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SYLLABUS ANGLO-AMERICAN LITERATURE

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COURSE DESCRIPTION
This course is a study of the literatures of America, with a background in English Literature. The English literary tradition starts with Beowulf up to the
present and American literature begins during its Romantic period up to the present. However, the chosen selections are simply representative of the
major periods of these two countries’ otherwise vast and stellar literary traditions.

PRE-REQUISITE
Philippine Literature, World Literature, English Literature

GENERAL OBJECTIVES
At the end of the course, the students shall be able:

1. COGNITIVE to be familiarize with the different histories and works of English and American literature; be acquainted with various
literary forms in both English and American literature, with an understanding of themes and ideas represented by the
texts, including the stylistics trends through different periods;
2. AFFECTIVE to be aware of the moral, philosophical and socio-political values embodied in English and American literary works and
culture; to parallel the Western literature with our own;
3. PSYCHOMOTOR to appreciate the works of English and American authors and apply the concepts learned in their own lives.

CREDIT
3 Units

TIME ALLOTMENT
3-hour class every week, total of 54 hours in 18 weeks per semester.

VALUES TO BE DEVELOPED
1. Trustworthiness 2. Compassion

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SYLLABUS ANGLO-AMERICAN LITERATURE

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3. Resilience 5. Industriousness
4. Respect

COURSE REQUIREMENTS
1. Regular class attendance 4. Reading of assigned text and other materials.
2. Active participation in oral activities and discussions. 5. Punctual performance of assigned tasks such as reports, plays,
3. Quizzes, class and home works, projects and major exams. poetry recital, film adaptation, etc.

COURSE EVALUATION
REQUIREMENTS
Quizzes – 20% PERIOD
Attendance – 5% Preliminary – 30%
Recitation – 15% Mid-Term – 30%
Report, Class/Home work – 20% Final – 40%
Periodic/Major Exam – 40% TOTAL OF 100%
TOTAL OF 100%

COURSE CONTENTS
PART I. INTRODUCTION AND ANGLO-SAXON TO ENLIGHTENMENT PERIOD
INSTRUCTIONAL EVALUATION
WEEK SPECIFIC OBJECTIVES TOPICS ACTIVITIES MATERIALS INSTRUMENTS
At the end of this part, the Overview of the Periods of Lecture and Textbook Recitation
1–6 students should be able to: Literature discussion Copies of the literary Quizzes
1. understand the flow of Definition of Anglo-American Pairworks texts Classworks
the literary history of Literature Reports Powerpoint Examination
the Western world; Introduction of the cross-over of presentation
2. define Anglo-American British to American Literature
literature and its facets; I. The Anglo-Saxon Era

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SYLLABUS ANGLO-AMERICAN LITERATURE

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3. evaluate the first five Historical background


literary periods of The Wanderer
Anglo-American II. The Middle English Period
literature and their Historical background
representative works. Ballads: Lord Randal
III. The Sixteenth Century: The
Elizabethan Age
Historical background
William Shakespeare: Romeo and
Juliet / Christopher Marlowe: The
Passionate Shepherd to his Love /
Sir Walter Raleigh: The Nymph’s
Reply to the Shepherd
IV. The Seventeenth Century
Historical/cultural background
John Milton: On His Blindness
V. The Enlightenment
Background
Alexander Pope: Eloisa to Abelard
Thomas Paine: The American
Crisis

PART II. ROMANTICISM TO VICTORIAN PERIOD


INSTRUCTIONAL EVALUATION
WEEK SPECIFIC OBJECTIVES TOPICS ACTIVITIES MATERIALS INSTRUMENTS
7 - 12 At the end of this part, the VI. The Age of Romanticism Lecture and Textbook Recitation
students should be able to: Historical and cultural background discussion Copies of the literary Quizzes
1. be familiarized with the Romanticism as a movement Pairworks texts Classworks
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background and William Blake as Pre-Romantic Reports Powerpoint Examination


literature of the poet: “The Lamb”, “The Tiger” presentation Poetry recital
Romantic and Victorian Henry David Thoreau: Civil
era; Disobedience / Nathaniel
2. point out the literary Hawthorne: The Scarlet Letter /
devices used in the Edgar Allan Poe: A Tell-Tale
poems and stories; Heart / Ralph Waldo Emerson:
3. be able to interpret a The Rhodora / Henry Wadsworth
poem through poetry Longfellow: A Psalm of Life
recital. VII. The Victorian Era
Background
Alfred Lord Tennyson: Ulysses /
Robert Browning: My Last
Duchess
Walt Whitman: A Song of Myself /
Emily Dickinson: A Charm Invest a
Face

PART III. MODERN TO POST-MODERN PERIOD


INSTRUCTIONAL EVALUATION
WEEK SPECIFIC OBJECTIVES TOPICS ACTIVITIES MATERIALS INSTRUMENTS
13 - 18 At the end of this part, the VIII. Modern Period (c. 1914- Lecture and Textbook Recitation
students should be able to: 1945?) discussion Copies of the literary Quizzes
1. be familiarized with the Background Pairworks texts Classworks
background and W. B. Yeats: Sailing to Byzantium / Reports Powerpoint Examination
literature of the Modern Virginia Woolf: A Room of One’s presentation Film Adaptation
and Post-Modern era; Own
2. point out the literary Robert Frost: The Road Not Taken
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devices used in the / Ernest Hemingway: The Old Man


poems and stories; and the Sea / William Faulkner: A
3. be able to illuminate Rose for Emily
novels written by IX. Post Modern Period (c. 1945?
American writers onward)
through film adaptation. Background
William Golding: Lord of the Flies
T.S. Eliot: The Love Song of J.
Alfred Prufrock / Langston
Hughes: Let America be America
Again / Sandra Cisneros: Eleven /
Arthur Miller: Death of a
Salesman / Martin Luther King: I
Have a Dream / Marsha Norman:
‘Night, Mother

TEXTBOOK
Sialongo, Erlinda B., et al. Literatures of the World. Manila: Rex Book Stores, 2007.

REFERENCES
Most of the texts and information needed can be found in the internet.
Marsha Norman’s “’Night, Mother”.

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PREPARED BY: REVIEWED BY: APPROVED BY:

RIA CRISTINA R. ARGONZA DR. ROEL U. HERNANDEZ DR. ROWENA R. DE GUZMAN


English and Literature Faculty Humanities and Languages Cluster Head College of Education, Arts and Sciences Dean

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