New Contemporary Literature
New Contemporary Literature
New Contemporary Literature
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.
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.
MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BSEd-SYL-ELIT 104
COLLEGE OF TEACHER EDUCATION
Revision No. 0 Page 2 of 13
SYLLABUS IN ELIT 104 CONTEMPORARY, POPULAR AND EMERGING LITERATURE
Effectivity Date January 13, 2019
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.
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
CREDIT UNITS 3
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.
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
3.2. Sample literary works
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
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BSEd-SYL-ELIT 104
COLLEGE OF TEACHER EDUCATION
Revision No. 0 Page 7 of 13
SYLLABUS IN ELIT 104 CONTEMPORARY, POPULAR AND EMERGING LITERATURE
Effectivity Date January 13, 2019
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
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;
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BSEd-SYL-ELIT 104
COLLEGE OF TEACHER EDUCATION
Revision No. 0 Page 9 of 13
SYLLABUS IN ELIT 104 CONTEMPORARY, POPULAR AND EMERGING LITERATURE
Effectivity Date January 13, 2019
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
Disclaimer: Reproduction of this document is allowed subject
to compliance to the Documented Information Procedure
established by MMSU.
MARIANO MARCOS STATE UNIVERSITY Document Code CTE-BSEd-SYL-ELIT 104
COLLEGE OF TEACHER EDUCATION
Revision No. 0 Page 11 of 13
SYLLABUS IN ELIT 104 CONTEMPORARY, POPULAR AND EMERGING LITERATURE
Effectivity Date January 13, 2019
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 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.