MODULE 14 and 15

Literary Reading through Linguistic

Context

Subject Objectives

At the end of this lesson, the learners are expected to:

1. analyze different literary texts through different contexts using
different critical reading strategies;
2. identify the context of a given literary text;
3. relate the context of a literary text to its meaning; and
4. situate or place the literary text in the context of the region where the
writer is from and of the nation.

Start-up Activity

I. Directions: Answer the following items by identifying whether they are

true or
false. Write TRUE if the statement is factual, FALSE if otherwise on the
space before the number.

1. Socio-cultural context is about how literary works depicts the society.

2. Linguistic context concerns on the language used in the literary text.
3. In socio-cultural context, it is not necessary that literary work is
connected to the society.
4. The use of sensory images by the author gives the readers a clear
picture of the story.
5. Using simple language helps readers understand the literary texts
better.

II. Directions: Explain the context of feminism. How does it differ to

queer theory?
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 Supplementary Ideas

C. LINGUISTIC CONTEXT

According to David Richter, “Practically everything we do that is

specifically human is expressed in language.” This is why literary texts
can be read through the context of the language used to write the text as
well as the way language is used in the text. This literary reading adheres
to Roland Barthes’s famous maxim, “The author is dead.” Reading
through a linguistic context focuses on the language used in the literary
work and how it is used to convey meaning

Linguistic context is discourse that surrounds a language unit and helps

to
determine its interpretation.

Reading the text on its own, regardless of the author’s biography and
sociocultural context, may help you understand the literary text through
analyzing the words, sentences, patterns, imagery, etc. of the text.
Analyzing the literary text’s grammar, syntax, or phonemic pattern may
help you find the meaning of the text within its form and help you
interpret it by simply analyzing the content of the literary work.

Take note of the following before reading a text through the linguistic
context:
● Even if literature uses language, it does not mean that the structure of
literature and the language is the same. Some writers may not follow
grammatical rules, and this kind of deviation may be used in your
analysis. You may ask, “Why is the text not following standard
grammar?” and other similar questions.

● The characteristics of the language in which the text was written may
help in analyzing the text. You may also ask, “Why is the text written in
this language?”, “Is this considered a weak language or a strong
language?” and other similar questions.

● You may consult literary approaches that focus on language.

Structuralism, poststructuralism, and formalism have linguistic aspects.
These approaches may lead you in your view of reading through the
linguistic context.

PERSPECTIVE EXPLANATION
Structuralism Structuralism relays the texts being examined to a
larger structure. The structure may be a particular
genre, a range of intertextual connections, a model
of a universal narrative structure, or a system of
recurrent patterns or motifs.
Formalism (or Formalism is a school of literary criticism and
New literary theory that focuses on the structure of a
Criticism) particular text. It examines a text without taking
into account any outside influence.
Post- Post-structuralism is the reaction to structuralism.
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structuralism In the linguistic context, there may be underlying
structures that may have different interpretations
based on how the words or phrases were used in
the
text.

Take a look at this example:

"Lyric 17"
by Jose Garcia-Villa

First, a poem must be magical,

Then musical as a sea-gull.
It must be a brightness moving
And hold secret a bird's flowering.
It must be slender as a bell,
And it must hold fire as well.
It must have the wisdom of bows
And it must kneel like a rose.
It must be able to hear
The luminance of dove and deer.
It must be able to hide
What it seeks, like a bride.
And over all I would like to hover
God, smiling from the poem's cover.

Analysis:

The author in my opinion is trying to convey the right qualities that are
required in a poem to make it satisfactory.

I think the poem feels passionate towards poem writing as can be seen
through how instead of merely writing an instruction sheet on how to
write a good poem" he instead writes a poem about good poems.

What more, the language he uses is fanciful and the metaphors and
rhyming couplets indicates the thought put behind his work.

In the poem, the term “musical as a seagull” may indicate that the poem
should be a rarity and something unheard of; “a diamond in the rough"
very much alike how one has never heard of a musical seagull. The poem
similarly should also be fluent.

Meanwhile "brightness moving” may indicate how poems should not be

dark it should be optimistic and pleasant and should not be constant"
rather captivating and intriguing to one’s reader.

The phrase “holds secret a bird’s flowering” is a metaphor that indicates

towards the hatching of a bird young from an egg. This represents
showing a new perspective to the reader and how the poem should
inspire its audience to think and not merely be able to and its meaning
from merely reading it.
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“Fire as well” represents wit and brain in a poem that makes a poem
interesting and not dull.

“Slender as a bell” refers to how bells have multiple sizes

“Wisdom of bows” has multiple meanings such as firstly, the tradition of

bowing; secondly, archery, and lastly, ribbon tying.

All things that are in different areas and hold symbolisms such as bowing
being a form of respect, archery being a skill that can be used as a form
of leisure or someone’s livelihood and bows something for aesthetic
purposes.

“Kneel like a rose” indicates humility in beauty and strength. While a

rose is beautiful it has unseen strength in thorns and kneeling indicates
submission thus subsequently referring to humility.

Meanwhile, "must be able to hear” shows that the poem must be

sensitive and be able to sense its reader while guiding and appeal to its
audience with more than visual imagery.

“Luminance of dove and deer” possible gives references to the how a deer
symbolizes gentleness and the dove purity.

“Must be able to hide" and “seeks like a bride” brings attention how while
the poems meaning should not be in clear vision, it should not be
completely obscured to the point it is lost as well as indicating that it
should draw the audience attention like how the bride seeks attention on
special day.

“And over God smiling from the poem’s cover” shows that the writer of
the poem would be the God of the poem and has free rule over the poem
instead of something obstructing his ability to create freely. Throughout
the poem, the word (must) is used eight times. This shows the writer’s
compulsion as to how strongly he feels that all writers should follow the
guidelines above in poem writing.

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 Self-Reflection

Encircle
your
answer

FORM
Read each statement and check ( ) the box that reflects your work
today.
Name: Date:

Section:

Strongly Strongly
Agree Disagree
Agree Disagree

1. I found this work interesting.

2. I make a strong effort.
3. I am proud of the results.
4. I understood all the
instructions.
5. I followed all the steps.
6. I learned something new.
7. I feel ready for the next
assignment.
www.ldatschool.ca/executive-function/self-assessment/

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 Self-Assessment

I. Directions: Analyze Jose Rizal’s Josephine through its linguistic

context and answer the following questions after.

Josephine,
Who to these shores came,
Searching for a home, a nest,
Like the wandering swallows,
If your fate guides you
To Shanghai, China, or Japan,
Forget not that on these shores
A heart beats for you.

1. What are the striking words used in the poem? (5pts.)

2. How many meaningful statements are used in the poem? (5pts.)

3. How were the lines cut? Did the line cuts help in conveying the
message of the poem? (5pts.)

4. Are there rhymes? Is there a certain rhythm? How does the presence
or absence of rhyme and rhythm help convey the message of the text?
(5pts.)

5. What imagery was used in the poem?

6. What is the mood of the poem? (5pts.)

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7. Did the use of language help in conveying the poem’s message? How?
(10pts.)

II. Directions: Read the lyrics of the song,Pitong Gatang by Fred

Panopio. You may listen to the song if you want. You may use the space
beside the lyrics/line you will explain.
Please take note of the SYMBOLISMS, FIGURATIVE LANGUAGE, STRUCTURE,
RHYMING SCHEME (if applicable), MOOD, TONE, THEME, ETC. Use linguistic context
analysis. You may go back to the previous examples. (60pts.)

PITONG GATANG

Yodelehihoo

Adedelehiyo
Adedelehode
Doledidi

Yodelehihoo

Adedelehiyo
Adedelehode
Doledidi

Dito sa Pitong Gatang

sa tabi ng Umbuyan
May mga kasaysayan akong nalalaman
Ito ay hindi tsismis, napag-uusapan lang
Yo de le hi ho,
walang labis, walang kulang

May isang munting tindahan

sa bukana ng Umbuyan
At sa kanto ng kalye Pitong Gatang
Dito ay nag-uumpukan ang
ilang pilyong istambay
Na walang hanapbuhay kundi ganyan

Ito ay hindi tsismis, napag-uusapan lang

Yo de le hi ho,
walang labis, walang kulang
Ngunit bakit mayroong tao
na katulad kong usyoso
At sa buhay ng kapwa'y usisero

Kung pikon ang iyong ugali

at hindi ka pasensyoso
Malamang oras-oras basag-ulo
Ito ay hindi tsismis, napag-uusapan lang
Yo de le hi ho,
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 walang labis, walang kulang

Yodelehihoo

Adedelehiyo
Adedelehode
Doledidi...

Yodelehihoo

Adedelehiyo
Adedelehode
Doledidi...

Imposible ang maglihim,

Kung ikaw ay mayrong secret

Sa Pitong Gatang lahat naririnig
Kung ibig mong mabuhay
nang tahimik na tahimik
Magpatay-patayan ka bawat saglit

Ito ay hindi tsismis, napag-uusapan lang

Yo de le hi ho,
walang labis, walang kulang

Itong aking inaawit,

ang tamaa'y wag magalit

Yan nama'y bunga lang nyaring isip
Ang Pitong Gatang kailanma'y
gunitang di mawawaglit
Tagarito ang aking iniibig...

Yodelehihoo

Adedelehiyo
Adedelehode
Doledidi...

Yodelehi, yodelehi,

Oh ho yodelehihi
Oh ho yodelehihi...

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CRITERIA
Relevance (Directly answers the question.) 25%
Understanding of the topic (Answers are with conviction.) 25%
Evidence of the use of linguistic literary analysis 20%
Organisation of material into a coherent structure 15%
Clarity and accuracy (Spelling, style, punctuation marks.) 15%

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REFERENCES

Ang, J.G. (2016) Literatura: 21st Century Philippine and World Literature.
Mindshapers Co. Inc, Intramuros Manila

Uychoco, M. A. (2016). 21ST CENTURY LITERATURE FROM THE PHILIPPINES

AND THE WORLD Quezon City, Manila, Philippines: Rex Bookstore.

https://www.slideshare.net/danigrose/contexts-of-literary-works

https://salempress.com/Literary-Context-English-Literature

http://mason.gmu.edu/~rnanian/305context.html

https://www.vcestudyguides.com/blog/the-importance-of-context-in-literature

ANSWER KEY

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