Syllabus Online Ged 183 Great Books Sy 2021 2022
Syllabus Online Ged 183 Great Books Sy 2021 2022
Syllabus Online Ged 183 Great Books Sy 2021 2022
COURSE SYLLABUS
This course is ASYNCHRONOUS learning curriculum. Asynchronous is not simultaneous or concurrent in time in
which there is no timing requirement for transmission and in which the start of each character is individually signaled
by the transmitting device. Asynchronous Learning is the key feature of successful online learning programs. The
word "asynchronous" means not keeping time together, which refers to students' ability to access information,
demonstrate what they've learned, and communicate with classmates and instructors on their own time--they don't
have to be in the same classroom or even in the same time zone to participate. This means that learners and the
professor interact in a specific virtual place, through a specific on-line medium, at a specific time. In other words, it’s
not exactly anywhere, anyhow, anytime. Asynchronous Learning uses other tools and systems to allow the instructor
and students to interact on their own schedules. These may include: Recorded presentations, such as slideshows and
videos Email, Discussion boards, social media groups, Collaborative documents in the cloud.
Great Books: Seduction and Betrayal is for people who enjoy reading, want to broaden their experience of imaginative
writing, and want to develop their ability to read attentively and write interestingly about what they read. Reading is
a fundamental skill in contemporary society. It is also a very flexible skill. It serves different purposes and can be
deployed in different ways according to need. In this class, we will look at reading as a skill that can analyze, evaluate,
and respond to the complex verbal worlds of works of fiction. This skill can be applied in many contexts where
complex language occurs, as well as for its own sake.
The course examines a selection of exciting and influential fictional works from different periods in the history of
English literature. It is organized around the theme of seduction and betrayal, a basic type of story found all over the
world. In stories exploring attitudes to love and sex, to politics and ambition, to right conduct, and to the business and
pleasure of reading itself, we look at how characters offer, accept, experience and lose pleasure. What sorts of
seduction and betrayal the chosen works offer their characters and us will be a central question of the course.
As with all 'great books’ courses, a further aim is to broaden cultural, historical and literary knowledge. The works we
will read all have rich histories of interpretation, all offers many avenues for discussion, and all promote increased
awareness of complex language and human situation. The assessment for the course offers the opportunity to reflect
on your experience as a reader with personal habits and practices, to learn about different ways and techniques of
reading, and to develop and express your views about what you read.
We begin by looking at some aspects of the history and variety of reading, including the introduction of the
different “voices” of our lecturers as they begin to read the works they have chosen for the class. Over the semester,
each of these lecturers will explore with you how their chosen work is put together, how it achieves its effects, and
the ways in which it creates the “world” of its characters, beckons you into that world, and asks you to experience and
evaluate it.
II. LEARNING OUTCOMES: At the end of the term, the students will be able to:
KNOWLEDGE
1. Identify, interpret and respond to complex language and fictional narrative structures;
2. Appreciate, evaluate and enjoy complex works of fiction of different kinds;
SKILLS
Over the course of the semester the students/learners will sharpen their critical analysis skills and develop a paper
analysis/reflection/synthesis that integrates salient themes covered in the different readings and their individual
interests of focus.
IV. RUBRICS FOR ASSESSMENT: Research Paper on the impact of science in helping to protect and
preserve the environment
Written Report (60%)
Introduction 10% Topic is introduced Topic is introduced Some key concepts Overly simplistic
through correct definition through definition of were not defined definition of key
of key concepts. key concepts. well. concepts.
Arguments are logical. Rationale, research Rationale, research No rationale for
Rationale is presented question, and question, and study. No logical
logically and well- hypothesis are hypothesis are only argument for
supported by literature presented logically partially supported research question
review. and supported by the by the literature and hypothesis.
Introduction leads to literature review. review. Experimental Incorrect
research question and Appropriate design is acceptable experimental design.
hypothesis in a logical experimental design. but another design is
manner. Presents appropriate.
thoughtful, original, and
critical analysis of the
concepts being studied.
Appropriate experimental
design.
Review of Related Presents a critical review Presents a critical One or more sources Only one or two
Literature 15% of studies directly related and integrated came from studies are cited.
to topic, and not just a review of studies unscientific sources. Presents only a short
summary of previous directly related to the Presents only summary of previous
studies. The review is topic or concepts summaries of studies. Some studies
integrated and coherent. studies, and not just a previous studies are not relevant to
All studies reviewed are summary of previous related to the topic. the topic. Most
appropriate and related to studies. No Not enough studies studies are not
topic. No references from references from reviewed. Some current.
unscientific or unscientific or studies are not
unconventional sources. unconventional current.
Studies reviewed are sources.
current. Reviewed an
appropriate number of
studies that support
hypothesis and refute
hypothesis.
Method 25% All pertinent subsections All pertinent One missing More than one
are included. All subsections are subsection. Not all missing subsection.
necessary details about included. All necessary details are Method section lacks
the conduct of the necessary details included. many details.
experiment are about the conduct of
mentioned. the experiment are
Method is written in such mentioned.
a way that other Method is written in
researchers can replicate such a way that other
experiment. No researchers can
unnecessary details are replicate experiment.
mentioned. Some unnecessary
details are included.
Data analysis and Reported descriptive Reported descriptive Reports descriptive Incorrect statistical
Results 25% statistics and all data statistics and all data statistics but not all analysis. Incorrect
processing. Correct processing. Correct data processing. tables and graphs.
statistical analyses. Uses statistical analyses. Correct statistical
tables and graphs Uses tables and analysis. Lacks
correctly. Explains results graphs correctly. tables or graphs.
in straightforward manner.
No unnecessary discussion
or interpretation of results.
Adherence to APA APA format for empirical Except for one or two Some minor errors in Many errors in APA
style 5% paper is followed in all omissions or errors, formatting based on style formatting
sections of the paper. APA format for APA style. throughout the
empirical paper is paper.
followed in all
sections of the paper.
Grammar, editing, There is continuity or There is continuity or Some paragraphs do No links between
and formatting 5% logical link between logical link between not link. Each paragraphs.
paragraphs. paragraphs. paragraph discusses Sentences are
Each paragraph discusses Each paragraph more than one topic. constructed
only one topic or discusses only one Some sentences are incorrectly. Incorrect
argument. Sentences are topic or argument. constructed paraphrasing of
clear and concise. There is Sentences are clear incorrectly. Incorrect many sources. Many
appropriate use of and concise. There is paraphrasing of some grammatical errors
psychological terms. appropriate use of sources. Some and editing errors.
Appropriate use of figures psychological terms. grammatical, editing, Many errors in cover
and graphs. Appropriate use of or formatting errors. page and formatting.
No grammatical errors. figures and graphs. Some errors on cover
No editing errors. One or two editing, page format.
Cover page formatting is formatting, and/or
correct. grammatical errors.
Oral Report 40% (Defense)
Organization Introduces the purpose Introduces the Introduced purpose Does not clearly
25% and topic of the purpose of the of presentation. introduce purpose or
presentation clearly and presentation clearly. Includes some topic. Uses
creatively. Effectively Effectively uses transition between ineffective
uses smooth transitions smooth transitions slides. Group jumps transitions.
between slides. Logical between slides. around topics or Presentation is
order in presentation of Logical order in areas of presentation. choppy or disjointed.
information. Ends with presentation of Ends with a No conclusion.
accurate conclusion information. Ends conclusion.
showing thoughtful with correct
evaluation of evidence. conclusion. One or
two minor points are
lacking or confusing.
Use of Graphics are designed to While graphics relate Occasional use of Use of superfluous
communication aids reinforce thesis of and aid presentation graphics that rarely graphics, no graphics,
25% presentation and audience thesis, these media are support presentation or poor graphics that
understanding. Visual not as varied nor as thesis. Choppy, time- detract from
aids are large enough to well connected to the wasting use of presentation.
be seen from the back of thesis or topic. Font multimedia. Font is
the room. Media are size is appropriate for too small or too
prepared in a professional reading. Some large.
manner. material not supported Communication aids
by visual aid. were poorly
prepared.
1.
3-4 Virtual Seminars Learning experience: (LO 1, 2, 5) • Virtual Learning / Chat Share Dynamics
Educational Resources • Actual Online
3. Navigate unfamiliar • Power point Presentation Consultations/
kinds of English, • Readings Advising
especially historical • Live Webinars/
ones • Videos
Discussions
4. Think about the • Mind Maps
impact of fictions on
other aspects of Graded Assessment: Quiz
culture and history Learning Activities and Resources:
Lecture, PowerPoint slides, reporting on
the terrestrial biomes, infographic on the
aquatic biomes
5-6 Study Guides Learning experience: (LO 1, 2, 3, 4, 5, Chapter Reading Google meet
6, 7) Assignments
5. Write about works •Self-Exploratory Video Conferencing/
of language and • Power point Presentation Learning Path such as Discussions
cultural production • Video video streaming, audio • Directive and
• Mind maps streaming/ Podcasts and teleconferencing
Readings Research Works •Interactive Online
Collaboration and
Formative Assessment: Report of Discussion
journal article
Learning Activities and Resources:
Lecture, Resource Speakers,
PowerPoint slides, YouTube
documentaries
7-9 Essays Learning experience: (LO 1, 2, 3, 4, 5, Chapter Reading Actual Online
Write about works of 6, 7) Assignments Consultations/
• Power point
language and cultural • Self-Exploratory Advising
production • Videos
Learning Path such
• Readings *google meet /
as video streaming,
• Mind Maps zoom meeting
audio streaming/
Podcasts and
Research Works
Graded Assessment: Quiz
Learning Activities and Resources:
Lecture, PowerPoint slides, outdoor
activity on counting the population of a
given species using a quadrat
MIDTERM EXAMS
11-13 Watching Netflix or Learning experience: (LO 1, 2, 3,
YouTube titled, “Wonder” 4, 5, 6, 7) Chapter Reading Actual Online
Starring: Ms. Julia Roberts Assignments and Consultations/
based on the Novel. • Power point Presentation watching educational Advising
• Readings Video
PRIDE & PREJUDICE
• Videos • Self-Exploratory *Google meet / zoom
https://www.youtube.com/ Learning Path such as meeting
watch?v=7PdfqMh_Y7w • Mind Maps video streaming, audio
streaming/ Podcasts and
1984 by George Orwell Formative Assessment: Journal Research Works
https://www.youtube.com/ article reading and reporting
watch?v=UAjbgZanEGI Graded Assessment: Online Quiz
and homework
Learning Activities and
Resources: Lecture, PowerPoint
slides, Articles, e books, YouTube
FINAL EXAMS
VI. COURSE REQUIREMENTS [Be as detailed as possible in enumerating all the requirements for the course]
1. Attendance: [indicate specific policies on attendance, classroom behavior and requirements. For example:]
Students are expected to attend class regularly. Students are responsible for all assignments or announcements given
in class. It is expected that all students will be present for all exams and quizzes. Make-up exams are not given
(because these are announced) and missed classroom activities cannot be made up, unless there is compelling reason
to have an excused absence authorized and recognized by the school. Please take note of the following:
a. Maximum number of cuts (stated in student handbook) + 1 more cut = Failure due to Absence
b. 1 late = arriving 15 minutes after class starts (sample only)
c. 3 Lates = 1 cut (sample only)
It is the responsibility of the students to keep track of their absences and incidents of tardiness. They should exercise
wise use of their allotted cuts. Students should not expect a warning upon reaching the maximum number of
allowable cuts.
2. Classroom behavior: Students are expected to be prompt, attentive, honest, and polite. Electronic devices such as
phones and music players should be set aside. The professor has the right to confiscate these devices and file the
necessary corrective action.
3. Requirements: Submit all requirements on time and make sure that it is properly formatted and labeled. Late
submission will be accepted but shall incur 10% deduction for every day the submitted requirement is late.
IX. REFERENCES
MIDTERM PERIOD
LESSON 1
https://www.slideshare.net/rick143/what-is-literature-15475840
LESSON 2
https://www.slideshare.net/ACurd/genres-of-literature
LESSON 3
https://www.slideshare.net/jaysonerni/literary-criticism-powerpoint
LESSON 4
https://www.greatbookssummer.com/programs/sample-readings/henry-david-thoreau/
LESSON 5
https://www.greatbookssummer.com/programs/sample-readings/william-carlos-williams/
LESSON 6
https://libguides.uta.edu/literarycriticism/steps
FINAL PERIOD
GROUP PRESENTATION
GROUP 1
PRIDE & PREJUDICE
https://www.youtube.com/watch?v=7PdfqMh_Y7w
GROUP 2
I Am a Filipino by Carlos P. Romulo
https://www.youtube.com/watch?v=SgEDVtppj4U
GROUP 3
The Case for Christ
https://www.youtube.com/watch?v=JthIV0pPJoc
GROUP 4
https://www.youtube.com/watch?v=MmJrRx663hg
GROUP 5
40 Nights (2016)
https://www.youtube.com/watch?v=E52EV2FPT2I
GROUP 6
Let Go and Let God
https://www.youtube.com/watch?v=F8IPzpcuPGs
Suggested/Additional Readings:
Dr. Romeo A. Pilongo Dr. Aldrin G. Jadaone Dr. Ma. Rosario M. Quejado
Faculty Head GE & Education Program Dean, CASED