RIZAL MEMORIAL COLLEGES

F. Torres Street, Davao City

COLLEGE DEPARTMENT
COLLEGE OF ARTS & SCIENCES AND EDUCATION
REVISED COURSE SYLLABUS
AS OF A.Y. 2019-2020

Course Code: ENG 35 Prepared by: ALLEN, MARY JEHAN

Course Title: ENGLISH FOR SPECIFIC PURPOSES BANSAWANG, CHURCHE
Pre- requisite: None OBEJERA, KARIN ALYSSA
Credit Units: 3 units WINTERS, KIMBERLY MAY
Lecture Hours: 54 hours Checked by: ANNBETH B. CALLA, EDD, FRiedr
Laboratory Hours: N/A Dean, CAS-ED
Approved by: LOURDES C. CABINTOY, MBA, EDD, FRiedr
Vice President for Academic Affairs
I. RMC VISION, MISSION AND GOAL STATEMENTS
Vision
A premier educational institution that produces “cream of the crop” graduates who are the source of inspiration, motivation, and strength of mature
Rizalian stewards.

Mission
To be an educational institution committed to pursuit of knowledge and truth; to produce people who are God-fearing, professionally competent,
service-oriented and peace-loving, whose lives are anchored on the tenets of our national hero, Dr. Jose P. Rizal “Pro Deo Et Patria”- For God and
Country.

Goal
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 To maintain and continue to produce graduates who are globally competitive and employable in their respective fields of endeavor.

II. RMC GRADUATE ATTRIBUTES

Mission of RMC
Professionally Service-
Graduate Attributes God-fearing Peace Loving
Competent Oriented
1. Competent Professional
Graduates should be able to explain and interpret theories
and principles in their fields of learning and apply them to  
real-life situations through logical and scientific inquiry.
2. Responsible Citizens
Graduates should be able to uphold and embody love of God,
country, and service to humanity and responsible stewards of  
the environment.
3. Effective Communicator and Problem Seeker
Graduates should be able to demonstrate communication

skills and empirical solutions to real life problems.
4. Lifelong Learner
Graduates should be able to apply their learning and skills in
all aspects of life and continuously maintain a sustainable 
quality of life.
5. Team Builder
Graduates should be able to work harmoniously with
 
stakeholders and promotes peaceful existence.
6. Creative Performer
Graduates should be able to manifest aesthetic skill in

preserving the Philippines and world cultural heritage.

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III. DEGREE PROGRAM OUTCOMES

Graduate Attributes
Effective
Competent Responsi
Communicator Lifelong Team
Profession ble Creative Performer
& Problem Learner Builder
al Citizen
Solver
1. Articulate and discuss the latest
    
developments in the specific field of practice.
2. Effectively communicate orally and in writing
 
using both English and Filipino.
3. Work effectively and independently in
   
multidisciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and
  
ethical heritage.
5. Preserve and promote Filipino historical and
 
cultural heritage.
6. Apply social science concepts and theories to
   
the analysis of social issues.
7. Design and execute social research using
appropriate approaches and methods.    

8. Practice professional and ethical standards in

the fields of social sciences and     
communication.

Page 3 of 17
IV. CURRICULUM MAP

Engl 1
Engl 2

Engl 22
Engl 23
Engl 24

Engl 26

Engl 28

Engl 31
Engl 32

Engl 37

Engl 38
Engl 21

Engl 25

Engl 27

Engl 29
Engl 30

Engl 33

Engl 34

Engl 35

Engl 36

Engl 39

Engl 40
DEGREE PROGRAM OUTCOMES

1. Articulate and discuss the latest developments

I I I I I I I I I I I I I I I I I I I I I I
in the specific field of practice.
2. Effectively communicate orally and in writing
I I P P P P P P P P P P I I I I P I I I I I
using both English and Filipino.
3. Work effectively and independently in
P P P P P P P P P P P P P P P P P P P P P P
multidisciplinary and multi-cultural teams.
4. Act in recognition of professional, social, and
I I P P P P P P P P P P P P P P P P P P P P
ethical heritage.
5. Preserve and promote Filipino historical and
P P P P P P P P P P P P P P P P P P P P P P
cultural heritage.
6. Apply social science concepts and theories to
P P P P P P P P P D P P P P P P P P P D P P
the analysis of social issues.
7. Design and execute social research using
D D D P P P P P P P P P P P P P P P P D D D
appropriate approaches and methods.
8. Practice professional and ethical standards in
P P P P D D D P D D P D P D D D D D D D D P
the fields of social sciences and communication.

Legend:
I-Introduced : The student gets introduced to the concepts/principles.
P-Practiced : The student practices the competencies with supervision.
D-Demonstrated : The student practices the competencies access different settings with minimal supervision.

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V. COURSE DESCRIPTION
This course allows students to explore literary selections from Afro-Asian countries, which focuses on the background and facts necessary for an
intelligent understanding of Afro-Asian Literature, its writers, history and dynamic development. This provides insights into the thoughts, feelings,
values and attitudes of other Asians as embodied in their culture and to maintain mutual respect and understanding among Filipinos and their
fellow Asians.

VI. COURSE OUTCOMES

At the end of the course, students will be able to:

1. Trace the literary history of countries in Africa and Asia;

2. Analyze literary pieces and be able to reflect in the significant ideas and values expressed in them;
3. Draw logical conclusions about life from the literary pieces they have read;
4. Describe the culture of selected groups of Africans and Asians based on their literature;
5. Show appreciation of the writings of great African and Asian writers;
6. Appreciate the relevance of ideas gained to current issues and problems;
7. Demonstrate the values learned from literary selections in their everyday life;
8. React intelligently with the ideas expressed in different Afro-Asian literary pieces;
9. Explain different customs and traditions of Afro-Asian countries depicted in the literature.
10. Produce a reflection paper of literary selections.

Page 5 of 17
 VII. COURSE OUTLINE AND TIMEFRAME

Timetable Course Content/Subject Matter

Prelim (Week 1-4)

Orientation: RMC Vision, Mission, Goal and Core Values
Introduction of One’s self
Week 1 House rules and requirements
Grading System
Giving of Assignments
Introduction. What is Afro-Asian Literature?
Week 2 a) The Five Main Forms of Literature
b) Literary Elements
c) Elements of a Short Story
Week 3
d) Poetic/Literary Devices
Indian Literature (The Land of Prayer)
a) Introduction to Indian Literature
- Background and History
Week 4 - Languages and Education
- Religion and Tradition
b) The Ramayana
c) The Mahabharata
Midterm (Week 5-8)
Hebrew Literature (Jewish Republic of Asia)
a) Introduction to Jewish Literature
- Background and History
- Languages and Education
- Religion and Tradition
Week 5
b) The Bible
c) The Parable of Good Samaritan
d) The Parable of Prodigal Son
e) The Parable of Talents

Page 6 of 17
 Chinese Literature (Red Dragon of the East)
a) Introduction to Chinese Literature
- Background and History
Week 6 - Languages and Education
- Religion and Tradition
b) Analects of Confucius
c) Xiang Lin's wife/New Year's Sacrifice
Week 7
Japanese Literature (Land of the Rising Sun)
a) Introduction to Japanese Literature
- Background and History
Week 8 - Languages and Education
- Religion and Tradition
b) Haiku
c) Rashomon
Korean Literature (Land of Morning Calm)
a) Introduction to Korean Literature
- Background and History
Semi-Final (Week 9-13)
- Languages and Education
- Religion and Tradition
b) A Dream of Good Fortune
Arabian Literature (Cradle of Islam)
a) Introduction to Arabian Literature
- Background and History
Week 9
- Languages and Education
- Religion and Tradition
b) The Koran- The Sacred Book of Islam
c) The Arabian Nights/A thousand and One Nights
Week 10
d) On Love
Week 11 Egyptian Literature (Black Land)
a) Introduction to Egyptian Literature
- Background and History
- Languages and Education
- Religion and Tradition

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 b) Book of the Dead
Persian Literature (Land of the Aryans)
a) Introduction to Persian Literature
- Background and History
Week 12
- Languages and Education
- Religion and Tradition
b) Rubaiyat of Omar Khayyam
Malaysian Literature (Wild East)
a) Introduction to Malaysian Literature
- Background and History
Week 13
- Languages and Education
- Religion and Tradition
b) The Bride Price
Final (Week 14-18)
Indonesian Literature (The Emerald of the Equator)
a) Introduction to Indonesian Literature
- Background and History
Week 14
- Languages and Education
- Religion and Tradition
b) Guno and Kuyo
Singaporean Literature (The Lion City)
a) Introduction to Singaporean Literature
- Background and History
Week 15
- Languages and Education
- Religion and Tradition
b) The Taximan’s Story
Turkish Literature (Land of the Crescent Moon)
a) Introduction to Turkish Literature
- Background and History
Week 16
- Languages and Education
- Religion and Tradition
b) Feast of the Dead
Week 17 African Literature (The Dark Continent)
a) Introduction to African Literature

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 - Background and History
- Languages and Education
- Religion and Tradition
b) The Hands of the Blacks
Week 18 (Students will be assigned to read and analyze literary selections and provide their thoughts and analysis (reflection) to
what they have read.)

VIII. DESIRED LEARNING OUTCOMES

Teaching-
Assessment
Course Content/ Textbooks/Reference Learning Resource
DLO Tasks Values Desired
Subject Matter s Activities Materials
(ATs)
(TLAs)
Orientation: RMC
At the end of the Prelim Period, Vision, Mission, Goal Student Handbook Lecture Research Task Marker
the student should be able to: and Core Values Audio-Visual/Power Appreciation
1. Articulate the mission, Point Dyad/ Exercises/Quiz White
vision, goal and core Introduction of One’s Introduction of Board Self Confidence
values. self https://www.writeawr partners in Class
2. Define literature and its House rules and iting.com front of the Recitation Hand outs Cooperation
forms and elements. requirements class
Patience
3. Familiarize the elements of Grading System https://www.indiaonli Comprehensio Laptop
short story. Giving of ne.in>culture KWL (Know, n check/Quiz Determination
4. Demonstrate understanding Assignments Want to Know, LCD
on the importance of https://knowindia.go Learned) Projector
literary devices why it is Introduction. What is v.in>literature
used. Afro-Asian Group
5. Discuss the background Literature? discussion
history of Indian Literature. -The Five Main Forms
6. Analyze the epic Ramayana of Literature Question and
and Mahabharata. -Literary Elements Answer
7. Appreciate importance of -Elements of a Short
Indian Literature. Story
-Poetic/Literary
Devices
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 Indian Literature
(The Land of Prayer)
-Introduction to
Indian Literature
-Background and
History
-Languages and
Education
-Religion and
Tradition
-The Ramayana
-The Mahabharata

At the end of the Midterm Period, Hebrew Literature https://www.britanni Lecture Interpretative Marker
Appreciation
the student should be able to: - Introduction to ca.com/topic/covena Analysis
At the end of the Midterm Period, Jewish Literature nt- Visual White Self Confidence
the student should be able to: religion#ref410351 Presentation Class Board
1. Identify the different forms * Background and Recitation Cooperation
of literature influenced by History https://www.topmark Story telling Hand outs
the Hebrew, Chinese, and * Languages and s.co.uk/judaism/the- Quiz/Evaluatio Patience
Japanese. ten-commandments Reporting n Laptop
Education
Determination
2. Demonstrate understanding * Religion and https://www.britanni Group LCD
and appreciation of the Tradition ca.com/topic/Ten- discussion Projector
various forms of literature - The Bible Commandments
contributed by the Hebrew, - The Parable of
Chinese, and Japanese. Good Samaritan https://en.wikipedia.
- The Parable of org/wiki/Hebrew_liter
3. Discover literature as a Prodigal Son ature
means of understanding - The Parable of
mankind (e.g. bonds/links Talents https://en.wikipedia.
between individual and org/wiki/Babylonian_
Page 10 of 17
 society) as presented by Chinese Literature captivity
Hebrew, Chinese, and - Introduction to
Japanese literature. Chinese Literature http://www.jewishen
* Background and cyclopedia.com/articl
4. Be able to better History es/10031-literature-
understand social * Languages and hebrew
situations, history, one's
Education
own emotions, and various https://www.britanni
cultural practices. * Religion and ca.com/art/Hebrew-
Tradition literature
5. Be able to value the - Analects of
historical, cultural, and Confucius https://www.bibleinfo
social contexts in which - Xiang Lin's .com/en/questions/w
literary works are produced, wife/New Year's ho-wrote-the-bible
and to which they respond Sacrifice
https://www.rocketla
Japanese Literature nguages.com/chines
6. Use literature to expand - Introduction to e/salutations/chinese
and enhance knowledge in Japanese Literature -greetings
all curricular areas. * Background and
History http://cup.columbia.e
* Languages and du/book/the-
Education analects-of-
* Religion and confucius/97802311
Tradition 41659
- Haiku
- Rashomon http://www.localhisto
ries.org/chinatime.ht
ml

https://www.penguin
randomhouse.com/b
ooks/184858/the-
analects-of-
confucius-by-
translated-and-
Page 11 of 17
annotated-by-arthur-
waley/

https://schoolworkhe
lper.net/confucius-
the-analects-book-
analysis/

Sato, Hiroaki. One
Hundred Frogs:
From Renga to Haiku 
to English. New York,
NY: Weatherhill,
1983.ISBN 0-8348-
0176-0. OCLC 88060
16

Nobuyuki
Yuasa, Bashō Matsuo
, Noboyuki
Yuasa, Yuasa
Nobuyuki Basho
Paperback, 176
Pages, Published
1967 by Penguin
Classics
ISBN-13: 978-0-14-
044185-7, ISBN: 0-
14-044185-9

A Reader's Guide to
Japanese
Literature by J.
Thomas Rimer

Haiku Moment. Ed.

Page 12 of 17
 Bruce Ross. Charles
E. Tuttle Co., 1993.

At the end of the Semi-Final Lecture/ Quiz/Board Marker

Period, the student should be Class Exercises Patience
able to: Discussion White
1. Define Deviation and Class Board Diligence
Foregrounding Visual Recitation
2. Identify some of the most Presentation Hand outs Self – Confidence
common ways of Comprehensio
interpreting literary texts in Board Work n check/Quiz Teamwork
Stylistics Laptop
3. Explain the nature of Assignment Research Perseverance
Linguistic Deviation work LCD
4. Discuss the concept of Question and Projector
Lexical Deviation and Answer Poem Analysis
Grammatical Deviation (Identifying
5. Identify the Lexical and Group deviation)
Grammatical Deviation Discussion
presented in the poem
6. Analyze the meaning of the
poem based on the
identified Linguistic
Deviations

At the end of the Final Period, the Lecture/Discus Marker

student should be able to: sion Quiz Self – Confidence
1. Discuss the different types White
of Linguistic Deviation Visual Class Board Teamwork
2. Identify the type of Presentation Recitation
Linguistic Deviations Hand outs Hard Work
presented in the poem Question and Written
Determination
3. Analyze the meaning of the Answer exercises Laptop
poem based on the Dedication
identified Linguistic Interpretative Critical LCD
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 Deviations Analysis analysis Paper Projector Honesty
4. Apply the different
concepts of Linguistic Rubrics
Deviation in giving analysis
and interpretation on the
poem assigned to them

VIII. Required Reading:

 Mendiola, V. (2013).A Reviewer for the Licensure Examination for Teachers. Introduction to Stylistics. Manila, Philippines: FCA Print house
 Carter, R. (1991). Language and literature: An introductory reader in stylistics. London: Routledge.
 Brumfit, C. and Carter, R. (1997). Literature and language teaching. Oxford: Oxford University Press.
 Chapman, R. (1973). Linguistics and literature: An introduction to literary stylistics. London: Edward Arnold

Suggested Readings, References and Resources

 A brief history of stylistics, Linguistics 131.1 Language and style. Retrieved on November 10, 2018 from
http://www/lancss.ac.uk/pass/projects/stylistics/introduction/history.htm.
 Leech, G., and Michael Short (1981). Style in Fiction. London: Longman.
 Weber, Jean Jacques, ed. (1996). The Stylistics Reader: From Roman Jakobson to the Present. London: Arnold
 Widdowson, H. G. (1975). Stylistics and the Teaching of Literature. London: Longman.
 Hynes, John (1995). Style. London: Longman.

IX. Course Requirements:

 Critical Analysis Paper

X. Grading System
Periodic Grade: Attendance – 10% Midterm Grade = 1st Grading Period Grade + Grading Period Grade
Quizzes/Tests – 20% 2
Research/Project/Assignment – 15%
Oral Presentation/Class Participation – 15%
Periodic Examinations – 40%

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 Final Grade: Prelim Periodic Grade – 25% Final Grade = Sum of the 4th Grading Period Grades
Mid-term Periodic Grade – 25% 4
Semi-final Periodic Grade – 25%
Final Periodic Grade – 25%

XI. Classroom Policies

 Attendance/Absence Policy
 Students are expected to attend classes regularly.
 A readmission slip signed by your respective deans is required for readmission to the class with the attached excuse slip/letter duly signed by
your parent/guardian.
 Absence due to illness or medical reason, a medical certificate is required for readmission to the class.
 Students incurring 20% or more than the total number of class hours for the semester shall be automatically dropped from the course.
 Students are expected to monitor their absences.
 Academic Honesty
 Students are expected to maintain academic honesty and integrity.
 Cheating and plagiarism (copying someone else’s work and claiming as his own) are subject to sanctions which may include a grade of zero
(0) for the exam/assignment or project and/or failure in the subject.

 Classroom Behavior
 Students are expected to wear their IDs all the time.
 No student will be allowed to enter the classroom without an ID.
 Students are expected to behave properly in and outside the classroom.
 Students are also expected to respect their professors and persons of authority.
 Eating, bringing food into the classroom, and creating unnecessary noise are strictly prohibited.
 Cell phones, beepers and pagers should be switched off or put to silent mode inside the classroom.
 Students are prohibited from the unauthorized use of the chalkboard.

Page 15 of 17
Prepared by:

ALLEN, MARY JEHAN

BANSAWANG, CHURCHE

OBEJERA, KARIN ALYSAA

WINTERS, KIMBERLY MAE

ESP Students

Page 16 of 17
Checked by: Approved by:

ANNBETH B. CALLA, EDD, FRiedr LOURDES C. CABINTOY, MBA, EDD, FRiedr

Dean, CAS-ED Vice President for Academic Affairs

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