Republic of the Philippines

BATANGAS STATE UNIVERSITY

Jose P. Laurel Polytechnic College
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION
SECONDARY EDUCATION PROGRAM
COURSE SPECIFICATION
First Semester, AY 2015-2016
VISION
A globally recognized institution of higher learning that develops competent and morally upright
citizens who are active participants in nation building and responsive to the challenges of 21st
century
MISSION
Batangas State University is committed to the holistic development of productive citizens by
providing a conducive learning environment for the generation, dissemination and utilization of
knowledge through innovative education, multidisciplinary research collaborations, and
community partnership that would nurture the spirit of nationhood and help fuel national economy
for sustainable development.
CORE VALUES
Faith
Patriotism
Human dignity

Integrity
Mutual respect
Excellence

PROGRAM EDUCATIONAL OBJECTIVES

1. To develop secondary school teachers equipped with knowledge on the government thrusts
and their roles in nation building through holistic education program that instills love of country,
spiritual vigor, harmony and teamwork, commitment to excellent service, human and gender
equality, transparency, honesty and accountability and concern for the environment.
2. To develop secondary school teachers who can teach their field of specializations like:
English, Mathematics, Science, Filipino, Social Studies, Technology and Livelihood Education
and Music, Arts, Physical Education and Health.
3. To utilize different teaching styles aided with varied teaching methodologies, strategies,
techniques and advanced Information and Communication Technology (ICT) application.
4. To function as members of the academic community in the conduct of researches and
extension services anchored in their field of specialization.
5. To engage in lifelong learning, through graduate education and other professional activities
for career advancement.

COURSE CODE:
PREREQUISITE:
LECTURE UNIT:
LABORATORY UNIT:

COURSE TITLE: AFRO-ASIAN LITERATURE

LIT 203
REVISION NUMBER:
None
ISSUED DATE:
3
SCHEDULE:
None
ROOM:

02
April 15, 2015

1. PHILOSOPHY
The course provides a study of the leading works by early and contemporary African and
Asian writers. It deals not only with the representative literary works of African and Asian writers
but also with their customs, traditions, and philosophies which mirror the mosaic of human
consciousness in dealing with reality. This aims to broaden and deepen students understanding
of life and strengthen their literary perception, judgment, and criticism.

2. AUDIENCE
The course is intended for second year Bachelor in Secondary Education major in English
students.
3. STUDENT OUTCOMES
The following are the skills that teacher education graduates are expected to acquire upon
the completion of their program. These skills are essential in performing their various tasks as
educators.
a. Can apply basic and higher level literacy, communication, critical thinking, and learning
skills in becoming life-long learners.
b. Can serve as role models in the pursuit of positive social, cultural, and political practices
through actions, statements, and social interactions.
c. Can establish a favorable social, psychological, and physical environment in delivering
instruction to diverse types of learners.
d. Can demonstrate mastery of the subject matter with the use of appropriate teachinglearning approaches and techniques toward the attainment of curricular goals and
objectives.
e. Can innovate and design alternative teaching strategies by recognizing and respecting
individual differences among learners in attaining desired learning goals.
f. Can align assessment tools to curricular goals, objectives and standards, and use the
results to improve teaching and learning.
g. Can adapt, design, and utilize instructional materials and Information Communication
Technology (ICT) resources in delivering instruction and performing various roles of
teachers.
h. Can establish linkages with communities in attaining curricular goals.
i. Can demonstrate a high regard for the teaching profession and embark in a continuing
professional development.
4. INTENDED LEARNING OUTCOMES
By the end of the course, the students must be able to:
ILO 1. identify outstanding African and Asian writers and their major works;
ILO 2. discuss the literary history, philosophy, religious beliefs, and culture of the AfroAsian nations;
ILO 3. interpret the significance and meaning of selected literary pieces;
ILO 4. analyze the themes, issues, and subject matters that dominate Afro-Asian
literature;
ILO 5. employ various cultural studies oriented approaches in interpreting selected
masterpieces from Africa and Asia; and
ILO 6. evaluate selected literary pieces ranging from Africa to Asia in light of their literary
merits and their historical and philosophical contexts.
The following table maps the intended learning outcomes with the student outcomes. This
also illustrates the relationship of the intended learning outcomes (ILOs) with the student
outcomes (SOs).
Intended Learning Outcome
ILO 1
ILO 2
ILO 3
ILO 4
ILO 5
ILO 6

Applicable Student Outcomes

c
d
e
c
d
i
d
e
f
e
f
g
d
e
f
d
e
f

5. SPECIFIC OBJECTIVES
Upon completing the course, students should be able to exhibit the following objectives
congruent with each topic outlined in the course.

Topics and Objectives

A. CULTURAL STUDIES
a. Familiarize with the roles of culture in shaping
thoughts, society and literature.
b. Determine the role of culture in literary analysis.

Intended Learning Outcomes

ILO ILO ILO ILO ILO ILO
1
2
3
4
5
6
+

c. Analyze some cultural studies oriented

approaches used in interpreting literature.
d. Adapt the methodologies of cultural studies in
responding, interpreting, and evaluating literary
works from Africa to Asian countries.
B. AFRICAN LITERATURE
a. Explore the personas nostalgia in Africa by
David Diop.
b. Describe racism and racial discrimination
depicted from Telephone Conversation by Wole
Soyinka.
c. Examine the effect of counter colonialism and
post colonialism in Civil Peace by Chinua
Achebe.
d. Relate the epigraph of the novel to the
struggles confronted by the characters in
Things Fall Apart by Chinua Achebe.
e. Discuss pessimism in To Whom Should I
Speak Today by T. Eric Peet.
f. Describe Personal beliefs in He Walketh by
Day by Robert Hillyer.
g. Examine the effect of polarities on man and
nature as expatiated by Akhenaton in The
Hymn to the Sun.
h. Explore the unity between meaning and
progression in narrative in Half a Day by
Naguib Mahfouz.
i. Identify the universal theme depicted in Instant
Justice by Tewfik al-Hakim.
C. ASIAN LITERATURE
a. Relate Hindus principles on Samsara, Moksha,
and Karma in Isa Upanishad translated by
Robert Hume.
b. Extract tenets of Hinduism in The Curse of a
Brahmin and The Well of Life from the
Mahabharata.
c. Investigate the conflict between personal will
and social duties in Bhagavad Gita from the
Mahabharata.
d. Expound on the nature of peace in Where the
Mind is without Fear from the Gitanjali by
Rabindranath Tagore.
e. Argue on social inequalities lead by caste
system in Dhowli by Mahasweta Devi.
f. Extract philosophical ideas of Confucianism in
The Book of Songs by Confucius.
g. Link flashbacks to narrative present in
Homecoming by Lin Huai-min.
h. Identify literary symbols employed by the
author in Homecoming by Lin Huai-min.
i. Examine the dramatic irony in The Price of
Wine from a Chinese Theater.
j. Describe the nature and structure of Haiku.
k. Relate the effect of intention and attitude to the
action of the protagonist in The Mole by
Kawabata Yasunari.
l. Determine character traits through examining
the representation of speech and thought in
The Reed Cutter by Kanze Motokiyo Zeami.
m. Explore the nature of love and relationship
conveyed in The Prophet by Kahlil Gibran.
n. Examine the development of theme through
symbolism, parable and dramatic situations in
The Food of Paradise by Ibn Amjed.

+
+

o. Extract Koranic allusions in The Morrow by

Mustafa Lutfi al-Manfaluti.
p. Relate imagery to meaning in Rubaiyat by
Omar Khayyam.
q. Explore poetic devices in A Caravan from
China Comes by Hafiz.
r. Investigate on the nature of Christianity in
selected biblical stories.
s. Relate Christians virtues to the motives and
actions of various characters in the anthology.
t. Compare and contrast Christian practices in the
biblical times to the present era.

6. TEACHING-LEARNING STRATEGIES AND ASSESSMENT METHODS

Teaching and Learning Strategies
A. Active Learning. This is includes question-posing, inquiry, and self-directed
learning.
B. Cooperative Learning. This allows students to work in groups and be responsible
for each others learning, and each accountable for their own learning.
C. Critical Thinking. This approach to thinking emphasizes stating original claims or
opinions and supporting them with reasons. Critical thinking is used expressively
when students make interpretations and support them verbally or in writing. Critical
thinking is used receptively when students critique other peoples arguments.
D. Directed Reading Activity. This is a building-knowledge strategy for guiding the
silent reading of students with comprehension-level questions; often associated
with reading with stops or chunking.
E. Explicit Teaching of Text Structure. Teaching the parts of different types of text
and making sure students understand the text structure before reading is the
primary goal of this strategy. This would include basics such as text in English is
read from left to right, and also more sophisticated structures such as the structure
of a narrative.
F. Hands-On. This encourages the students to design activities that they are actively
involved. Hands-on participation is as important as verbal participation in the
activity.
G. Literature Circles. Students discuss portions of books in a small group.
Sometimes roles are assigned for group interaction. Students at varying levels are
able to share different points about the book.
H. RAFT. A writing activity usually used in the consolidation phase of a lesson in
which students consider four elements: role, audience, format and topic.
I. Reading and Questioning. A cooperative learning and study activity in which
pairs of students read a text and write questions about the text and answers to
those questions. Later they may use the questions and answers as study aids.
Assessment and Evaluation Methods
A. Paper Presentation. This is the major requirement in the course. Applying the
concepts that they have learned from the course in critiquing literary texts, the
students will spearhead a paper presentation on their extracted issues from
selected literary works. They will prepare multimedia presentations of their
researches in English and American Literature. The following are recommended
topics for analysis.
a. Racism and Racial Discrimination depicted from Telephone Conversation
by Wole Soyinka
b. The Effect of Counter Colonialism and Post Colonialism in Civil Peace by
Chinua Achebe
c. Pessimism in To Whom Should I Speak Today by T. Eric Peet
d. Personal beliefs in He Walketh by Day by Robert Hillyer
e. The Effect of Polarities on Man and Nature as expatiated by Akhenaton in
The Hymn to the Sun
f. The Unity between Meaning and Progression in Narrative in Half a Day by
Naguib Mahfouz
g. Hindus principles on Samsara, Moksha, and Karma in Isa Upanishad
translated by Robert Hume
h. The Conflict between Personal Will and Social Duties in Bhagavad Gita
from the Mahabharata

i.
j.

Social Inequalities lead by Caste System in Dhowli by Mahasweta Devi

The Effect of Intention and Attitude to the Action of the Protagonist in The
Mole by Kawabata Yasunari
k. The Nature of Love and Relationship conveyed in The Prophet by Kahlil
Gibran
l. Christian Practices in the Biblical Times to the Present Era
B. Homework and Seatwork. Homework and seatwork are integral part of the
course. This may come in various task such as group work, individual activity,
research work, extended reading and the like. This will provide opportunities for
the students to transfer the concepts they have learned in class to a more concrete
situation and to equally participate in class discussion
C. Examinations. There will be four major examinations to be administered on the
date set by the department otherwise specified. These will evaluate students
knowledge on the topics covered in the class. Make-up tests will only be given to
a student having a valid reason for not taking the examination on the prescribed
date. The instructor has the right to disapprove any explanations for absences
presented without prior notice and to void opportunity for a make-up test.
D. Class Engagement. Students are expected to actively participate in the various
activities prepared by the instructor. To be part of the learning community, students
are required to accomplish various tasks required in the course while adhering to
the set standards prescribed by the instructors.
7. COURSE POLICIES
A. Refer to the University Student Handbook for the policies on Attendance,
Dropping of Subject, Grading System and on Scholastic Delinquency.
B. Academic Misconduct. Academic misconduct will be subject to disciplinary
action. Any act of dishonesty in academic work constitutes academic misconduct.
This includes plagiarism, changing or falsifying any academic documents or
materials, cheating, and giving or receiving unauthorized aid in tests,
examinations, or other assigned school works. Punishment for academic
misconduct will vary according to the seriousness of the offense. Punishment for
such offenses includes expulsion, suspension, non-credit of examination and the
like.
C. Regulations and Restrictions in the Classroom
The students should be completely aware of their behavior and attitude inside
the class. They must avoid interrupting or distracting the class on any level. The
following must be strictly observed during the class.
a. The orderliness and cleanliness of the classroom must be maintained
before, during and after the class.
b. Any material or gadget irrelevant to the subject must be turned off and kept.
c. Chatting or talking with the seatmates is prohibited unless required in the
classroom activity.
d. Going in and out of the room without permission from the instructor.
e. Being excused by friends or peers from the class for any reason is not
allowed except for emergency cases concerning family problems or
administrative reasons.
8. ACADEMIC INFRASTRUCTURE
A. Textbook:
Carmody, Denise L. and Brink, T. L. Ways to the Center: An Introduction to World
Religions. 5th ed. United States of America: Wadsworth, 2002.
Carpio, Rustica C. Crisscrossing through Afro-Asian Literature. Pasig City: Anvil
Publishing, 2006
Duka, Carolina R. The Literatures of Asia and Africa. Quezon City: Rex Book
Store, 2003.
B. References:
Anderson, James Norman Dalrymple. The Worlds Religions. England: InterVarsity Press, 2005.
Armstrong, Karen. A History of God: The 4,000-Year Quest of Judaism,
Christianity, and Islam. United States of America: Ballantine Books, 2003.
Barnet, Sylvan, Berman, Morton, and Burto, William. An Introduction to Literature.
Boston Toronto, USA: Little, Brown and Company, 2000.
Bartlett, Sarah. Mythical Lovers, Divine Desires: The Worlds Great Love Legends.
United Kingdom: Blandford, 2002.

Campbell, Chryl et al. Mythology: Myths, Legends, and Fantasies. Lane Cove,
Australia: Global Book Publishing, 2008.
Charles, Gerda. Great Short Stories of the World. London: Spring Books, 2000.
Cruz et. al. A Treasury of World Literature. Mandaluyong City: Books ATPB.
Publishing Corporation, 2004.
Evangelista, Susan P. Asian Literature for College. Quezon City: Phoenix
Publishing House, 2000.
Gates, Henry Louis Jr. Eds. Reading Black Reading Feminist: A Critical Anthology.
United States of America: Penguin Books, 2000.
Kirszner, Laurie G., and Mandell, Stephen R. Literature, Reading, Reacting,
Writing. Fort Worth, TX: Harcourt College Publishers. 2004.
Solomon, Barbara H. Other Voices, Other Vistas: A Collection of Contemporary
Multicultural Fiction. United States of America: Signet Classics, 2002.
9. COURSE CALENDAR
The following is the list of topics and required readings for the course. However, the
instructor has the right to alter the outline any time due to inevitable circumstances or presence
of other resources which he deems essential for the class.
Week
1

2-3

5-6

7-8

9-10

11-12

13-14

Topics
I. Literature and Cultural Studies
II. Presentation and Study of Afro-Asian Literature
A. Africa
a. African Literature
Africa by David Diop
Telephone Conversation by Wole Soyinka
A Meeting in the Dark by Ngugi wa Thiongo
Civil Peace by Chinua Achebe
Things Fall Apart by Chinua Achebe
b. Egyptian Literature
To Whom Should I Speak Today by T. Eric Peet
He Walketh by Day by Robert Hillyer
The Hymn to the Sun by Pharaoh Akhenaton
Half a Day by Naguib Mahfouz
Instant Justice by Tewfik al-Hakim
PRELIMINARY EXAMINATION
B. Asia
a. Hindu Literature
Isa Upanishad translated by Robert Hume
The Curse of a Brahmin from the Mahabharata
The Well of Life from the Mahabharata
Bhagavad Gita from the Mahabharata
Where the Mind is without Fear from the Gitanjali by
Rabindranath Tagore
Dhowli by Mahasweta Devi
b. Chinese Literature
The Book of Songs by Confucius
Homecoming by Lin Huai-min
The Price of Wine from a Chinese Theater
MIDTERM EXAMINATION
c. Japanese Literature
Haiku by Basho
The Mole by Kawabata Yasunari
The Reed Cutter by Kanze Motokiyo Zeami
d. Arabian Literature
The Prophet by Kahlil Gibran
The Food of Paradise by Ibn Amjed
The Morrow by Mustafa Lutfi al-Manfaluti
SEMI-FINAL EXAMINATION
e. Persian Literature
Rubaiyat by Omar Khayyam
Jamshid and Zuhak by Firdawsi
The Sailor and the Pearl Merchant by Anonymous
A Caravan from China Comes by Hafiz

Required Readings
Guerin et al.: 275
Carpio: 231
Solomon: 27 - 34 &
95 - 110
Achebe: 1 - 209
Anderson: 11 - 48

Carpio: 85 90
Cruz et al.: 406
Duka: 22 & 24

Carmody and Brink:

110 & 119 120
Cruz et al.: 21 - 22, &
314
Solomon: 229 - 257

Cruz et al.: 29 - 30
Carpio: 40 51 &
257 - 281
Cruz et al.: 201
Carpio: 16 - 24 & 285
- 297
Duka: 50 - 54
Carpio: 85 - 90 & 443
- 445

Charles: 77
Cruz et al.: 132 & 134

f.

15-16

17-18

Hebrew Literature
The Book of Ruth from the Old Testament
The History of Susanna from the Apocrypha
The Raising of Lazarus from the New Testament
Rabbi Akiva from the Talmud
Moses and Aaron Confront Pharaoh from the Old
Testament
FINAL EXAMINATION
Project making and submission of all requirements

Charles: 54, 59, 63 &

65

Prepared by:

Mr. RICHARD M. BAEZ

Instructor III
Checked and Verified by:

Noted:

Assoc. Prof. NORA V. MARASIGAN

Program Chair, CTE

Dr. RUBILYN M. LATIDO

Associate Dean, CTE
Approved:

Dr. AMADO C. GEQUINTO

Dean of Colleges