Recitation Debate on Creon’s Law Get a copy of any song related to the themes of the selections Sing a favorite song that moves /inspires you

QUIZ #1

4

East is East, West is West

• Nibelungenlied : “Siegfried” (Germany)

• The Cat Who Lived in the Palace (Japan)

• The Cat (Japan)

• The Rubaiyat (Persia)

Description of events that lead to the death of Siegfried by Hagen Character sketch of Siegfried Point out the motive of the author in the use of a dog as the main character instead of a cat Compare the two selections on the cat Identification and discussion of lines depicting fatalism, destiny, brevity of life, death and the value of literature

Recitation Scriptwriting on any choice of episodes or events in the epic Extraction of values


Date Effective:

2ND QUARTER

SY 2008-2009

Date Revised

SEPT. 2008



of 6

5

The Splendor Of The Renaissance

• Decameron: “Rustico and Alibech” (Italy)

• Of Smells (France) Pearls in the Sun-lit Sea

• On His Blindness ( England)

• Holy Sonnet 10 (England)

• Maxims (France)

Brainstorming on what makes a tale/ book/ movie controversial Analysis of types of smells Literal and symbolic meaning of ‘blindness” Paraphrasing

Recitation Position Paper on: ““Is the story blasphemous?” Cite examples of smells from daily life Reflection: “How will I use my God-given talent?”

QUIZ #2

MIDTERM EXAMINATION

6

By Carriage, By Train

• The Archaic Torso of Apollo (Germany)

• A Rose for Emily (USA)

• The Fervent Flame of Summer (Germany)

• They’ve Tortured Me and Left Me (Germany)

• The Lament (Russia)

• Two Little Soldiers (France)

Character analysis Plot analysis Paraphrasing Comparison of the two stories – The Lament and the Two Soldiers

Recitation Letter writing on one’s personal grief

7

A Dome of Many-Colored Glass

• When Black Men’s Teeth Speak Out (Africa)

• Out in the Open (Russia)

• Tonight I Can Write (Chile)

• Stopping by Woods on A Snowy Evening (USA)

• On Beauty (Lebanon)

Point out the ironies and biases in the African poem Interpretation of images/symbolisms Discussion on beauty

Recitation Essay: Beauty is Relative

QUIZ #3

8

• Somewhere I Have Never Travelled (USA)

• Lyric 17 (Philippines)

• The Fatalist (Poland)

• The Killers (USA)

Definition of ideal love Definition of poetry Discussion on free will and fate in relation to the two stories – The Fatalist and the Killers

Group sharing of an experience related to death, commitment or promise Interpretative reading (with the song : “ The First Time I Loved Forever”) Position Paper on : Man is Ruled by _____ (Fate or Free will)

9

• The Lift That Went Down Into Hell ( Sweden)

• The Surprise (Sweden)

• War (Italy)

• Civil Peace (Nigeria)

Critical Analysis Comparison on the outlook of the characters in the stories

Recitation

QUIZ #4

10

• In a Grove (Japan)

• Half a Day (Egypt)

• There Will Come Soft Rains (USA)

• The Enemy of the People ( Norway)

Analyze the testimonies of the thief, the wife and the husband Analyze the style of the authors Analyze the characters and the plot

Recitation Relate a crime scene from a movie and present its solution

Culminating Activity Literary Activity Graded Activity 11

FINAL EXAMINATION


Date Effective:

2ND QUARTER

SY 2008-2009

Date Revised

SEPT. 2008



of 6

10. Course Outcomes and Their Relationship to Course Objectives/Program Outcomes:

Course Objectives Program Outcomes Course Outcomes A student completing this course should at

the minimum be able to: 1 2 3 4 5 6 a b c d e f g h i j k

1. identify the poems, short stories

and plays representative of the

countries of the world. √ √ √ √ √ √ √ √ √ √

2. identify and differentiate the

various literary forms and their

respective sub-forms. √ √ √ √ √ √ √ √ √ √

3. connect the literary works to

social issues . √ √ √ √ √ √ √ √ √ √ √

4. compose a critical analysis of a

literary work in terms of form and

content √ √ √ √ √ √ √ √ √ √ √

5. compose an informal essay on

his/her personal experience as it is

related to the selections taken up. √ √ √ √ √ √ √ √ √ √ √

6. express his/her creative skills

through poetry writing/reading,

acting, etc. during the culminating

activity.

√ √ √ √ √ √ √ √ √ √ √

7. impart his/her ideas on the subject

matter being discussed using

correct, clear and effective

English.

√√

√ √ √ √ √ √ √ √ √

11. Contribution of Course to Meeting the Professional Component:

General education component = 95%

Engineering topics = 5%

12. Textbook: Cruz, Jesus et al. A Treasury of World Literature, 2nd ed. Mandaluyong City: Books

Atbp. Publishing Corporation. 2004 . ISBN 9719298154

13. Course Evaluation: The minimum requirement for a passing grade is 60% (120 pts) of the final grade average from the following:

Quizzes 40 % (80 pts)

Written Tasks 15 % (30 pts)

Class Participation/Seatwork 10 % (20 pts)

Oral Proficiency 5 % (10 pts)

Co-curricular Activity 5 % (10 pts)

Midterm Examination 10 % (20 pts)

Departmental Final Examination 15 % (30 pts)

TOTAL 100 % (200 pts)

Aside from academic deficiency, other grounds for a failing grade are:

Cheating during examinations

Absences of more than 20 % of the total number of meetings in a quartermester or seven (7) absences

Failure to take the final examination for no valid reason.


Date Effective:

2ND QUARTER

SY 2008-2009

Date Revised

SEPT. 2008



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14. References:

a. Bascara, Linda. World Literature (A Tertiary Textbook for Literature II Under the New

Curriculum) Manila : Rex Book Store, 2003

b. Lacia, Ferdilyn. Literatures of the World. Manila: Rex Book Store. 2003

c. Powell, Barry. Classical Myth, 3rd

ed. New Jersey: Prentice – Hall Inc. 2001 . ISBN 0131884421

15. Course Materials Made Available:

Course syllabus and handouts

16. The Humanities Cluster

Cluster Chair Vilma L. Severino Group Leaders Wilna R. Bantay Marilou C. Evangelista Beaulah U. Palmea Members Matilde B. Bangoy Geraldine L. Canlas Mariano S. Dela Cruz Wilma N. Hamilton

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