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
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2. To complement the technical training and research activities of the students with proficiency in oral and written communications
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3. To instill in the students human values and cultural refinement through the humanities and social sciences
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4. To inculcate in the students social awareness through its integration in the learning activities
a d d re ss e d b y t h e te ch n ic a l p ro g ra m s
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7.
Program Outcomes and Their Relationship to Program Educational Objectives:
Program
Educational
Objectives
Program Outcomes
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(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
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(e)
The ability to identify, formulate, and solve engineering
problems
(f) The understanding of professional and ethical responsibility
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(g) The ability to communicate effectively
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(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
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(j) The knowledge of contemporary issues
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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
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j k
1.
familiarize themselves with the different
literary works of the world from the ancient
times to the present.
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develop their understanding of the various
literary genres.
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3.
enhance their understanding of the true, the
beautiful and the good in human experience
through the analysis of the literary works
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develop reflective critical thinking through the
analysis of the literary works.
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recognize the importance of the literary works
to self-discovery and personal development.
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enhance their awareness of social issues
inferred in the literary works and to connect
these to current events.
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
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
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
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1.
identify the poems, short stories
and plays representative of the
countries of the world.
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identify and differentiate the
various literary forms and their
respective sub-forms.
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connect the literary works to
social issues .
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compose a critical analysis of a
literary work in terms of form and
content
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compose an informal essay on
his/her personal experience as it is
related to the selections taken up.
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express his/her creative skills
through poetry writing/reading,
acting, etc. during the culminating
activity.
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impart his/her ideas on the subject
matter being discussed using
correct,
clear
and
effective
English.
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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)
