Scribd
Upload
2K views15 pages

Writing A Close Analysis and Critical Interpretation of Literary Texts Applying A Reading Approach

This document summarizes a study that explored the state of flow experienced by senior high school students during creative writing classes. The study found that students exhibited high levels of enjoyment, focus, and clear goals and feedback during writing. They showed moderate levels of immersion, concentration, control, and lack of self-consciousness. Student motivation came from writing on interesting topics that matched their skills, and from supportive writing environments and tools. Challenges included uninteresting topics, distractions, and lack of writing ability. The study concludes writing lessons should aim to motivate students and eliminate challenges to promote a state of flow.

Uploaded by

justin charles jerimy raymundo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
2K views15 pages

Writing A Close Analysis and Critical Interpretation of Literary Texts Applying A Reading Approach

This document summarizes a study that explored the state of flow experienced by senior high school students during creative writing classes. The study found that students exhibited high levels of enjoyment, focus, and clear goals and feedback during writing. They showed moderate levels of immersion, concentration, control, and lack of self-consciousness. Student motivation came from writing on interesting topics that matched their skills, and from supportive writing environments and tools. Challenges included uninteresting topics, distractions, and lack of writing ability. The study concludes writing lessons should aim to motivate students and eliminate challenges to promote a state of flow.

Uploaded by

justin charles jerimy raymundo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
  • 21st Century Literature Overview: Introduces the framework for analyzing and interpreting literary texts in the 21st century.
  • MELC Explanation: Details the Minimum Learning Competencies required for literary text analysis.
  • Newspaper Reading Comprehension: Discusses common practices and purposes behind reading newspapers and understanding article structure.
  • Inverted Pyramid and 5W1H Structure: Explains the inverted pyramid structure used in journalism for presenting news, focusing on who, what, where, when, why, and how.
  • Close Analysis and Critical Interpretation: Covers methods of writing detailed analyses and interpretations of literary texts applying reading approach techniques.
  • Pouring the Ink: Motivation and Creative Writing: Presents a study on the motivation and flow of senior high school students in creative writing.

21st Century Literature

Writing a Close Analysis


and Critical Interpretation
of Literary Texts Applying
a Reading Approach

Quarter 2 Module 6 Week 9 Day 1


MELC
MELC: Writing a close analysis and critical
interpretation of literary texts, applying a
reading approach, and doing an adaptation of
these, require from the learner the ability to
identify: representative texts and authors from
Asia, North America, Europe, Latin America,
and Africa.
1. Who usually read a
newspaper?
2. What is the usual
purpose/reason of someone
who is reading a
newspaper?
3. What is the structure of
a news article?
Inverted Pyramid Structure

5 W and 1H

5
Writing a Close Analysis
and Critical Interpretation
of Literary Texts Applying a
Reading Approach School
Reading Approach
Teachers use reading approach as one of the
methods in teaching English. This approach is
one way of solving student’s reading problems.

Students are demanded to read more to improve


their knowledge and get new ideas. Inferencing,
guessing and predicting are important skills
developed in reading.
By reading, students will know about the
different of culture by reading across
cultural understanding, and they will
learn how to pronounce the words
correctly. In reading approach, students
are expected to improve their English
skills.
Skimming
In skimming, the main idea of a text is quickly
identified. The goal is to read shorter texts to
extract accurate detailed information.
Skimming is done at speed three to four times
faster than regular reading. People often skim
when they have lots of material to read in a
limited amount of time.
Some students will read the first and last
paragraphs using headings, summarizes and other
organizers as they move down the page or screen.

Some might also read the title, subtitles,


subheadings, and illustrations. Other people
consider reading the first sentence of each
paragraph.
Skimming
is used to quickly gather the most
important information, or 'gist'. Run your
eyes over the text, noting important
information. Use skimming to quickly get
up to speed on a current business situation.
It's not essential to understand each word
when skimming.
Examples of Skimming:
___The Newspaper (quickly to get the general news of the
day)
___Magazines (quickly to discover which articles you would
like to read in more detail)

___Business and Travel Brochures (quickly to get informed)”

Definitions from
[Link]
POURING THE INK: MOTIVATION AND STATE OF FLOW
OF SENIOR HIGH SCHOOL STUDENTS
IN CREATIVE WRITING
JEDITHVIC A. ALMUESTRO
ABSTRACT
This study aimed to explore the state of flow of SHS
students in Creative Writing class. It describes the
students’ writing difficulties and motivating
experiences. It utilized mixed method research design
in determining students’ state of flow level and in
describing motivating experiences and difficulties in
Creative Writing using Flow State Scale (Payne,
Jackson, Noh & Stine-Morrow, 2011) and Flow
Perceptions Questionnaire (Egbert, 2003) as basis to
construct composition lessons for SHS students.
Based on the nine components of the state of flow,
students exhibit high levels of autotelic experience,
transformation of time, challenge skills balance, clear
feedback, and clear goals. Meanwhile, they display
moderate levels of merging action and awareness,
concentration on task, sense of control, and loss of
self-consciousness. Furthermore, students’ motivating
experiences can be classified into three: before,
during, and after writing. Before writing, students are
motivated when the task coincides their skills and
interest.
During writing, they are driven because of the learning
atmosphere and writing tools provided. Lastly, after writing
they are motivated due to the benefits they will obtain from the
task. On the other hand, students’ writing difficulties can be
categorized into two: before and during writing. Before writing
difficulties encompassed task conditions and lack of interest.
During writing, the difficulty is composed of an unconducive
learning atmosphere and writing incompetence. Writing lessons
should help students achieve state of flow in writing by
providing motivating factors and eliminating difficulties. This
study could be a basis for crafting composition lessons for SHS
students that would enable flow in writing.
KEYWORDS
Writing, state of flow, difficulty, motivation

You might also like