Ruth Elynia S. Mabanglo

Courses Taught





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IP 431


JOSE RIZAL’S LITERARY WORKS IN TRANSLATION

Syllabus

 

Click here to download.

 

Objectives | Basic Texts | Other References | Schedule of Activities | Check-Up Examinations | Writings/Presentations | Grading

  Objectives  

 

            This is a course on the literary works of Jose Rizal, the national hero of the Philippines.  Students will be introduced to the historical elements/narratives surrounding the birth of his thoughts, ideals and beliefs.  It will be compared with the factors/elements that shaped the mind of Victor Hugo and the other German/French/British writers that influenced the education and writing of Jose Rizal.

 

            Basically, the course will discuss Rizal’s life, the novel Noli Me Tangere, some parts of El Filibusterismo and some socio-political essays.  The works will be given multiple meanings and interpretations -- postcolonial, gender, historical, moral, and archetypal, etc.  A lot of current issues would be discussed alongside with the interpretation and analyses of the novel.

 

            The class is being conceived as a writing intensive course, but there will be a lot of analytical and critical discussions, evaluations and probably adaptation for/to stage/films, another form of writing by students for sheer appreciation and creative challenge.

 

            In detail, the students shall be challenged

 

1.  to know Philippine history -- especially the period that gave birth to Jose Rizal

2.  to gain insight in the cultural/moral values of the Filipinos as depicted by the characters and ideas of the writings

3.  to decipher/interpret symbols --characters or otherwise

4.  to analyze/evaluate/assess literary intent and compare it with what were discussed in published analyses/interpretations

5.  to analyze the various issues surrounding the experiences divulged by the writings

6.  to give multiple meanings and interpretations of the literary works

7.  to develop ethical judgment on contemporary issues relevant to experiences tackled by the readings

 

 

Basic Texts:                 Noli Me Tangere: A Novel by Jose Rizal

                                    Translated by Soledad Lacson-Locsin

                                    Honolulu, Hawaii: SHAPS Library Of Translation, University of Hawaii Press, 1996

 

                                    Jose Rizal: El Filibusterismo (Subversion)

                                    Translated by Soledad Lacson-Locsin, Edited by Raul L. Locsin Manila:  Bookmark, 1996

 

                                    Rizal’s Essays: “Letter to the Young Women of Malolos”, “The Indolence of the Filipinos” and “The Philippines a Century Hence” (handout)

 

 

Other References:        

 

Arcilla, Jose.  Jose Rizal and the Emergence of the Philippine Nation. Quezon City: Ateneo de Manila University, 1991.

 

___________. Understanding the Noli: Its Historical Context and Literary        Influences.  Quezon City: Phoenix Publishing Co., Inc. 1988.

 

___________. Rizal and Spain: An Essay in Biographical Context. Metro Manila: National Bookstore. 1986.

 

Joaquin, Nick.  Rizal in Saga: A Life for Student Fans.  Manila: Philippine National Centennial Commission, 1996.

 

Melendrez-Cruz, Patricia and Apolonio Bayani Chua (Eds). Himalay: Kalipunan ng mga Pag-aaral kay Jose Rizal (Essays in Filipino and English). Manila: Sentrong Pangkultura ng Pilipinas, 1991.

 

Quibuyen, Floro C.  “Imagining the Nation: Rizal, American Hegemony and Philippine Nationalism” (an unpublished Ph.D. Dissertation, University of Hawaii at Manoa), 1996.

 

Quisumbing, Lourdes, et al.  Jose Rizal: His Life and Times. Manila: St. Paul Press, 1992.

 

Rajaretnam, M. (Ed.)  Jose Rizal and the Asian Rennaisance. Manila: Solidaridad Publishing House, 1996.

 

Reyes, Soledad (Ed.), The Noli Me Tangere: A Century After. Quezon City: Phoenix Publishing Co., Inc. 1987.

 

Film:                             Jose Rizal--The Movie

Documentary:               Jose Rizal: Life and Works

 

Journalistic/academic articles written about the various topics that will be discussed in class

                                               

 

 

Schedule of Activities

 

            Week 1             Putting the pieces together:                  

                                                16th, 17th, 18th and 19th century Philippines

                                                The World

                                                The Colonial Intent

                                                The Native Land and People

            Week 2             The Life Jose Rizal

                                                The Essays:      “Letter to the Young Women of Malolos”

                                                                        “The Indolence of the Filipinos”

                                                                        “The Philippine a Century Hence”

 

            Week 3-7          Noli Me Tangere (Reading and Discussions)

 

            Week 8             Synthesis, Analysis and Interpretation

 

            Week 9-13         El Filibusterismo (Reading and Discussions)

 

            Week 14           Synthesis, Analysis and Interpretation

 

            Week 15-17       Student Presentations of Own Analyses/Interpretations

 

 

CHECK-UP EXAMINATIONS

 

            An essay-type examination will be given to students after each significant unit to assess the scope of their understanding and depth of their critical thinking regarding the topic.

 

WRITINGS/PRESENTATIONS

 

            Since this class will be offered as a writing intensive course, students will write several short “think” pieces, reaction papers and how/why essays.  One long final paper on challenging topics such as “The Relevance of Rizal in Establishing a New Moral Order for Filipinos” or "Ideas on Developing a Role Model From Rizal's Characters" will be required towards the final week.  This paper will be equivalent to the final examination and shall be orally presented in class during the last three weeks.

 

GRADING

 

            Attendance and Class Participation . . . . . . . . . . . .  . . . . . . . . . . . . . . . . . . .     40%

            Compliance to all Assigned Tasks and Writing Requirements . . . . . . . . . .           40%

            Examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .     10%

                                                                                    Total . . . . . . . . . . . . . . . . .     100%