College of Education

COURSE SYLLABUS
Stylistics and
Course Code Eng 315 Course Title Pre-requisite N/A Credit Units 3
Discourse Analysis
Course Description

This course is a language and style course that will help the pre-service English teachers in exploring primarily literary
texts (prose, poetry, and drama) and acquiring research-based knowledge and skills in discourse analysis. Moreover, it
focuses on the relationship between style and stylistics using stylistic devices and an explanation on how language
creates meaning and effect. Therefore, they will be able to develop critical and higher-order thinking skills in reading and
literary studies for their students while employing the conceptual framework and schema of linguistics and literature.

A. UNIVERSITY VISION
Universidad De Manila is paragon of learning, research, excellence and empowerment for the underprivileged youth
of Manila.
B. UNIVERSITY Universidad de Manila promotes free and quality tertiary education for the underprivileged youth, relevant
MISSION curricular and research programs and responsive extension services- all these benefitting the City of Manila and
the country.

C. CORE VALUES  QUALITY AND EXCELLENT EDUCATION

 ACADEMIC FREEDOM
 ETHICAL STANDARDS
 EMPOWERMENT
 PEOPLE ORIENTED
D. COLLEGE OF Center of Excellence in Teacher-Education, research, extension and linkages as well as a leader in fostering
TEACHER competent, conscientious, versatile and holistic teachers able to adapt to fast evolving new realities in the local and
EDUCATION VISION global learning environment.

E. COLLEGE OF
TEACHER The College of Education is committed to strive to pursue the highest level of excellence, advance the
EDUCATION frontiers of knowledge using creative and innovative hybrid approaches and engender lifelong learning.
MISSION

F. COLLEGE OF  Excellence
TEACHER  Ethics & Dignity
EDUCATION CORE  Student Focus
VALUES  Research and Extension Oriented
 Collaboration and Public Engagement
G. INSTITUTIONAL 1. Professional Competence. Demonstrate understanding and mastery of the fundamental knowledge and skills
GRADUATE STUDIES required for effective practice in the field of specialization.
AND LEARNING 2. Critical Thinking Problem Solving Skills. Exercise critical and creative thinking in providing solutions to
OUTCOMES discipline-related problems.
3. Productivity. Contribute to city and nation-building and development through application of new technology.
4. Communication Skills. Apply effective communication skills, both orally and in writing.
5. Interpersonal Skills. Work effectively in multi-disciplinary and multicultural teams.
6. Collaboration. Allows team members to solve problems together, thus expediting the process of finishing a
task.
7. Research-minded. Display skills to assess and apply its insights effectively and the ability to identify
appropriate sources of evidence and interpret potentially complex and conflicting findings in appropriate specific
practice settings.
8. Lifelong learning. Utilize lifelong learning skills in pursuit of personal development and in professional practice
excellence.
9. Social and Ethical Responsibility. Holds personal values and beliefs as ethical professional consistent with
Filipino family values, industry-desired values and global citizen values.
 10. Nationalism. Serves others willingly as a way towards contributing a nation-building and participates in
influencing public policy towards the promotion of just society.
H. PROGRAM  Use English as a global language in a multilingual context as it applies to the teaching of language and literature.
INTENDED  Demonstrate proficiency in oral and written communication.
LEARNING  Use technology in facilitating language learning and teaching.
OUTCOMES (PILO)  Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching
language and literature.
 Display skills and abilities to be a reflective and research-oriented language and literature teacher
I. COURSE INTENDED At the end of the course, the pre-service teachers should be able to:
LEARNING A. demonstrate content knowledge of the literary, scientific, and technical aspects of language and texts through a
OUTCOMES (CILO) stylistic analysis and discourse analysis; and
B. demonstrate research-based knowledge on language and literature comparison, contrast, and analysis of extended
meanings, purposes of texts and the author, discourse analysis in oral and written forms, and conducting discoursebased
researches
TEACHING STRATEGIES
STUDENT LEARNING
CONTENT ASESSMENT
OUTCOMES ASYNCHRONOUS SYNCHRONOUS
WEEK 1 to 3 I. An Overview of  Creating a graphic organizer  Lecture discussion using  Summary table and
At the end of these Stylistics on the overview of stylistics graphic organizer made grouping tasks as
weeks, the preservice  Differentiating important on overview of stylistics formative assessments
teacher (PST) should be 1. Nature and Goals of terms and concepts on  Grouping task on on overview of stylistics
able to: Stylistics stylistics – influences, style, identifying expressive concepts
2. Rhetorics and the meaning, contexts, devices, means, stylistic devices,  Short quiz on the
a. define stylistics, style, History of Stylistics and means – through a and functional means in overview of stylistics
meaning, contexts, 3. Influences: Analogists summary table famous paragraphs and  Metalog/Short Reflection
expressiveness and (Caesar) vs Anomalists  Analyzing sample texts on lines of classical texts on Uniqueness of Styles,
emotiveness in relation to (Cicero) their denotative and  Consultation and Meaning of Meaning,
nature and goals of the 4. What is Style? connotative, lexical and feedbacking of instructor Importance of Context
study, history, and • Norm stylistic meanings on one’s Author Analysis and Use of Devices and
influences; • Individual Style  Writing a Metalog/Short with focus on purpose, Means (focusing on
b. discuss and differentiate • Functional Style reflection on styles, meaning, context, Reflection, Organization
styles, meanings, contexts, 5. Denotative vs. meanings, contexts, and devices, techniques, of Ideas, and Word
and devices and means in Connotative, Lexical vs. devices and means means, and process and Choice)
language and literature; Stylistic Meaning  Reading and researching on interest in stylistic/author  Author Analysis
and 6. Linguistic vs. Extra famous authors, their works, research Performance
c. share one’s interest in lingual Contexts styles, and possible stylistic Presentation (focusing
stylistic research and study • Microcontext choices with class sharing on Analysis of Purpose,
through appreciation of • Macrocontext and analysis Style, Meaning, Context,
authors’ unique styles and • Megacontext  Planning, writing and Devices, and Means
literature as an art form. 7. Expressiveness vs. presenting one’s Analysis on Used by Author,
Emotiveness a selected author’s purpose, Organization of Ideas,
8. Expressive Means, meaning, context, devices, and Word Choice)
Stylistic Devices, and techniques, and means
Functional Means across his texts
WEEK 4 to 7 II. Literary Prose and  Using a graphic  Review discussion on the  Standardized reading
At the end of these Drama Stylistics organizer/video to review genres and characteristics comprehension test
weeks, the preservice 1. Review of Prose and critical literary views and of prose and drama focusing on genres and
teacher (PST) should be Drama Genres theories and match these  Discussing answers to characteristics of prose
able to: 2. Survey of Prose views and theories to known reading comprehension and drama as diagnostic
Authors/Dramatists and authors texts to review genres and assessment
a. review prose genres, their Unique Styles  Planning, writing, and characteristics of prose  Oral participation on
literary views and theories, 3. Review of Critical presenting one’s Stylistic and drama review of genres and
and devices/ Literary Views and analysis of a prose/drama  Survey discussion of prose characteristics of prose
characteristics in the light Theories text on style, genre, and drama authors and and drama, review of
of stylistic study; 4. Characteristics of Prose characteristics, other stylistic their works – matching literary views and
b. discuss a survey of and Drama elements, and its suitability authors and their works to theories, and survey of
prose authors, their unique • Characters and for English literature learners specific competencies, prose/drama authors
styles and purposes of Characterization (according to grade level language tasks, themes, and their works as
writing such texts; and • Setting and Conflict and/or age) styles, and devices (i.e formative assessment
c. create stylistic analyses • Point of View  Consultation and choosing Hugo to discuss  Prose/Drama Text
of prose texts which are • Plot feedbacking by instructor societal themes or reading Stylistic Analysis of a not
suitable for G7 to SHS • Theme and peers on one’s O. Henry’s short stories to so well-known
English Literature. • Prose and Dramatic Prose/Drama Stylistic identify ironies) author/genre/title
Techniques • The Written Analysis  Consultation and (focusing on Choice of
Drama/ Script feedbacking by instructor Text, Actual Stylistic
5. Prose and Dramatic and peers on one’s Analysis – Genre,
Meaning 6. Stylistic Prose/Drama Stylistic Elements, Purpose,
Analysis of Prose Analysis Style, Meaning, Context,
Devices, and Means,
Organization of Ideas,
and Word Choice)
MIDTERM EXAMINATIONS
WEEK 8 to 11 III. Literary Poetry  Analyzing songs in  Survey discussion of poets  Oral participation on
At the end of these weeks, Stylistics accordance to forms, genres, and their works – review of genres and
the pre-service teacher and characteristics of poetry matching authors and characteristics of poetry
(PST) should be able to: 1. Poetic Forms and  Citing examples of rhythm, their works to specific and survey of poets and
Genres meter, types of feet, poetic competencies, language their works as formative
a. review poetry genres, 2. Survey of Poetry techniques, and meaning in tasks, themes, styles, and assessment
language, devices/ Authors and their Unique chosen songs • devices (i.e choosing e.e.  Poem Stylistic Analysis/
techniques, and Styles  Planning, writing, and cummings to discuss form Explication of a not so
meaning in the light of 3. Language of Poetry presenting one’s Explication and shape or reading well-known
stylistic study; 4. Rhythm, Meter, and of a poem on form, genre, Shakespeare’s sonnets author/genre/title
b. discuss a survey of Beat characteristics, other stylistic and dramatic poems to (focusing on Choice of
poetry authors, their 5. Types of Feet elements, and its suitability pinpoint iambic Poem, Actual Stylistic
unique styles and 6. Poetic Techniques for English literature learners pentameter Analysis – Genre,
purposes of writing 7. Poetic Meaning (according to grade level measurement) Elements, Purpose,
such poems; and 8. Stylistic Analysis of and/or age)  Consultation and Style, Meaning, Context,
c. create stylistic analyses Poetry/ Poetry Explication  Consultation and feedbacking by instructor Devices, and Means,
of poetry texts which feedbacking by instructor and peers on one’s Poetry Organization of Ideas,
could be used for G7 to and peers on one’s Poetry Stylistic Analysis/ and Word Choice)
SHS English Literature. Stylistic Analysis/ Explication Explication
WEEK 12 to 15 IV. Linguistic Stylistics and  K-W-L Chart about discourse  Lecture discussion of concepts  Metalog on linguistic stylistics
At the end of these weeks, the Discourse Analysis analysis on Discourse analysis and discourse analysis of texts
pre-service teacher (PST) should  Creating a short discourse  Sharing sample discourse as formative assessment
be able to: 1. Definition of Discourse transcription on a classroom-based analyses and discussing the  Oral participation on sharing
a. define discourse analysis and Analysis language data or a popular culture basics of investigating language and synthesis of sample
its related terms and fields; 2. Genre Analysis language phenomenon discourse discourse analysis research
b. identify the basics of 3. Coherence and Cohesion paper found as formative
investigating language through a 4. Transcription assessment
discourse analysis; and 5. Cataloguing and Analyzing  Discourse Transcription on a
c. apply knowledge of discourse Discourse Data chosen classroom language
analysis in studying a classroom- 6. Identity, Subjectivity, Power, data
based language or a popular and Discourse
culture phenomenon. 7. Discourse Studies in the
Classroom
WEEK 16 to 18 V. Doing an Oral and/or Written  Planning for a full-blown oral/  Review discussion on the  Oral participation on the
At the end of these weeks, the Discourse Analysis Paper written discourse using data in the relevance and process of review discussion on discourse
preservice teacher (PST) should previous section discourse analysis analysis
be able to:  Drafting and finalizing the discourse  Presenting through a mini-  Process assessment on the
analysis paper research conference/ presenting group’s discourse analysis
a. craft a discourse analysis paper in an organized language paper
of a relevant issue/ concern in research conference  Final Discourse Paper
English language Submitted Report and Oral
Defense Presentation (focusing
on Relevance of Chosen
Language Issue, Actual Analysis
Proper, Process of Discourse
Analysis Done, and
Organization of Ideas)
FINAL EXAMINATIONS

TOTAL HOURS:
18 wks./54 hrs. (1 week=3 hours for Major Tests)
LEARNING ENVIRONMENT: 
Home, since it is a distant-leaning paradigm, using PC, CP, or Tablet with an internet connection, using Moodle as the main LMS, and Google
Meet as well as the Messenger applications, will be utilized as an alternative LMS; thus, it is a virtual class/online class/distance learning.
CLASSROOM POLICIES:  

 Classes are either synchronous or asynchronous unless a face-to-face class is allowed.

 The official learning management system is Moodle. However, the teacher can use other LMS as the need arises, like Google Meet and Messenger.
 All students must attend all synchronous online classes on time and cooperate and participate well. Failure to attend the synchronous online class
3 times is “dropped” unless the students can give a valid reason with “prima facie” evidence. For example, if the student is sick. The student must
provide a medical certificate signed by the attending physician and an excuse letter coming from the parent, both on a PDF file, and be directly
submitted to the teacher online, 3 (three) days after the parents/parent/relatives/class adviser/class president or secretary receives a notification. In
terms of class interruption due to the internet connection, the student should notify the teacher when the internet connection returns to its normal
status.
 All students are expected to do self-studies during the asynchronous online classes and be faithful in their academic duties with discipline and
passion.
 Submission of all requirements must be on time. Late submission of requirements has corresponding deductions on the grade of the concerned
student.
 No make-up quizzes, except when there is a valid reason, like when the student is sick with the presentation of medical certification signed by the
attending physician and parent consent.
 Everybody must observe netiquette during a synchronous or asynchronous online class. The teacher reprimands the student who fails to follow the
netiquette. 
 Cheating and plagiarism are not allowed. The teacher reprimands the student who cheats or plagiarizes for its first offense. For its second offense,
the teacher notifies the class adviser and parents. For its third offense, the teacher drops the student from the class.
 Individual consultation is encouraged during weekends and when it is needed if the teacher is available.

COURSE REQUIREMENTS:
Literary Analysis/ Discourse paper, Metalogs/ Recitation, Quiz, Major Exams

GRADING SYSTEM: 
For Each Period (Midterm and Pre-final)
40% Major Test
60% Class Standing – Project, Thought Papers, Quizzes, Reporting, Assignments, Activities, Visual Arts, Debates, Panel Discussion
100%

For Final Grade

50% From the Midterm Grade + 50% from the Pre-Final Grade = 100%

RESOURCES: 
Books, PC, CP, or Tablet with Internet Connection 

REFERENCES:
Brise, J. and Pavlovski, L. (2001). Twentieth century literary criticism: Criticism of the works of novelists, poets, and playwrights. Detroit: Michigan: Gale Research.
Banaag, L. M. (2010). Transworld civilizations and literature. Mandaluyong: Books Atbp. Publishing Corp.
Fields, P. and Fowler, R. (2005). The Routledge dictionary of literary terms. London: Routledge.
McGeagh, E. (2006). Poetry criticism: Excerpts from criticism of the words of the most significantly and widely studied poets. Detroit, Michigan: Gale Group.

CONSULTATION HOUR

Monday to Saturday from 6:00 PM – 8:00 PM

Instructor Information

MICHELLE G. BANGOY, LPT/ MAED- ELT/ PhD (48 units, UDM)

Faculty
CED- English
Universidad de Manila

Faculty
Master Teacher 2
Jose Abad Santos High School, Manila
English and Foreign Language Japanese

Email address: [email protected]

CP No. 09453408070

PREPARED BY:       REVIEWED BY:             APPROVED BY:

   

Prof. MICHELLE G. BANGOY PROF. ALISTAIR B. SELORIO DR. RONALD A. HERERRA

INSTRUCTOR          DEAN, College Of Education         VPAA