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300-Level
Philippine Literature in English (Writing-Intensive)
CREATING A LEARNING COMMUNITY THROUGH PEER SUPPORT IN
PHILIPPINE LITERATURE
In her UH Mānoa Philippine Literature class, Professor Ruth
Mabanglo believes student writing should complete the cycle of
creativity. "Writing should beget writing," she says.
Because literature gives expression to a writer’s impressions,
student-readers should similarly be expected to write their own
impressions.
Mabanglo assigns a variety of writing activities, including
journals, essays, book reviews and formal responses to the work of
other students. (More about these separate assignments can be found in
Mabanglo’s syllabus, presented below.)
Students collaborate with Mabanglo and other students in the class as
they conceive and prepare their individual essay drafts. Mabanglo’s
emphasis on collaboration reflects her commitment to creating a
classroom with an "atmosphere conducive to openness, mutual
respect, friendliness and joy in the learning process."
Several of the methods Mabanglo uses to encourage fruitful
collaborations will likely be helpful to instructors teaching in other
disciplines. Three of these methods are described below.
Like many UH Mānoa instructors, Mabanglo makes frequent use of
student journal writing to encourage student learning. (See Teaching
with Journals for more information about using journals and examples
of their use in other classes at UH Manoa.) Though she often requires
students to continue writing outside of class, Mabanglo asks students to
begin most of their journal entries during class. Mabanglo provides a
variety of prompts for writing, depending on the assigned texts and the
preceding discussions. Students are sometimes asked to express reactions
and feelings, sometimes to develop ideas and analysis, and sometimes to
compose one or a series of questions.
Mabanglo usually requires each student to prepare an individual
response. However, because of her emphasis on creating a powerful
learning classroom community, Mabanglo sometimes places students in
pairs or groups and asks them to compose a joint journal entry
reflecting their collaboration
Once journal responses are written, Mabanglo may:
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Ask volunteers to read their responses aloud to the class
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Ask volunteers to explain or reflect on their response
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Put students into pairs to read and discuss their separate
responses
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Ask students to turn in their journals for instructor review
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Ask students to exchange journals and to write responses to each
other; these may then be shared in any of the ways mentioned above.
Each of these strategies encourages students to view their learning
as a part of a dialog with other students, the instructor and the
authors being read.
Insights developed in journal responses often become the impetus for
other written assignments students must complete.
Formal Peer Responses
Students write three essays about literature during
the semester, each a minimum of seven pages in length. Mabanglo provides
a choice of topics for each of these (see below)
and students are encouraged to develop the insights they have in their
journals.
Students bring completed essays to class. Mabanglo
then gives each essay to another student who must study it and compose a
formal critical response of at least two type-written pages. Mabanglo
instructs respondents to examine mechanics, but emphasizes that they
analyze the essay’s organization and ideas. She encourages respondents
to make use of what they have learned from writing their own journals
and essays and to engage the student essay with the same seriousness
that they would a published work.
Student responses are returned to the essay’s author
who, in turn, composes a written reaction to the response. Essay,
student response and the essayist’s reaction are then submitted to
Mabanglo. She too writes a response, including comments on the first
response and on the essayist’s reaction to this response.
Mabanglo assigns a grade or, in some cases, marks the
essay unsatisfactory and returns it to the essayist with the stipulation
that it be rewritten. Authors of the stronger essays are asked to read
their work aloud to the class.
Using student respondents provides authors with a
wider audience than they would have if Mabanglo served as the only
reader. Having students share essays and write formal responses also
supports Mabanglo’s emphasis on community, for this sharing provides a
further occasion in which students can learn from one another.
Group Book Reviews
Groups of two to three students read a Filipino novel of their choice
or from a list (see below) provided by Mabanglo.
Each group must collaborate to produce both a written book review and an
oral presentation. The oral presentation is designed to convince the
rest of the class why they should or should not read the novel.
These group book reviews serve as the culminating
activity in the class and, once again, underscore the importance of a
learning community. Students work together to compose these
collaborative final projects and then share their work with the class to
help guide everyone’s future reading in Filipino literature.
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FALL 1996
PHILIPPINE LITERATURE IN ENGLISH (IP 363)
THE COURSE
The literature of the Philippines is multi-faceted. It is
written in many languages(in the indigenous languages of the
Filipinos such as Ilokano, Tagalog, Cebnano, Pampango, Bikol,
etc.; in the languages of her conquerors (Spanish and English) and
covers a lot of themes. This course will sample only the
literature written by Filipinos in English.
The literary works were chosen to provide the reader a general
background knowledge on how the Filipino writers view themselves
(and the other Filipinos) in various context (in different times
and space) -- in their family life, in the community, at work, in
war and in love. One important aspect of the course deals with the
subject of diaspora or migration. Short stories, poems and essays
discussing views or sentiments about this topic were written by
Filipinos in America, and more recently, by Filipinos who migrated
for work in the other Southeast Asian countries, in Europe or the
Middle East.
Through the literature, it is hoped that the readers would be
able to reclaim their heritage (if they are Filipino Americans) or
understand where the Filipinos are coming from (if they are
Americans), to identify themselves in the characters they read,
and to be inspired in writing their thoughts, sharing their
feelings or simply, to appreciate what others have written, said
or done.
THE EXPECTATIONS
Each student is expected to:
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Participate actively in the building of learning atmosphere
conducive to openness, mutual respect, friendliness -and joy
in the learning process.
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Be responsible in terms of preparedness for discussion,
tests, projects and activities.
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Conduct independent study and research in background and
relevant information which can enrich knowledge and
understanding of the subject-matter.
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Share findings of independent study in written reports and
group discussions.
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Complete and submit all requirements on time.
THE TEXTS
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IP 363 Course pack -- Readings in Contemporary
Philippine Literature in English compiled by Dr. Ruth Elynia S.
Mabanglo (available at Professional Image, King St. across Pucks
Alley)
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Handouts
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Filipino novels in English (as chosen by students),
available at the Asia Collection, Hamilton Library
THE REQUIREMENTS/GRADING
Writing requirements* 30%
Quizzes and Examinations 20%
Group Presentation 20%
Participation/Attendance 30%
1. Writing requirements include* (30%)
ALL WRITINGS SHOULD BE COMPILED IN A PORTFOLIO
a. 3 papers and 3 comments/responses
Papers should be typewritten and at least 7 pages
each A guideline will be provided before the writing of each paper.
Before submission to the teacher, this paper will be commented upon
by a classmate. The comments should at least be 2 pages,
typewritten.
b. classroom writing
activities
c. 1 book review/critique (a Filipino novel)
Regarding the book review, students will be provided
by a listing of Filipino novels in English. They may choose a title
from the list or may submit their own title, subject to teacher's
approval. Two or three students will be assigned to read one novel
and do a presentation of the same. The presentation will be graded
as presentation and the review will be graded as writing.
2. Quizzes and Examination (20%)
Quizzes, announced or unannounced will be given,
These could take the form of objective or essay type. The final will
be a a take-home exam and should be submitted in typewritten form.
3. Presentation (20%)
Each group (maximum of three students) will do a
presentation of a Filipino novel. The presentation should be made
interesting to encourage other students to read the novel that was
presented to them.
4. Attendance and Participation (30%)
Presence in the classroom entail active
participation in the discussion. If there are groupwork, in-class
writing activities, games, roleplays, etc., students are expected to
cooperate/join.
5. Extra Credit
To make up for absences, failing quizzes and
examinations, or poor grades in the writing activities, students may
earn extra credit by participating in any Philippine-related
cultural and literary activities at UH and the community; or by
submitting additional written work (movie reviews; book reviews,
etc.) about Philippine-related topics.
* If you are a student with a disability and have a
disability related needs or concerns, please contact the Kōkua
Program at 956-7511 or drop into Room 13 in the new Student Services
Center.
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LIST
OF FILIPINO NOVELS IN ENGLISH SUGGESTED
FOR REVIEW
1. NICK JOAQUIN The Woman With Two Navels (1961)
2. BIENVENIDO SANTOS Villa Magdalena (1965,
1986); The Man Who (Thought He) Looked Like Robert Taylor (1983);
What The Hell For You Left Your Heart in San Francisco (1987);
Villa Magdalena (1965); The Volcano (1965); Memory's
Fiction (1994)
3. F. SIONIL JOSE Three Filipino Women (1982,
1992); Ermita(1990); My Brother, My Executioner
(1979); The Pretenders (1962); Tree (1978); Vinjero, 1994; The
Rosales Paper; Sins (1995)
4. NINOTCHKA ROSCA State of War (1989);
Twice Blessed (1992)
5. EDILBERTO TIEMPO Cracked Mirror (1984);
Finalities (1982)
6. ALFRREDO NAVARRO SALANGA The Birthing of
Hannibal Valdez (1980)
7. NVM GONZALES A Season of Grace (1956);
The Bamboo Dancers (1962); Children of the
Ash-Covered Loam (1954)
8. CECILIA MANGUERRA BRAINARD When the
Rainbow Goddess Wept, 1994
9. ALFRED YUSON Great Philippine Jungle
Energy Cafe (1987)
10. CARLOS BULOSAN America is in the Heart (1943)
11. JESSICA HAGEDORN Dogeaters (1990)
12. PETER BACHO Cebu (1992)
13. WILFREDO NOLLEDO But for the Lovers
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Suggested Essay Topics
First Paper: From any of the following topics
(or you may suggest your own)
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Tradition and Change in Filipino
Families/Communities
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Displacement and Marginality in Three
Short Stories ("Tanabata's Wife", "Wedding
Dance" and "Harvest")
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The Silencing of Women in "How my
Brother Leon Brought Home a Wife" and "Tanabata's
Wife"
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Displacement and Dehumanization in
"The Grave Diggers", "Death in a
Sawmill" and "People in the War".
Second paper: Choose from any of the following
topics:
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Images of Violence in Three Stories:
"Pig Pen", "Rice Wine" and
"Dada"
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Cultures as Source of Conflicts
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Love From Eyes Darkly: Love as Viewed in
Time (from Different Generations)
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Desire and Colonialism in "The
Romance of Magno Rubio", "Dada" and
"Tong"
Third paper:
Choose from any of the following
topics:
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Culture and Religion (from across short
stories/plays read)
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Images of Poverty in Filipino Literary
Works
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Deviancy and Morality
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Filipino Courtship and Marriage (as
gleaned in works read)
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