ENG207:

Literary Theories & Criticism

CHESTER M. DEREQUITO, m.a.ed.
INSTRUCTOR, COLLEGE OF TEACHER EDUCATION ASST. PROFESSORIAL LECTURER,
CORE PROFESSOR, GRADUATE SCHOOL SCHOOL OF MULTIDISCIPLINARY STUDIES
AND APPLIED RESEARCH
DE LA SALLE – COLLEGE OF SAINT BENILDE
LSPU – SAN PABLO CITY CAMPUS
TAFT, MANILA
Chester M. Derequito, M.A.Ed.

•Nickname : “Sir Chez”

•Birthday : Dec. 2, ????
•Age : ??? years old
•College : LSPU-San Pablo (specialized English)
•Master’s : The National Teachers College
(specialized Literary Theories and Criticism)
(Minor in Creative Writing)
•Doctoral : UP Diliman
(Ph.D in English Studies)
Chester M. Derequito, M.A.Ed.
I have been teaching Creative Writing / Literature for 10 years
•STI College – Shaw (Pasig)
•Dalubhasaan ng Lungsod ng San Pablo
•LSPU-San Pablo
•The National Teachers College
•Jose Rizal University
•Adamson University
•University of the Philippines
•Far Eastern University
•University of Sto. Tomas
•San Beda College (Manila and Alabang)
•Cavite State University
•De La Salle – College of Saint Benilde
Contact Information

•Mobile Number : 0906-596-3589 (Globe)

0943-432-8072 (Sun)

•Email Address : prof.chez.02@gmail.com

chester.derequito@benilde.edu.ph

•Facebook
Messenger : Chester Derequito
Course description
This course provides academic avenues by which the Language
and Lit-major students shall be led to understanding the
Trajectory of the Literary Theories as theoretical precursors
for the study of Literary Criticism.
Course description
Achievement of learning shall be gleaned from series of
serious assessments taking the forms of theoretical exams
(objective tests on literary concepts), and practical exams such
as oral defense, public colloquium and written discourse via
reflection journals, which are in-class writing activities, as well
as individual and collective in-class discussion participations.
Course description
Students are expected to manifest in-depth and clear
theoretical understanding of the critical theories and all
related concepts with appropriate textuality and
intertextuality with, and pigeon-holing into chosen elocution
pieces, relevant disciplines such as philosophy, history,
sociology, religion, psychology, and other fields of intellectual
endeavors.
Course description
It is assumed that students have a good working grasp of these related disciplines for textuality and
intertextuality purposes. Such theoretical understanding must enable students to come up with
publishable critical papers and/or research papers and/or theses that lucidly demonstrate their
intellectual adeptness in juxtaposing the three important concerns:

(1)in-depth understanding of literary concepts;

(2)In-depth understanding of literary lenses;
(3)critical evaluation of literary specimens that would lead students to –
(4)critical culmination of literary masterpieces presented both in oral and written discourses – i.e.,
LITERARY PUBLIC COLLOQUIUM.
Course description
Emphatically, the speech colloquium is the terminal output that must showcase
students’ competence in communicative English. The course envisions that such
presentation must be collectively presented in a compendium after three-staged
colloquium with the professor. Initially, the mode of instruction is highly professor-
led, however eventually; such instructional mode will graduate into highly engaging
student-led activities. Hence, initial instructional endeavors by the professor must
be highly enabling through task and competency-based mechanisms.
Course description
This syllabus sets the academic standards and direction
for each student to achieve at a certain level of
criterion. To be in such criterion level, students have to
accept proactively academic responsibilities mandated
by the course, with corresponding high degree of
academic accountability.
IMPORTANT FOOTNOTES
• Our syllabus has spelled out all the standards for performance that must be achieved
within a certain level of acceptance. Despite suspensions, these standards must be
ensured. Time has become everybody’s enemy; therefore, everyone must be serious to
reach these standards of performance. Therefore, all must comply with the mandates
enumerated in the Gantt Chart of Instructional Activities
• All our activities are developmental because they followed the principle of prerequisite,
recency, and primacy. Thus, never will you receive any point if prerequisite activities have
not been approved. My approval gives you the clear signal that you have to proceed to
the next activity/ies. You cannot have any point in Write Shop 2, if Write Shop 1 has not
been approved.
• All activities must be done and submitted on time because the first activity is a
prerequisite of the next. Be warned: actions have ripple effects which are subsequently
very despising! To pass the course, all activities must be accomplished within standards
set. Otherwise, you will fail.
Important footnotes
• You may be absent. You will suffer from it anyway, for there will be no special treatment;
unless just cause is proven otherwise. Absences are not special privileges. You will lose
significant things; hence, efforts must be done to regain losses. Remember that
assessment is always meritocracy – if no points earned, it is FAILURE.
• Instructional activities are heavily skills and tasks based, which are the only bases for your
grades. You may be very good, but that must be behaviorally manifested in the class,
otherwise, you will fail. Personal claims must always be supported by concrete evidences.
Journals, academic discussions, tests are the pieces of evidence.
• Important dates for the implementation of the teaching and learning activities are set in
place. They must be followed, no matter what magnitude of the effects of the
disturbances. You are advised to submit course requirement on the dot as expressed in
the Gantt Chart of instructional Activities. Be warned, for hardly there is any other time
for indolence and indifference.
IMPORTANT FOOTNOTES
• In-class writing activities are done within time parameters; try to finish and submit the same on
time. On the other hand, there could be no prize for a deafening silence during oral recitations,
for they are important components of the periodical grading system. You are encouraged to
participate, but only relevant thoughts are accepted. No points are given to irrelevant thoughts –
no braggadocios and feigning that you know something, but actually nothing at all.
• You are encouraged to work collaboratively for complementation. However, this encouragement
must not lead you overdependence on somebody else until you become a parasite. Remember
that learner autonomy is the be-all and the end-all of this course. Manifest it, for if this would not
be evident in you, there will be other semesters for you, see you then again! 
• Academic advisements and consultations will be set in place. However, students who are gifted
are encouraged to share their expertise to others, but within acceptable bounds. Stinginess is
discouraged, for this group is envisioned to embark on an academic journey unified by the spirit
of good will and sharing.
• Misdemeanors are subject to serious administrative procedures. Again, English students must
have imbibed desirable values from what they read. Be warned, too. Remember: “I have seen
heaven, for I have gone to hell twice!” Don’t ever dare.
IMPORTANT FOOTNOTES
• You are reminded to be serious in your studies all the time. Aiming for a
passing grade (2.75, 2.50, 2.25) is already a hard climb, hitting for
excellence (1.50, 1.25 1.0) is seven hills away. Thus, indulge into serious
reading and writing – the only formula to pass a subject of this kind! Take
note: you are likewise enrolled in other courses with equal great demands.
Manage your time. Worldliness will be later.
• Acceptance of academic responsibilities is a quantum jumpstart for the
sake of your academic journey. Many have failed, for the road towards
success was not taken. Begin your journey here, if you have not begun. Just
do it. Believe in yourself, unleash the inner power in the name of academic
excellence. I will always be there along the way, TO LEAD AND STIR YOU.
• This is Prof. Chester “Chez” Derequito.
Foundation, Nature, & Definition

vs.
Literary Masterpieces: Perspectives from…

(Language and Society)

(Classical and Popular)

(4 Periods)
The READING Process:

the Text
The Triangulation
Benefit

the Writer the Reader

Literary Masterpieces: Perspectives from…

21 Century Issues
st
in Literary Writing
21 Century Issues
st

Globalization
Diversity
Writer’s Period
Hierarchy of Genders of the Authors

the Dominance of Males

Hierarchy of Genders of the Authors

the Existence of Females

Hierarchy of Genders of the Authors

the Emergence of Gays

and Lesbians
 ENG207

Creative Writing
Literary Criticism
Poetry | Fiction | Non-Fiction | Creative Non-Fiction
Translation and Editing Text

Accuracy Issues
The Writer vs. The Critic: Two Vistas

Literary Uniqueness
Literary Surgery
Literature as a Product of Qualitative
Research

Ethnographic
• Emic
• Etic Dialectic
• Principle of Conflict
Dialectics

Thesis
Pendulum Antithesis

Theory
Synthesis
The Sick RoseWilliam Blake
O Rose thou art sick
The invisible worm
That flies in the night
In the howling storm

Has found out thy bed

Of crimson joy:
And his dark secret love
Does thy life destroy.
The Sick RoseWilliam Blake
O Rose thou art sick
The invisible worm TIER 1
That flies in the night TIER 2
In the howling storm TIER 1

TIER 3
Has found out thy bed
TIER 1
Of crimson joy:
And his dark secret love TIER 2
Does thy life destroy. TIER 1
The Sick RoseWilliam Blake
O Rose thou art sick
The invisible worm
TIER 1
That flies in the night
In the howling storm
TIER 2
Has found out thy bed
Of crimson joy:
And his dark secret love TIER 1
Does thy life destroy.
 A Slumber Did My Spirit Seal
William Wordsworth

A slumber did my spirit seal;

I had no human fears: what’s your
idea?
She seemed a thing that could not feel
The touch of earthly years.
Synthesis of
these ideas?
No motion has she now, no force;
She neither hears nor sees; what’s your
Rolled round in earth’s diurnal course, idea?
With rocks, and stones, and trees.
 Poetry
Teaching and Assessment of
Literature Studies
 Why
Poetry?
Does/Can it tell a story?
“It was spring in the
orchard.”
Orchard by H.D. (Hilda Doolittle)
What does this evoke?
What do these I saw the first pear is vaguely sexual, female
lines imply?
As it fell –
The honey-seeking, golden-banded,
The yellow swarm
Was not more fleet than I,
Orchard by H.D. (Hilda Doolittle)
I saw the first pear
As it fell –
The honey-seeking, golden-banded,
The yellow swarm
Was not more fleet than I,
Dramatization

“Oh, a sunny morning”

TWITCH, PITCH IN
SWITCH Chester Derequito

Suddenly, I felt a compelling twitch;

Then crept the warmth within to switch,
In sustained sobbing, gasping pitch,
I reached the bazooka - -
Ever burly as an armada,
Blasted in the outer space – a sudden switch:
The twitch dawdled in pitch!
Group Task

•Aesthetic and Beauty

•Sufferings and Pains
•Migration and Diaspora
•Spirituality and Religion
•Gender and Sexuality
 HOME Chester Derequito

He was surprised
As he woke up Until a Light appeared
In a Place so strange In his midst
Devouring Darkness
There he saw
Nothing but Darkness
All in gloom Then, he heard a Voice:
“Your journey has ended,
He was frightened Welcome home, son!”
As he deeply felt –
A shiver inside
Journal Entry #1

If Others Could, Why Can’t I?:

How will I set my mind with such academic demands?