New Contemporary Literature

MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BSEd-SYL-ELIT 104
COLLEGE OF TEACHER EDUCATION

Revision No. 0 Page 1 of 13
SYLLABUS IN ELIT 104 CONTEMPORARY, POPULAR AND EMERGING LITERATURE
Effectivity Date January 13, 2019
VISION OF THE A premier Philippine university by 2028.

UNIVERSITY
MISSION OF THE To develop virtuous human capital and sustainable innovations in a knowledge-driven global economy.
UNIVERSITY
CORE VALUES Knowledge – Upholding knowledge as empowerment, we aim to develop intelligent individuals who can make informed decisions.
Inclusivity – We support and encourage diversity and collaboration, engaging in programs that promote growth and development for all sectors of society.
Professionalism – Reared in a merit-based environment, we commit ourselves to the highest standards of ethics and professionalism.
Spirituality and Social Responsibility – We are committed to providing holistic development that inculcates love and service to God, humanity and the
environment.
INSTITUTIONAL Anchored on the university’s Vision, Mission, and Core Values, the Mariano Marcos State University institutional learning outcomes are qualities that MMSU
OUTCOMES graduates must possess.
MMSU graduates should be able to:

1. Demonstrate adequate knowledge, skills, and attitudes to be effectively integrated into a knowledge-driven global economy;
2. Maintain a high degree of ethics, professionalism, discipline and accountability;
3. Communicate effectively and articulate ideas through various modalities and in diverse contexts;
4. Commit themselves to lifelong learning and personal development to achieve excellence;
5. Analyze problems and issues critically, and develop ideas and innovative solutions to respond to the needs of local, national and global communities;
6. Display spiritual values through respect for and service to God, humanity, and country;
7. Practice social and environmental responsibility;
8. Collaborate with and maintain harmonious relationships with others;
9. Respect multicultural diversity;
10. Engage in activities that promote growth and empowerment for all sectors of society;
11. Make informed, intelligent, fair and equitable decisions; and
12. Show appreciation for and contribute to the development and preservation of cultural heritage.
GRADUATE ATTRIBUTES Anchored on the university’s Vision, Mission, and Core Values, MMSU graduates must be:
1. globally competent;
2. professional;
3. effective communicator;
4. lifelong learner;
5. innovative;
6. spiritual;
7. socially responsible;
8. collaborative;
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
9. respectful to diversity;
10. empowered;
11. critical thinker; and
12. culturally responsive.
COLLEGE GOALS 1. Provide quality professional preparation for teachers in the basic education levels.
2. Offer adequate instruction in the elementary, secondary, and collegiate levels.
3. Undertake research and extension on relevant areas to improve the quality of higher education in particular and the quality of life in general.
4. Conduct continuing education and training of teachers and allied clients through the various programs of the Center for Teaching Excellence and
Graduate Education Program.
5. Develop innovative materials for instruction and training.
PROGRAM OUTCOMES The Bachelor of Secondary Education graduates must:

1. Demonstrate knowledge, skills, attitudes, and in-depth understanding of the diversity of learners in various learning areas for a knowledge-driven
global economy.
2. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) on the different subject areas.
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
4. Manifest excellent communication skills through various modalities, higher order thinking skills and appropriate use of technology in various contexts
to accelerate learning and teaching.
5. Demonstrate positive attitudes of a model teacher with high degree of ethical values, professionalism and accountability both as an individual and as a
professional.
6. Manifest a desire to commit themselves to lifelong learning through personal and professional development.
7. Demonstrate the ability to analyze problems and issues critically, and develop ideas and innovative solutions to respond to the need of local, national
and global communities.
8. Exhibit spiritual values through respect for and service to God, country and humanity.
9. Demonstrate social and environmental responsibility in and out of the school and community.
10. Practice collaboration and maintain harmonious relationships with others in the pursuit of academic excellence, research and community
development.
11. Create opportunities for the appreciation and preservation of cultural heritage.
COURSE OUTCOMES At the end of the course, the students must have:
1. identified authors based on their typical writing styles;
2. differentiated literary genres from contemporary, emerging and popular literature with those from previous ones;
3. written a close analysis and critical interpretation of a literary text;
4. produced/created a creative representation of a literary text by applying multimedia skills; and
5. assessed creative adaptation of a literary text based on a rationalized criteria.

COURSE SYLLABUS
COURSE CODE ELIT 104
COURSE TITLE CONTEMPORARY, POPULAR AND EMERGING LITERATURE
CREDIT UNITS 3
COURSE PREREQUISITE Survey on Selected Writings in Afro-Asian Literature
COURSE DESCRIPTION This course deals with critical issues in contemporary, popular and emerging literature and genres in the world. It is the study of patterns of
literature of the areas in point of content (historical contexts) and form (formal features/developments) to inform understanding of the
literary works. Further, it studies the lives of anthologized writers who have significantly influenced contemporary literature.
CONTENT OUTLINE AND TIMEFRAME
TIME FRAME COURSE CONTENT /SUBJECT MATTER
Unit 1: Introduction to Contemporary, Popular and Emerging Literature

1. Contemporary Literature
1.1. Historical Background
1.2. Significant Writers and Writings of the Period
1.3. Features and Characteristics of Contemporary Literary Writings
1.4. Themes and Motifs of Contemporary Literature
3 hours
2. Popular Literature
2.1. Writers of Popular Literature
2.2. Sample literary works
3. Emerging Literature
3.1. Genres in Emerging Literature
15 hours Unit 2: Selected Contemporary Writings in Afro- Asian Literature
Poems
1. Jolography by Paolo Manalo (Philippines)
2. The Burning Kite by Ouyang Jianghe (China)
3. The Wheel by Vinda Karandikar (India)

4. Song by Ali Ahmad Said Esber (Syria)
5. The First Circle by Kofi Awoonor (Ghana)
6. Tonight by Ladan Osman (Somalia)
Short Stories (Choose at least 6 stories)

1. Paper Menagerie by Ken Liu (Chinese-American)
2. Scheherazade by Haruki Murakami (Japan)
3. Crooner by Kazuo Ishiguro (Japan-United Kingdom)
4. The Bus Driver Who Wanted to be God by Etgar Keret (Israel)
5. The Fruit of My Woman (Han Kang (Korea) 1997
6. Axis of Happiness by Min Jin Lee (Korean-American) 2003
7. A Thousand Years of Good Prayers (Yiyun Li (Chinese-American) 2005
8. The Deer-Vehicle Collision Survivors Support Group by Porochista Khakpour (Iranian-American) 2010
9. In Country by Rabih Alameddine (Lebanese-American)
10. The Sex Lives of African Girls (British-American/Nigeria/Ghana) 2011
11. As a Woman Grows Older by J.M. Coetzee (South Africa)
Unit 3: Selected Contemporary Writings in Anglo-American Literature
Poems
1. One Today by Richard Blanco (United States)
2. One Night (elegy) by Ann Gray (United Kingdom)
3. The Door by Margarette Atwood (Canada)
10 hours Short Stories (Choose at least 3 stories)

1. Cathedral by Raymond Carver (United States), 1981
2. All Summer in One Day by Ray Bradbury (United States) 1954)
3. The Proxy Marriage by Maile Meloy (United States) 2012
4. Fair Warning by Robin Olen Butler (United States)
5. Smokers by Tobias Wolff (United States) 1976
6. Dimension by Alice Munro (Canada) 2006
5 hours Unit 4: Selected Contemporary Writings in Continental European and Latin American Literature
Poems
1. Atlantis - A Lost Sonnet by Eavan Boland (Ireland)
2. Domestic Violence by Eavan Boland (Ireland)
3. From “Late” by Gottfried Benn (Germany)
4. You Didn’t Know by Idea Vilarino (Uruguay)

5. The Desert of Atacama V by Raul Zurita (Chile)

6. To Those Who Have Lost Everything by Francisco X. Alarcon (Mexico)
Short Stories
1. Hazaran by Jean-Marie Gustave Le Clezio (France)
Unit 5: Emerging Literature
Representative Selections from each Genre
1. Ang Huling Tula na Isusulat Ko para sa ‘Yo by Juan Miguel Severo/Philippines (Spoken Word Poetry)
2. Their Last Visitor by Kim Young Ha/South Korea (Sudden Fiction)
3. The Family that Eats Soil by Khavn De La Cruz/ Philippines (Speculative Fiction)
4. Chickens by Elaine Margell/ United States (Microfiction)
5. We Ate the Children Last by Yann Martel/Canada (Science Fiction)
6. The Right Sort by David Mitchell/United Kingdom (Twitter Story)
7. Kiss by Carlos Ruiz Zafron/Spain (Blog Fiction)
11 hours
8. The Red Fox Fur Coat by Teolinda Gersao / Portugal (Sudden Fiction)
9. Blood of a Mole by Zdravka Evtimova / Bulgaria (Sudden Fiction)
10. Like Hercules by Anna Maria Shua / Argentina (Microstory)
11. Honey by Antonio Utgar/Colombia (Flash Fiction)
12. Essential Things by Jorge Luis Arzola/Cuba (Sudden Fiction)
13. Poison by Henrietta Rose-Innes / South Africa (Science Fiction)
14. Hyde Park by Petina Gappah/Zimbabwe (Creative Non-fiction)
15. Confessions of a Shopaholic by Sophie Kinsela (Chick Lit)
* Choose one to two representative literary piece for type.
Unit 6: Popular Literature
Representative Selections
1. The Outsider (horror) by Stephen King
2. Interview with a Vampire (horror) by Anne Rice
3. Gone with the Wind (war) by Margaret Mitchelle
4. Catch 22 (war) by Joseph Heller
10 hours 5. The Lodger (crime) by Marie Belloc Lowndes
6. The Fall of the House of Usher (crime) by Edgar Allan Poe
7. Harry Potter and the Sorcerer’s Stone (fantasy) by JK Rowling
8. The Lord of the Rings (fantasy) by JRR Tolkien
9. The Last Battle (fantasy) from the Chronicles of Narnia by CS Lewis
10. The Murder of the Orient Seas (detective fiction) by Agatha Christie
11. Sherlock Holmes (detective fiction) by Arthur Conan Doyle

LEARNING PLAN:
Teaching and
Desired Learning Outcomes Assessment Task Resource Time Values Infused/
Course Content/Subject Matter Learning
(DLO) (AT’s) Materials Table Competencies
Activities (TLA’s)
At the end of the unit, the students must have: Unit 1: Introduction to 1. Interactive 1. paper and LCD projector 3 hours Trace the
1. identified significant contemporary Contemporary, Popular and discussion pencil test historical
writers and representative texts from Emerging Literature (quiz) Laptop development of
Asia, North America, Europe, Latin 1. Contemporary Literature 2. Group work and contemporary,
America, and Africa ; and 1.1. Historical Background project-based 2. class Slides popular and
2. created any of the following showing the 1.2. Significant Writers and learning participation presentations emerging
historical background, writers and their Writings of the Period literature
1.3. Features and Characteristics 3. group projects Handouts
writings, features/characteristics and
of Contemporary Literary or outputs Identify
themes and motifs of contemporary,
Writings significant
popular and emerging literature:
1.4. Themes and Motifs of contemporary
A. slides presentation; Contemporary Literature writers and their
B. brochure; 2. Popular Literature writings
C. pamphlet; and 2.1. Writers of Popular Literature
D. video presentation. 2.2. Sample literary works Identify literary
3. Emerging Literature genres of
3.1. Genres in Emerging emerging and
Literature popular literature
At the end of the unit, the students must have: Unit 2: Selected Contemporary Interpret
1. explained the biographical, linguistic, and Writings in Afro- Asian 1. Reading of literary 1. paper and LCD Projector 15 significant lines
sociocultural contexts; Literature texts pencil test hours from the texts
2. discussed issues reflected in the texts; Poems 2. Discussion of the 2. participation in Laptop Show
3. explained the texts in terms of literary 1. Jolography by Paolo Manalo literary texts class discussion appreciation of
elements, genres, and traditions; (Philippines) through think- Slides values and
4. identified the figures of speech, symbols, 2. The Burning Kite by Ouyang pair-share, group 3. critical presentation cultural insights
Jianghe (China) sharing, panel interpretation embedded in the
and other literary techniques and devices
3. The Wheel by Vinda Karandikar discussion, round and analysis of Internet to texts
in the text;
(India) table discussion the literary download
5. examined the relationship between text
4. Song by Ali Ahmad Said Esber pieces copies of the Respond/react
and context; (Syria) 3. Writing literary texts critically to social
6. situated the texts in the context of the
region, nation, and the world; 5. The First Circle by Kofi Awoonor analysis and 4. literary issues discussed
7. differentiated the various literary genres (Ghana) critical adaptations Worksheets in texts
and their elements, structures, and 6. Tonight by Ladan Osman interpretation of a and handouts
traditions from across the globe; (Somalia) text 5. participation in Recognize literary
8. written literary interpretation and group activities Assessment techniques,
analysis of the texts; and Short Stories (Choose at least 6 4. Role plays, tools / rubrics devices and
stories) simulations, and 6. other written to evaluate writing styles
9. appreciated the cultural and aesthetic
1. Paper Menagerie by Ken Liu dramatizations outputs literary analysis
diversity of literature of the world by
(Chinese-American) (worksheets) and literary Show
producing a creative representation of a
2. Scheherazade by Haruki Murakami 5. Creating literary adaptations appreciation of
literary text by applying multimedia skills. (Japan) adaptations of literary aesthetics
3. Crooner by Kazuo Ishiguro (Japan- selected literary
United Kingdom) pieces (group
4. The Bus Driver Who Wanted to be work) using
God by Etgar Keret (Israel) multimedia
5. The Fruit of My Woman (Han Kang resources
(Korea) 1997
6. Axis of Happiness by Min Jin Lee 6. Presentation and
(Korean-American) 2003 processing of
7. A Thousand Years of Good student outputs
Prayers (Yiyun Li (Chinese-
American) 2005
8. The Deer-Vehicle Collision Survivors
Support Group by Porochista
Khakpour (Iranian-American) 2010
9. In Country by Rabih Alameddine
(Lebanese-American)
10. The Sex Lives of African Girls
(British-American/Nigeria/Ghana)
2011
11. As a Woman Grows Older by J.M.
Coetzee (South Africa)
At the end of the unit, the students must have: Unit 3: Selected Contemporary 1. Reading of literary 1. paper and LCD Projector 10 Interpret
1. discussed how biographical, linguistic, and Writings in Anglo-American texts pencil test hours significant lines
sociocultural contexts enhance the text’s Literature Laptop from the texts
meaning and the reader’s understanding; Poems 2. Discussion of the 2. class

2. discussed social issues reflected in the 1. One Today by Richard Blanco literary texts participation Slides Demonstrate
texts; (United States) through think-pair- presentation appreciation of
3. explained the texts in terms of literary 2. One Night (elegy) by Ann Gray share, group 3. written outputs values and
elements, genres, and traditions; (United Kingdom) sharing, panel (reflection Internet to cultural insights
4. identified the figures of speech and other 3. The Door by Margarette Atwood discussion, round paper) download embedded in the
literary techniques and devices in the text; (Canada) table discussion copies of the texts
4. performance texts
5. related the texts in the context of the
Short Stories (Choose at least 3 3. Writing literary test (role plays, Respond/react
region, nation, and the world;
stories) analysis and simulations and Assessment critically to social
6. shown appreciation of the texts through
1. Cathedral by Raymond Carver critical dramatizations) tools/rubrics to issues discussed
role plays, simulations, dramatizations (United States), 1981 interpretation of a evaluate in texts
and recitals. 2. All Summer in One Day by Ray text student
Bradbury (United States) performance in Recognize literary
1954) 4. Poetry recitals and role plays, techniques,
3. The Proxy Marriage by Maile Meloy choric reading dramatizations devices and
(United States) 2012 and writing styles
4. Fair Warning by Robin Olen Butler 5. Dramatization, simulations
(United States) role playing, and Exhibit
5. Smokers by Tobias Wolff (United simulations Rubric for appreciation of
States) 1976 evaluating literary aesthetics
6. Dimension by Alice Munro (Canada) 6. Writing of reflection
2006 reflection papers papers
7. Presentation and Worksheets

processing of and handouts
student outputs
At the end of the unit, the students must have: Unit 4: Selected Contemporary 1. Reading of 1. class LCD Projector 5 hours Explain significant
1. discussed how biographical, linguistic, and Writings in Continental literary texts participation lines from the
sociocultural contexts enhance the text’s European and Latin American Laptop texts
meaning and the reader’s understanding; Literature 2. Discussion of the 2. paper and
2. discussed issues reflected in the texts; texts using think- pencil test Slides Show
3. explained the texts in terms of literary Poems share-pair, round presentation appreciation of
elements, genres, and traditions; 1. Atlantis - A Lost Sonnet by Eavan table discussion 3. written outputs values and
Boland (Ireland) and panel (analysis) Internet to cultural insights
4. identified the figures of speech and other
2. Domestic Violence by Eavan Boland discussion download embedded in the
literary techniques and devices in the text;
5. examined the relationship between text and (Ireland) 4. literary Blogs copies of the texts
context; 3. From “Late” by Gottfried Benn 3. Writing critical texts
6. situated the texts in the context of the (Germany) analysis of the 5. class Respond/react
region, nation, and the world; 4. You Didn’t Know by Idea Vilarino texts read performance Assessment critically to social
7. written literary interpretation and analysis (Uruguay) (choric reading tools/rubrics to issues discussed
of the texts; and 5. The Desert of Atacama V by Raul 4. Creating personal and recitals) evaluate in texts
Zurita (Chile) literary blogs student
8. created a creative representation of a
6. To Those Who Have Lost Everything performance in Recognize literary
literary text by applying multimedia skills.
by Francisco X. Alarcon (Mexico) 5. Choric reading role plays, techniques,
and poetry dramatizations devices and
Short Stories recitals and writing styles
1. Hazaran by Jean-Marie Gustave Le simulations
Clezio (France) Exhibit
Rubric for appreciation of
evaluating literary aesthetics
reflection
papers
Worksheets
and handouts
At the end of the unit, the students must have: Unit 5: Emerging Literature 1. Reading of 1. Paper and LCD Projector 11 Interpret
1. discussed how biographical, linguistic, and Representative Selections from each literary texts pencil test hours significant lines
sociocultural contexts enhance the text’s Genre Laptop from the texts
meaning and the reader’s understanding; 1. Ang Huling Tula na Isusulat Ko 2. Discussion of the 2. Class
2. discussed issues reflected in the texts; para sa ‘Yo by Juan Miguel texts using participation Slides Exhibit
3. explained the texts in terms of literary Severo/Philippines (Spoken Word think-share-pair, presentation appreciation of
elements, genres, and traditions; Poetry) round table 3. Performance values and
2. Their Last Visitor by Kim Young discussion and assessment in Internet to cultural insights
4. identified the figures of speech and other
Ha/South Korea (Sudden Fiction) panel discussion poetry recitals download embedded in the
literary techniques and devices in the texts;
3. The Family that Eats Soil by copies of the texts
5. examined the relationship between text and
Khavn De La Cruz/ Philippines 3. Writing critical texts
context; (Speculative Fiction) analysis of the 4. Written outputs Assessment Respond/react
6. related the texts in the context of the region, 4. Chickens by Elaine Margell/ texts read (literary tools/rubrics to critically to social
nation, and the world; United States (Microfiction) attempts) evaluate issues discussed
7. written literary attempts based on emerging 5. We Ate the Children Last by Yann 4. Poetry recitals student in texts
literary genres; and Martel/Canada (Science Fiction) (spoken word performance in

8. shown appreciation of the texts through 6. The Right Sort by David poetry) poetry recital Recognize literary
recitals. Mitchell/United Kingdom (Twitter techniques,
Story) 5. Writing literary Rubric for devices and
7. Kiss by Carlos Ruiz Zafron/Spain attempts evaluating writing styles
(Blog Fiction) literary
8. The Red Fox Fur Coat by Teolinda 6. Presentation of attempts Show
Gersao / Portugal (Sudden literary outputs appreciation of
Fiction) Worksheets literary aesthetics
9. Blood of a Mole by Zdravka and handouts
Evtimova / Bulgaria (Sudden
Fiction)
10. Like Hercules by Anna Maria Shua
/ Argentina (Microstory)
11. Honey by Antonio
Utgar/Colombia (Flash Fiction)
12. Essential Things by Jorge Luis
Arzola/Cuba (Sudden Fiction)
13. Poison by Henrietta Rose-Innes /
South Africa (Science Fiction)
14. Hyde Park by Petina
Gappah/Zimbabwe (Creative
Non-fiction)
15. Confessions of a Shopaholic by
Sophie Kinsela (Chick Lit)
* Choose one to two representative
literary piece for type.
At the end of the unit, the students must have: Unit 6: Popular Literature 1. Reading of 1. Participation in LCD Projector 10 Interpret
1. discussed how biographical, linguistic, and Representative Selections literary texts class discussion hours significant lines
sociocultural contexts enhance the text’s 1. The Outsider (horror) by Stephen Laptop from the texts
meaning and the reader’s understanding; King 2. Storytelling 2. Paper and pencil
2. explained issues reflected in the texts; 2. Interview with a Vampire (horror) test Slides Show
3. explained the texts in terms of literary by Anne Rice 3. Film viewing 3. Book Review presentation appreciation of
elements, genres, and traditions; 3. Gone with the Wind (war) by Analysis values, traditions
Margaret Mitchelle 4. Discussion of the Internet to and cultural
4. identified the literary techniques, devices
4. Catch 22 (war) by Joseph Heller texts using 4. Performance in download insights
and author’s writing style in the text;
5. The Lodger (crime) by Marie Belloc think-share-pair, Character copies of the embedded in the
5. examined the relationship between text and
context; Lowndes round table Portrayal texts texts through

6. related the texts in the context of the region, 6. The Fall of the House of Usher discussion and creative tasks
nation, and the world; and (crime) by Edgar Allan Poe panel discussion Rubric for
7. shown appreciation of the texts through 7. Harry Potter and the Sorcerer’s evaluating Respond/react
character portrayal in gallery walk. Stone (fantasy) by JK Rowling 5. Writing book book reviews critically to social
8. The Lord of the Rings (fantasy) by review of the issues discussed
JRR Tolkien novel read Assessment in texts
9. The Last Battle (fantasy) from the tools/rubrics to
Chronicles of Narnia by CS Lewis 6. Character evaluate Recognize literary
10. The Murder of the Orient Seas portrayal in student techniques,
(detective fiction) by Agatha Gallery Walk performance in devices and
Christie character writing styles
11. Sherlock Holmes (detective portrayal
fiction) by Arthur Conan Doyle Demonstrate
appreciation of
literary aesthetics
Textbooks/References
Almencion, R. (2018). Emerging 21st Century Literary Genres. Retrieved on January 2, 2019 from https://www.slideshare.net/RonNelAlmencion/emerging-21st-century-literary-genres-21st-century-litera
from-the-philippines-and-the-world
Luesebrink, M. C. (2013). Popular Literature. Retrieved on January 3, 2019 from http://califia.us/IVCLit110/unit1.htm
Madhusudana, P.N. (2017). Popular Literature: A Marginalized Genre. International Journal of English Language. Vol. 5, Issue IX, pp 773-777.
Mata, E.L.I, Gabelo, N. C., & Ambon, F. (2018). 21 st Century Literature. Quezon City: Mutya Publishing, Inc.
Tayao, M. L., Alonzo, R.I., & Flores, E.R. (2017). 21 st-Century Literature from the Philippines and the World. Quezon City: C&E Publishing, Inc.
COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)

Character Portrayal (Gallery Walk) Class Standing (Attendance, Quizzes,
Anthology of Literary Attempts Recitation, Long Exams, etc.) 25%
Book Review / Movie Analysis Major Outputs or Projects 30%
Literary Analysis and Reflections Midterm Examination 20%

Final Examination 25%
-------------------------------------------------------------------
Total 100%
COURSE POLICIES Students enrolled in this course are expected to observe the following rules:
1. Per University policy, excused/unexcused absences should not exceed 20% of the assigned
number of hours for a 3-unit course (54 hours in this subject) equivalent to about 11 hours of
lecture sessions. More than 20% absences incurred during the semester would mean being
dropped from the class roll.
2. In this course, attendance is essential. You will be doing a number of learning tasks individually
or collaboratively. As such, when you are absent from class, you actually miss a lot. Absent
students will be responsible for finding out what material was covered and what assignments
were made. No make-up will be given.
3. Mobile phones should be on silent mode in class; take an important/urgent call outside. Use
electronic devices only when needed for reports or the like.
4. Academic integrity must be integral in all course-related work. All academic work submitted
must be the result of independent thought and research. Utilized sources in work, whether
print or non-print, should be properly acknowledged via the assigned referencing style.
Plagiarism is a major offense.
5. All assignments should be handed in on or before due date as specified by the teacher-in-
charge. All assignments are requirements, not optional. No submission of such requirements
would mean a zero mark. All assignments should be completed on or before the last day of the
semester.
6. Other course policies are stated in Student Handbook under Student Conduct and Discipline
(Student Handbook Revised Edition 2014, p. 80)
7. Consultation, whether scheduled or not, especially in the days or weeks before submission of a
requirement is highly encouraged.
CONSULTATION PERIOD 01:00 – 04:00 MF

FACULTY-IN-CHARGE RONALD CANDY S. LASATEN
Academic Rank: Associate Prof IV
PRC #: 078910
Mobile: +63 917 548 4773
Email Address: ronaldlasaten@gmail.com
PREPARED BY: RECOMMEND APPROVAL: APPROVED:
RONALD CANDY S. LASATEN ROSABEL L. ACOSTA ELIZA T. SAMSON PRIMA FE R. FRANCO

Faculty Chair, Secondary Education Department Dean Vice President for Academic Affairs


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MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BSEd-SYL-ELIT 104

COLLEGE OF TEACHER EDUCATION

VISION OF THE A premier Philippine university by 2028.

MMSU graduates should be able to:

PROGRAM OUTCOMES The Bachelor of Secondary Education graduates must:

Disclaimer: Reproduction of this document is allowed subject

COURSE CODE ELIT 104

COURSE TITLE CONTEMPORARY, POPULAR AND EMERGING LITERATURE

COURSE PREREQUISITE Survey on Selected Writings in Afro-Asian Literature

CONTENT OUTLINE AND TIMEFRAME

TIME FRAME COURSE CONTENT /SUBJECT MATTER

Unit 1: Introduction to Contemporary, Popular and Emerging Literature

3. The Wheel by Vinda Karandikar (India)

Short Stories (Choose at least 6 stories)

10 hours Short Stories (Choose at least 3 stories)

Disclaimer: Reproduction of this document is allowed subject

5. The Desert of Atacama V by Raul Zurita (Chile)

Disclaimer: Reproduction of this document is allowed subject

Disclaimer: Reproduction of this document is allowed subject

7. Presentation and Worksheets

Disclaimer: Reproduction of this document is allowed subject

context; Lowndes round table Portrayal texts texts through

Luesebrink, M. C. (2013). Popular Literature. Retrieved on January 3, 2019 from http://califia.us/IVCLit110/unit1.htm

COURSE REQUIREMENTS PERFORMANCE STANDARD (ASSESSMENT CRITERIA)

Literary Analysis and Reflections Midterm Examination 20%

CONSULTATION PERIOD 01:00 – 04:00 MF

Email Address: ronaldlasaten@gmail.com

PREPARED BY: RECOMMEND APPROVAL: APPROVED:

RONALD CANDY S. LASATEN ROSABEL L. ACOSTA ELIZA T. SAMSON PRIMA FE R. FRANCO

Disclaimer: Reproduction of this document is allowed subject

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