INSTITUTIONAL

Vision

PCCR, as a pioneer organization, aims to be an institute of excellence in the

formation and development of highly competent and value-driven leaders able to meet
the challenges of globalization.

Mission

To provide accessible and quality education, thus producing professionally-

competent and ethically-oriented graduates who can deliver effective and efficient
services.

Philosophy

For all its students to pursue academic excellence as well as to become

responsible and dependable agents of peace, order and justice.

CORE Values

I - Integrity

L - Leadership

E - Excellence

A - Accountability

D - Discipline

GENERAL EDUCATION

Vision

The General Education Division envisions itself as the leading academic

preparatory platform which aims to offer holistic educational package and relevant basic
education curriculum for the 21st century learners in the field of Criminology and Liberal
Arts.

Mission

Guided by the Core Values of Integrity, Leadership, Excellence, Accountability,

and Discipline, the General Education Division aims to offer holistic educational package
to develop the fullest potentials of students and faculty members as a lifelong earners,
agents of change, effective communicators, responsible proactive community tension
advocates, morally and ethically oriented, research inclined and culturally proud citizens
for an excellently strong background in the delivery of effective and efficient services.

Objectives
 1. Demonstrate the expected skills and knowledge gained from theories to practice
the required General Education courses.
2. Develop the acquired basic skills to practically and effectively utilize in the practice
of criminology professional and other related works.
3. Use the present technologies to introduce innovations that would benefit society in
particular and the country in general.
4. Assume responsibility to the academic, technological and professional concerns
of the students as they prepare for the professional criminological work and its
allied fields.
5. Practice by example in both personal and professional works the PCCR Core
Values of INTEGRITY, LEADERSHIP, EXCELLENCE, ACCOUNTABILITY and
DISCIPLINE.
6. Organize and produce the basic foundation of research through writing critique
paper and other simple scholarly paper

*Legend
L= Learned P=Practiced O-Opportunity to learn

G.E. Learning Outcomes Philippine Literature

A. INTELLECTUAL COMPETENCIES (Knowledge)

1. Identify the different genres and basic elements in L

Literature.

2. Articulate on the impact and contributions of Literature to L/O

glocal setting.

3. Develop insights of Philippine culture, tradition, way of life, L

etc.

4. Demonstrate analytical, practical, creative and critical L/P

thinking.

5. Apply basic concepts across literary knowledge L/O

G.E. Learning Outcomes Philippine Literature

B. PERSONAL AND CIVIC RESPONSIBILITIES

(Values)

1. Identify, comprehend and value the different types and L

forms of literature across regions.

2. Appreciate the significant human experience exemplified in L/P/O

the different literary works.

3. Compare and contrast the different elements of literature L/P

4. Recognize and discuss the various literary styles of the L/O

masters in Philippine Literature.
5. Develop social awareness on the complexities of human L/P/O
nature, cultures, and practices through a close reading of
regional literatures.

6. Lead to inspire humanity on the advocacy of human rights, L/P/O

dignity to life and democracy.

7. Contribute on sound decision making anchored on L

standard norms and perspectives.

8. Conceptualize innovative practices and solutions inspired O

by ethical standards.

9. Contribute individually and collectively to the development L/P

of our country.

10. Appreciate various art manifestation and local colors L

across regional texts.

G.E. Learning Outcomes Philippine Literature

C. Practical Skills (Skills)

1. Write a critique paper on selected literary type across O

region.

2. Transform/translate creatively regional literary texts to O

other artistic forms.

3. Apply the concepts and principles of regional literary texts O

and other forms into the students’ lives through plays and
actual life experiences.

4. Integrate moral and spiritual-values with the aesthetic and P/O

cultural values imbibed from the texts.

5. Appreciate the works of the masters and other literary L/O

forms to help in the development and progress of society and
country.
DOCUMENT: SUBJECT: PAGE NO.:
SYLLABUS LITERATURE Page 1 of 6
(example)

DOCUMENT NO.: SUPERSEDES: GENED-SYL- ISSUED TO:

GENED-SYL-2019-001 2019-001 (COPIES)
DATE OF EFFECTIVITY: DATED: June 13, 2019 VPAA OFFICE
JUNE 13, 2019 DEAN -
CRIMINOLOGY
GENED
This is a controlled document Photocopying or printing of this FACULTY
document without the controlled mark, shall make this document an ACCREDITATION
uncontrolled copy. DIVISION

COURSE DESCRIPTION:
This course introduces the criminology students to Philippine Literature in
English depicting the wide array of Filipino experiences and encounters from the early
1900s to the present. We clear the space by discussing the various contexts in the
development of Filipino Literature from its American colonial genesis from the selected
works of the masters until its more recent regional diversifications, focusing on the text
as social artefact determined by political, cultural and economic exigencies and regimes.
Then, we negotiate specific literary pieces as constitutive of the multivalent and
multivocal articulations of the Filipino soul by interrogating the various constructions and
representations of both the imagined and the imagining communities - as well as
complex formation and understanding of “community”, nation and identity.

LEARNING OUTCOMES AND COMPETENCIES:

After the successful completion of this course, the students should be able to (* at
least 3 )

Cognitive
1. Identify literary elements and devices employed in each text and analyze their
function in relation to one another within the framework of the genre.
2. Compare and contrast the major themes and motifs of Philippine Literature in
English to pragmatically apply to real life situations.
3. Transform and extend creative Philippine literary materials to other artistic
expression through multimedia (i.e. film showing, role playing, dramatic
monologue, etc.)

Affective

1. Internalize as well as practice appreciative values and sense of pride towards

the Philippine culture and ideals.
2. Demonstrate meaningful personal and professional direction for life after
graduation.
3. Value cultural differences and similarities embodied in Philippine literary
outpourings.

Psychomotor

1. Write a critique on any Filipino short story, epic, poetry, or drama focusing on
 the holistic frameworks embodied in the texts.
2. Utilize information technology in writing reflection papers on literary selections
that exemplify the multivalent Filipino experiences and their multivocal
articulations.
3. Perform selected and meaningful literary genre that will maximize theatrical
opportunities for students through multimedia engagements.

VALUES TO BE DEVELOPED: CREDIT: 3 UNITS

TIME ALLOTMENT: 3- hour lecture weekly

Integrity
Leadership
Excellence
Accountability
Discipline

COURSE REQUIREMENTS:

1. Regular class attendance and character

2. Prompt Performance of assigned tasks
3. Active participation in class discussion
4. Quizzes and 4 Major Exams
5. Accomplishment of Worksheets
6. Diagnostic Test
7. Reports
8. Research Paper (optional as the course requires)

COURSE EVALUATION

There shall be two (2) major criteria in the grading system

1. Class Standing 50%

Attendance and Character 5%
Recitations 15%
Quizzes 20%
Reports 10%

2. Major Examinations 50%

Preliminary Exam 10%
Midterm Exam 15%
Semi-Final Exam 10%
Final Exam 15%

Course Contents

TIME INTENDED TOPICS CLASSROOM ASSESSMENT

ALLOTMENT LEARNING /CONTENTS/ STRATEGIES MODALITIES
OUTCOMES SUBJECT
MATTER

Week 1 At the end of the 1. Orientation 1. Discussion 1. Active

session, the participation
students are 2. Course 2. Individual
expected to: syllabus/objectiv introduction 2. Recitation
1. Get acquainted es
with one another 3. Games(s):
 through self- 3. Vision and Human
introduction. Mission Bingo
2. Simplify
understanding of 4. Grading
course syllabus System
3. Master with
comprehension the 5. Good study
vision and mission habits
of the institution
4. Develop
awareness on the
grading system of
the course
5. Demonstrate
good study habits

Weeks 2-3 At the end of the Unit 1: 1. Discussion 1. Essay

session, the Introduction to leading/facilit
students are Literature ating 2. Debate
expected to:
1. Critically A. Philippine 2. Lecture 3. Quiz
articulate on the Literature in
development of English 3. Debate`
Philippine Literature Revisited
from pre-colonial to
present 1. Articulating
Philippine
2. Explore the Literature in
richness and English from
vastness of the early 1900s to
contribution of the present
Philippine Literary
genres in shaping 2. The Nature of
the uniqueness of Literature
Filipino as a race
and as a nation. 3. Purpose of
Literature
3. Discuss the
purpose, different 4. Genre of
genres, language, Literature
values, and critical
approaches in 5. Blog
literature Literature

6. Language of
Literature

7. Values of
Literature

8. Critical
Approaches to
Literature

Week 4 PRELIMINARY EXAMINATION

Week 5 At the end of the Unit II. Philippine 1. Power 1. Essay
session, the Poetry in English point
students are presentation 2. Debate
expected to: A. The Nature of
1. Identify the Poetry 2. Lecture 3. Quiz
different types of
poetry 1. What is 3. Discussion
Poetry? Leading
2. Compare and (ArsPoetica)
contrast figurative
language, sound 2. Elements
devices, figures of language
speech
3. Figurative
language

- Function of
figurative
language
- Figures of
speech
4. Sound effect
devices

5. Types of
Poetry
- How to
approach,
differentiate and
understand the
three types of
poetry
Week 6-7 At the end of the Unit III. Regional 1. Group 1. Creative
session, the Representation activity presentation by
students are of Philippine group
expected to: Literature: 2. Discussion
1. Apply the 1. Igaonon by leading 2. Write a
different concepts Telesforo critical analysis
previously learned Sungkit 3. Literature on selected
in analyzing and circle texts
interpreting selected Region 10: (sharing
poems. Northern insights)
Mindanao
2. Present a
detailed analysis (by 2. My Father’s
group) on the House by Cirilo
assigned text Bautista

3. Write an NCR
individual critique on
selected texts 3. My Mommie
Dearest by
4. Appreciate the Jeanne Lim
values presented
(implied or direct Region 11 -
from the discussed Davao
text)
4. The
Neighbor’s
Geese by Merlie
Alunan

Region 8:
Eastern Visaya

Week 8 At the end of the Unit IV. The 1. Buss 1. Synopsis

session, the Nature of Fiction session writing
students are 5. Dear Pia
expected to: Alonzo 2. Group 2. Critique
1. Interrogate Wurtzbach, Miss activity paper
intellectually the Universe, 2015
types of prose as by Bino Realuyo 3. Discussion
well as elements of leading
fiction Overseas: USA
4. Literature
2. Explain a short 6. A Human circle
story from simplicity Right by Rosario (sharing
to profundity Cruz Lucero insights)

Region 6:
Western Visayas

Week 9 MIDTERM EXAMINATION

Week 10- At the end of the Unit V. The 1. Short 1. Reaction
12 session, the Works of the panel paper
students are Masters discussion
expected to:
1. Research on the A. The Historical 2. Video
Recipients of Development of presentation
National Artist National Artist
Award in Literature Award for
and other modern Literature
writers
B. Text and
2. Discuss how Context: The
gender roles Development of
operate within a Philippine Fiction
given society from Pre-colonial
times to the
3. Explain how present
these roles situate 1. Footnote to
men and women in Youth by Jose
terms of functions Garcia Villa
and values
2. Bread of Salt
by N.V.M.
Gonzales

3. May Day Eve

by Nick Joaquin

4. Scent of
Apples by
Bienvenido N.
Santos

5. How Much of
Me is Part of
You by Bong
Lacsamana

Week 13 SEMI-FINAL EXAMINATION

Week 14- At the end of the Unit VI. The 1. Video 1. Paper on the
16 session, the Nature of presentation difference of
students are Philippine contemporary
expected to: Dramatic 2. Literature Filipino drama
1. Compare and Literature in circle as compared to
contrast the English post-colonial
difference between - Three Rats by Philippine
contemporary Wilfrido Ma. dramatic
Filipino Guerrero literature
drama/telenovela to
post-colonial - The World is
Philippine Dramatic an Apple by
Literature Alfredo S.
Florentino
2. Identify Filipino
attributes through
 discussed texts

3. Appreciate larger
than life influences
as depicted from the
themes of
discussed texts

Week 17 PREPARATION FOR THE FINAL PERFORMANCE TASK

Week 18 FINAL PERFORMANCE TASK

TEXTBOOK:
Textscapes: 21st Century Literary Landscapes of the Philippines and the World by
Ferdinand M. Lopez and Edward John C. Padilla

Reference: Philippine Literature in English: An outcomes-based approach (for

Criminology students) by Debbie F. Dianco, Recuerdo G. Lacsamana, Ernesto M.
Solmerano

REFERENCES:
1. Lumbera, B., & Lumbera, C. (2005). Philippine Literature: A History and
Anthology (2005 ed.). Pasig: Anvil
2. Abad, Gemino (General Editor). Likhaan Anthology of Philippine Literature in
English. Quezon City: UP Press, 1998
3. Batacan, Delfin F. The Daughter of My People. Manila: Booksmark/MDB. 1966.
4. Cruz, Isagani R. The Best Philippine Short Stories of the Twentienth Century.
Manila: Tahanan Books, 2000
5. Dayan, Daniels. “Particularistic Media and Diasporic Communication”, in Media,
Ritual and Identify. Tamar Liebes and James Curran, eds. New York: Routledge,
1987
6. Eakin, Julie Sinclair. Salons and Spas: The Architecture of Beauty. Gloucester
Massachussetts: Rocksport, 2005