Senior High School

11 – 1st Semester
CORE SUBJECT

21st Century Literature

from the Philippines
and the World
Quarter 2
(Weeks 1 to 4)

Module 1: Contextual Reading

Approaches vis-à-vis World Literature
About the Module
This module exposes you to the different reading approaches along with the representative
texts and authors across the world.

This module is divided into four lessons namely:

Lesson 1 – Sociological Approach vis-a-vis Asian Literature
Lesson 2 – Feminist Approach vis-a-vis African Literature
Lesson 3 – Reader-Response Approach vis-a-vis European Literature
Lesson 4 – Formalist Approach vis-a-vis North and South American Literatures

Enjoy learning!

Day 1

Lesson 1 Sociological Approach

Week 1 vis-à-vis Asian Literature

What I Need to Know

After going through this lesson, you are expected to:

1. define the sociological approach to reading;

2. describe the characters and context of a literary work in relation to its society; and
3. write responses for a character in terms of the context.

What’s In

In Quarter 1, we discussed about literature from the Philippines. This quarter we will focus
on literature from the world. How different is Philippine literature from world literature?

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 Describe Me!
Directions: Write a one-sentence description for each picture below on your answer sheet.
Relate the picture on the left to Philippine literature and the picture on the right to world
literature (5 points each=10 points).

PHILIPPINE LITERATURE WORLD LITERATURE

Images credits to:

https://www.facebook.com/Philippine-Literature-Group5-342006059691897/
https://www.rochester.edu/newscenter/a-small-giant-in-world-literature/

Day 2

What’s New
Reading literature exercises the imagination. It transports us out of our current context and
into other ages and places. It enables us to see the world through the eyes of others. It fosters
reflection and improves our facility with language and vocabulary. There are times, however,
that we interpret and study literature differently. Some readers interpret literature through their
own experiences, some through the society’s point of view, and even some in connection with
the author. In interpreting literature, we may use different reading approaches.

WHAT ARE READING APPROACHES?

Reading approaches (or literary criticisms, critical reading lenses, critical approaches, critical
theories, or literary theories) are ways to analyze, interpret, or evaluate works of literature. A
reading approach or literary criticism is essentially an opinion, supported by evidence, relating
to theme, style, setting or historical or political context. It usually includes discussion of the
work’s content and integrates your ideas with other insights gained from research. Literary
criticism may have a positive or a negative bias and may be a study of an individual piece of
literature or an author’s body of work.

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Although criticism may include some of the following elements in order to support an idea,
literary criticism is NOT a plot summary, a biography of the author, or simply finding fault with
the literature. Researching, reading, and writing works of literary criticism will help you to make
better sense of the work, form judgments about literature, study ideas from different points of
view, and determine on an individual level whether a literary work is worth reading.

HOW WILL READING APPROACHES HELP YOU?

Reading approaches or literary criticisms will serve as your guide in understanding and
analyzing works of literature. You may analyze any work of literature depending on the
approach (sociological, reader-response, feminist, or formalist) you have chosen or asked of
you.

SOCIOLOGICAL APPROACH

Sociological approach examines literature in the cultural, economic, and political context in
which it is written or received, exploring the relationships between the text and society. It
examines the artist's society to better understand the author's literary works. One influential
type of sociological criticism is Marxist criticism, founded by Karl Marx with Friedrich Engels,
which focuses on the economic and political elements of literature. Sociological or Marxist
readings often focus on exposing how the works depict the class struggle of the societies in
which they were written.

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 EXAMPLE OF SOCIOLOGICAL APPROACH IN READING LITERATURE

Below is a sample format for writing an analysis using the sociological approach.

I. Introduction
A. What is the title of the literary work?
B. What is it about? (in 1-2 sentences only)
C. Who is the author?
D. What is your main thesis statement or the main idea of your analysis?

II. Body
A. What is the setting of the story? What is the kind of society where the story was set?
B. Who are the characters and what are their characteristics?
C. How are these characters affected by the society? Use lines from the story to support
your answer.
D. What societal issue/s is/are evident in the story? Give examples to elaborate these
issues.
E. Are there class struggles and power struggles in the story? Use quotes from the
story to illustrate.

III. Conclusion
A. How do you restate your main thesis statement?
B. What is the possible solution to the societal issue/s presented?
C. What is your challenge to the readers in relation to the issue/s?

As you can see from the format above, sociological or Marxist critics are concerned with
examining the literary work as a product of its time and place, and are not easily tricked into
ignoring that context in exchange for the one depicted in the work.

Study the given analysis of Dead Stars by Paz Marquez-Benitez which uses the sociological
approach, then reflect on the questions that follow.

Dead Stars by Paz Marquez-Benitez shows the complicated circumstances that Alfredo Salazar
has to go through in life as he was engaged to Esperanza when he fell for another woman named Julia.
This situation led to Alfredo committing infidelity but, in the end, realizing that his love for Julia was just
infatuation. Indeed, love should be a commitment, not an obligation.

Written in 1925 during the American Period in the Philippines, Dead Stars was set during a time
when education was considered very important as seen in Alfredo being a lawyer. With education,
Alfredo was regarded as superior to those without education and even to women. This is evident in
Alfredo’s infidelity to Esperanza. However, Dead Stars was not only a story about love and affection but
also a reflection of the customs and practices of the people during the American Period. We understand
how courtship, marriage, and fidelity were considered by those in the upper class. Love was not regarded
as commitment but as part of one’s obligation to the family. With this, we can see that women were
regarded lesser than their true worth. There is tension between men and women during the American
Period as women did not have the voice yet to stand up for themselves.
As seen in the society during Alfredo’s time, love should have been regarded as a commitment
rather than a duty to fulfill. Two people in love should devote themselves to each other for life instead of
being influenced by the society. Love deeply and love truthfully. No pretensions.

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Reflect on these questions in writing an analysis using the sociological approach (No need to
answer these questions on paper).

REFLECTIVE QUESTIONS:
1. How did the introduction begin?
2. How did the body develop?
3. How was the setting introduced in the body?
4. How were the characters presented in the body?
5. What content/s comprised the body?
6. How did the analysis end?

What I Can Do
Thumbs Up or Down!

Part 1. Directions: Identify whether the statements are true or false. Draw a thumbs up( )
if the statement is true; if false, draw a thumbs down ( ) on your answer sheet (10 points).

1. A reading approach is also known as literary criticism.

2. Reading approaches are methods of interpreting a text.
3. To better understand a story, you can use a reading approach.
4. Literary criticism means finding faults from a work of literature.
5. Literary criticisms are purely based on opinion.
6. Reading approaches are plot summaries.
7. Sociological approach to reading examines the relationship between the text and the author’s life.
8. To better understand a story using the sociological approach, relate the text to the time
when it was written.
9. Marxist criticism shows the class struggles of the period of a certain work of literature.
10. Sociological approach believes that a literary work is a product of its time.

Day 3

Complete Me!
Part 2. Directions: Read the literary text The Taximan’s Story and the notes in the boxes.
Analyze it using the sociological approach by filling out the table with the needed information.
Copy the table and write your answers on your answer sheet (5 points each=60 points).

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 The Taximan’s Story
A short story by Catherine Lim (Singapore)

Very good, Madam. Sure, will take you there in plenty good time for your meeting, Madam. This way
better, less traffic, less car jams. Half hour should make it, Madam, so not to worry.
What is it you say, Madam? Yes, yes, ha, ha, been taximan for twenty years now, Madam. Long time
ago, Singapore not like this–so crowded so busy. Last time more peaceful, not so much taximen, or so
much cars and buses.

Yes, Madam, can make a living. So so. What to do. Must work hard if wants to success in Singapore.
People like us, no education, no capital for business, we must sweat to earn money for wife and children.
Yes. Madam, quite big family–eight children, six sons, two daughters. Big family! Ha! ha! No good,
Madam. In those days, where got Family Planning in Singapore? People born many, many children,
every year, one childs. Is no good at all. Today is much better. Two children, three children, enough,
stop. Our government say stop.

Lucky for me, all my children big now. Four of

my sons working–one a businessman, two
Asian Literature
clerks, one a teacher in Primary school, one in
National Service, one still schooling, in Asian literature refers to the literature that was written
Secondary Two. My eldest daughter, she is over a period of thousands of years, in a variety of
twenty plus, stay at home, help the mother. countries in Asia. Asian literature encompasses East
No, not married yet–very shy, and her health Asian literature that includes Chinese, Japanese and
not so good, but a good, obedient girl. My Korean literature; Central Asian literature comprising of
other girl–Oh, Madam! very hard for father Bengali, Indian, Pakistani and Tamil literature; West
when daughter is no good and go against her Asian Literature that covers Arabic literature, Persian
literature and Turkish literature and South East Asian
parents. Very sad, like punishment from God.
Literature that includes the literature of the Philippines,
Today, young people not like us when we are Singapore, Malaysia, Indonesia, Vietnam, and Thailand.
young. We obey. Our parents say don’t do
this, we never do. Otherwise, the cane. My The study of the massive amount of Asian literature as a
father cane me, I was big enough to be whole requires the collection of literature under specific
married, and still, got caning. My father he was headings. Asian literature can be divided into a host of
very strict, and that is good thing for parents to different labels, categorized according to religion, zone,
be strict. If not, young boys and girls become region, ethnic group, literary genre, historical
very useless. Do not want to study, but run perspective, or language of origin.
away, and go to night clubs and take drugs
Though throughout the centuries a vast amount of Asian
and make love. You agree with me. Madam? literature has been written, most of Asian literature can
Today, young people they are very trouble to be broadly categorized as lyric, drama or narrative. The
their parents. Madam, you see this young literary type of Asian writing was usually determined by
people over there, outside the coffee-house? the surrounding culture of the time and often expresses
See what I mean, Madam? They are only the ideologies (beliefs) prevalent in the era.
schoolboys and schoolgirls, but they act like
big shots, spending money, smoking, wearing Some ideologies in Asian literature revolve around
latest fashion, and making love. nationalism, traditions and cultural values, nature and
beauty, politics and social structure, spirituality, morality,
duty and honor, and family.

Ah Madam, I know, I know! As taximan, I know them and their habits. Madam, you are a
teacher, you say? You know or not that young schoolgirls, fifteen, sixteen years old, they go
to school in the morning in their uniforms and then after school, they don’t go home, they have
clothes in their schoolbag, and they go to public lavatory or hotel and change into these
clothes, and they put make-up on their face. Their parents never know. They tell their Mum
got school meeting, got sports and games, this, that, but they really come out and play the
fool.

Ah, Madam, I see you surprise, but I know, I know all their tricks. I take them about in my taxi.
They usual is wait in bowling alley or coffee house or hotel, and they walk up, and friend,
friend, the European and American tourists, and this is how they make fun and also

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extra money. Madam, you believe or not when I tell you how much money they got? I say!
Last night, Madam, this young girl, very pretty and made-up, and wear sexy dress, she told
me take her to Orchid Mansions–this place famous, Madam, fourth floor flat–and she open
her purse to pay me, and I say! all American notes–ten dollar notes all, and she pull one out
and say keep change! As she has no time already. Madam, I tell you this, every month, I got
more money from these young girls and their American and European boyfriends in my taxi,
more than I get from other people who bargain and say don’t want go by meter and wait even
for ten cents change. Phui!! Some of them really make me mad. But these young girls and
their boyfriends don’t bargain, they just pay, pay, and they make love in taxi so much they
don’t know if you go round and round and charge them by meter! I tell you, Madam, some of
them don’t care how much they spend on taxi. It is like this: after 1p.m. taxi fare double, and I
prefer working this time, because naturally, much more money. I go and wait outside Elroy
Hotel or Tung Court or Orchid Mansions, and such enough, Madam, will have plenty business.
Last Saturday, Madam, no joking, on one day alone I make nearly one hundred and fifty
dollars! Some of it for services. Some of tourists don’t know where, so I tell them and take
them there, and that’s extra money.
Ah Madam, if I tell you all, no end to the story.
But I will tell you this, Madam. If you have young
daughter and she say Mummy I got
meeting today in school and will not come home,
About the Author
you must not say, Yes, yes, but you must go and
Catherine Lim Poh Imm (born 21 March 1942) ask her where and why and who, and you find
is a Singaporean fiction author known for out. Today young people not to trust, like young
writing about Singapore society and of themes people in many years ago.Oh, Madam, I tell you
of traditional Chinese culture.
because I myself have a daughter–oh, Madam,
She began as a teacher, then was a project a daughter I love very much, and she is so good
director with the Ministry of Education, became and study hard. And I see her report cards and
a specialist lecturer with the Regional her teacher write ‘Good work’ and ‘Excellent’ so
Language Centre (RELC), and finally became on, so on. Oh, Madam, she my favourite child,
a full-time writer in 1992. She has won national
and regional book prizes for her literary and I ask her what she want to be after left
contributions. Her works are studied in local school, and she says go to University. None of
and foreign schools and universities and have my other children could go to University, but this
been published in various languages in several one, she is very smart and intelligent–no
countries.
boasting, Madam–her teachers write ‘Good ‘and
Lim’s work deals largely with Singapore and ‘Excellent’, and so on, so on, in her report cards.
Singapore Chinese culture, often juxtaposing She study at home, and help the mother, but
traditional customs and beliefs with modernity sometimes a little lazy, and she say teacher
and prosperity. Women in particular are often want her to go back to school to do extra work,
the protagonists as she examines traditional
roles with contemporary Westernised urban extra coaching, in her weak subject, which is
life. maths, Madam.

So I let her stay back in school and day after day she come home in evening, then she do her
studies and go to sleep. Then one day, oh Madam, it make me so angry even now–one day,
I in my taxi driving, driving along and hey! I see a girl looking like my Lay Choo, with other girls
and some Europeans outside a coffee-house but I think, it cannot be Lay Choo, how can, Lay
Choo is in school, and this girl is all dressed up and make-up, and very bold in her behaviour,
and this is not like my daughter at all. Then they go inside the coffee-house, and my heart is
very, very–how you describe it, Madam, My heart is very ‘susah hati’ and I say to myself, I will
watch that Lay Choo and see her monkey tricks. The very next day she is there again I stop
my taxi, Madam, and I am so angry. I rush up to this wicked daughter and I catch her by the
shoulders and neck, and slap her and she scream, but I don’t care. Then I drag her to my taxi
and drive all the way home, and at home I thrash the stupid food and I beat her and slap her
till like hell. My wife and some neighbours they pull me away,

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and I think if they not pull me away, I sure to kill that girl. I lock her up in her room for three
days, and I ashamed to tell her teacher, so I just tell the teacher that Lay Choo is sick, so
please to excuse her. Oh, Madam, how you feel in my place? Make herself so cheap, when
her father drive taxi all day to save money for her University. What is it, Madam? Yes, yes,
everything okay now, thank you. She cannot leave the house except to go to school, and I tell
her mother always check, check in everything she do, and her friends–what sort of people
they are…

What, Madam? Oh, so sorry, Madam, cannot wait for you to finish your meeting. Must go off,
please to excuse me. In a hurry, Madam. Must go off to Hotel Elroy–there plenty people to
pick up. So very sorry, Madam, and thank you very much.
*******

About the Story

The Taximan’s Story was published in "Little Ironies: Stories of Singapore" in 1978. It is a first-person
narrative written in the form of a monologue centered on the taxi driver as the main character and the
story is told from his perspective.

Singapore emerged as a nation after 1965. For nearly one hundred fifty years, it had been a British
colony that was intimately linked to the whole Malay peninsula.

From 1945 until the early 1970s, the island had severe housing shortages and a poor infrastructure,
high criminality and unemployment, racial riots, and communist uprisings. The "survival policy" was
based on the attraction of foreign investment through low taxes, the development of an efficient
infrastructure, a disciplined workforce, and strict political control. In thirty years, Singapore changed from
a rough trading port to a rich, orderly, industrialized society. The remembrance of social and economic
difficulties influenced the development of a national culture with a focus on wealth and stability and the
idea of multiculturalism.

There are wide income and wealth differences, but the country is more differentiated by ethnicity than by
class. All the ethnic groups have experienced upward occupational mobility. There is an intense focus
on education. Good marks are a sure path to good positions with good wages. In this respect,
Singapore is a meritocracy.

Generally, children are expected to be quiet and obedient and may be physically punished for
misbehaving.

How is the character How is the situation of

Describe the
Describe the affected by the time the character affected by
CHARACTER situation of
character. and place when the the time and place when
the character.
story was written? the story was written?

1. taxi driver

2. passenger

3. Lay Choo

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 What I Have Learned
Rearrange to Reflect!
Directions: Reflect on the use of the sociological approach to reading a text by rearranging
the words in the box to form a sentence. Write your answer on your answer sheet (10 points).

society affected be literature may by

Day 4

What’s More
Madam Says!
Taximan’s Story was written in the perspective of the taximan while talking to his passenger,
a teacher, who was constantly referred to as Madam in the story. Suppose Madam’s
responses were heard in the story, what would they be?

Directions: Write a one- sentence response to complete the dialogue between the taximan
and Madam on your answer sheet. Consider the situation of Madam as a teacher in making
the responses (2 points each=20 points).

1) Madam:
Taximan: Very good, Madam. Sure, will take you there in plenty good time for your meeting,
Madam.
2) Madam:
Taximan: Yes, yes, ha, ha, been taximan for twenty years now, Madam.
3) Madam:
Taximan: Yes. Madam, quite big family–eight children, six sons, two daughters. Big family!
Ha! Ha!
4) Madam:
Taximan: Oh, Madam! very hard for father when daughter is no good and go against her
parents.
5) Madam:
Taximan: Ah Madam, I know, I know! As taximan, I know them and their habits.

Taximan: Ah, Madam, I see you surprise, but I know, I know all their tricks. I take them about
in my taxi.
6) Madam:
Taximan: But I will tell you this, Madam. If you have young daughter and she say Mummy I
got meeting today in school and will not come home, you must not say, Yes, yes, but you must
go and ask her where and why and who, and you find out.
7) Madam:

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Taximan: Then one day, oh Madam, it make me so angry even now–one day, I in my taxi
driving, driving along and hey! I see a girl looking like my Lay Choo, with other girls and some
Europeans outside a coffee-house but I think, it cannot be Lay Choo, how can, Lay Choo
is in school, and this girl is all dressed up and make-up, and very bold in her behaviour, and
this is not like my daughter at all.
8) Madam:
Taximan: Oh, Madam, how you feel in my place? Make herself so cheap, when her father
drive taxi all day to save money for her University.
9) Madam:
Taximan: What, Madam? Oh, so sorry, Madam, cannot wait for you to finish your meeting.
10) Madam:

Lesson 2 Feminism Approach vis-à-vis

Week 2 African Literature

Day 1

What I Need to Know

After going through this lesson, you are expected to:
1. explain the feminism approach/criticism to reading;
2. tell the characters and situations of women in a literary work; and
3. appreciate the role of women in one’s life.

What’s In
Task 1
#MyHashTag
Directions: Recall what you learned about Asian Literature and the Sociological Approach in
analyzing a sample literary text. Create a # Hashtag to express what you know and in three
sentences explain your hashtag. Write your answer on your answer sheet. (5 points)

Hashtag:

Explanation:

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 Task 2
Getting to Know Africa!

Directions: Write T if the statement is True and F if it’s False. Write the answers on your
answer sheet. (5 points)

1. Nadine Gordimer helped Nelson Mandela edit his famous speech “I Am Prepared to Die”
during Mandela’s trial for treason in 1962.
2. J.M. Cooetzee has not won a Nobel Prize for Literature.
3. Feminism works towards equality, not female superiority.
4. The goal of structuralism is to challenge the systemic inequalities women face on a
daily basis.
5. Out of Africa is a well-known book on Africa that was written by an African author.

Day 2

What’s New
In Lesson One, you were introduced to the ways or approaches in analyzing literary texts.
These various approaches offer a range of perspective which can be utilized to engage in
critical analysis of numerous texts. Aside from the Sociological Approach, Feminist criticism
or feminism, can also be used to analyze a text.

I. FEMINISM APPROACH IN READING

Feminist criticism or feminism, examines the role of women in literature. It looks into how the
female character may be empowered or discriminated against. Feminist criticism has, in many
ways, followed what some theorists call the waves of feminism:
1. The first comprised women's suffrage movements of the 19th and early-20th centuries,
promoting women's right to vote. Notable women in this period include writer Mary
Wollstonecraft (A Vindication of the Rights of Women, 1792), activists like
Susan B. Anthony and Victoria Woodhull.
2. The second wave, the women's liberation movement, began in the 1960s and
campaigned for legal and social equality for women. Writers like Simone de Beauvoir
(Le Deuxième Sexe, 1949) and Elaine Showalter established the groundwork for the
dissemination of feminist theories dove-tailed with the American Civil Rights
movement.
3. In or around 1992, a third wave was identified, characterized by a focus on individuality
and diversity. The term third wave is credited to Rebecca Walker.
4. The fourth wave, from around 2012, used social media to combat sexual
harassment, violence against women and rape culture; it is best known for the Me Too
Movement.

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Feminism literary criticism may use any of the following methods:

• interpreting the way that women characters are described in novels, stories, plays,
biographies, and histories, especially if the author is male
• decoding how the readers own gender influences the reading and interpretation of a
text.
• unravelling how women autobiographers and biographers of women treat their
subjects, and how women are treated as secondary to the main subject
• describing relationships between the literary text and ideas about power, sexuality, and
gender
• critiquing of patriarchal or woman-marginalizing language, such as a "universal" use
of the masculine pronouns "he" and "him"
• noticing and unpacking differences in how men and women write: a style, for instance,
where women use more reflexive language and men use more direct language
(example: "she let herself in" versus "he opened the door")
• reclaiming women writers who are little known or have been marginalized or
undervalued, sometimes referred to as expanding or criticizing the canon—the usual
list of "important" authors and works (e.g. include raising up the contributions of early
playwright AphraBehn and showing how she was treated differently than male writers
from her own time forward, and the retrieval of Zora Neale Hurston's writing by Alice
Walker.)
• reclaiming the "female voice" as a valuable contribution to literature, even if formerly
marginalized or ignored
• analyzing multiple works in a genre as an overview of a feminist approach to that genre:
for example, science fiction or detective fiction
• analyzing multiple works by a single author (often female)
• examining how relationships between men and women and those assuming male and
female roles are depicted in the text, including power relations
• examining the text to find ways in which patriarchy is resisted or could have been
resisted

II. TIPS IN USING FEMINISM CRITICISM IN READING

Here are some tips in analyzing some of the feminism issues which are represented in a given
literary sample, with attention on the female characters and the roles they played. The
following aspects should be given attention when examining and analyzing the work. They are
as follows:
• Get to know the characters. The characters background, work, sexuality, childhood,
and outlook on life should be taken into consideration in order for you to draw
conclusion.
• Get to know their roles in the literary text. Determine the specific role the main
female character in the text.
• Determine their relationship with each other. Explore the relationship of the lead
female character with other characters, particularly with the male counterpart in the
text.
• Evaluate their characters. Assess the characters’ attitudes and determine their
strengths and weaknesses.
• Time to write. Organize all the information you gathered and use them as the basis in
writing your analysis.

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 EXAMPLE OF FEMINISM APPROACH IN LITERATURE

Below is a sample format in writing an analysis using the feminism approach.

I. Introduction
A. What is the title of the literary work?
B. What is it about? (1-2 sentences only)
C. Who is the author?
D. What is your main thesis statement or the main idea of your analysis?
II. Body
A. Who is the lead female character? Describe her background, childhood, sexuality,
work, and outlook on the world?
B. What is the setting of the sample literary piece? How is the relationship between men
and women portrayed? Is it typical for that time or not? Why or Why not?
C. How do the men interact with women? Women with men?
D. What roles/work/responsibilities do characters of either gender have?
E. What is considered socially acceptable behavior for each gender?
F. Is there evidence of characters being fundamentally shaped by gender expectations?
G. Do the men and women use language differently?
III. Conclusion
A. How do you restate your main thesis statement?
B. What is the possible solution to the women issue/s presented?
C. What is your challenge to the readers in relation to the issue/s?

As you can see from the format above, feminism critics are focused on the efforts to change
that include fighting against gender stereotypes and establishing educational, professional,
and interpersonal opportunities and outcomes for women that are equal to those for men.

Study the given analysis of The Story of an Hour by Kate Chopin which uses the feminism
approach, and then reflect on the questions that follow.

In "The Story of an Hour" we are told that the protagonist suffers from a heart condition and she was
carefully informed of her husband Brently's death. In the course of an hour we see the protagonist named
Louise as a weak person become into a stronger woman. She contemplates her newly found independence
and is delighted over thought of being free. This surprising reaction reflects the feeling women had in the
late 19th century had towards marriage. Through this, Chopin voices that marriage meant men had total
control over women. The women were not allowed to have their own identity, thoughts or purpose.

In Louise's case, her husband’s death frees her from the restraint of marriage. Her once forbidden pleasure
of independence will no longer hold her back. For just an hour, Louise experiences and praises her freedom
that is no longer chained to her husband's control. As she looks out the window we realize how marriage
made her into someone who did not have an identity. She has lived a life that has given her limitations that
she was only her husband's wife and nothing more. She believed for a brief moment that she no longer
have a man that will "[bend her] in that blind persistence with which men and women believe they have a
right to impose a private will upon a fellow-creature." This demonstrates that patriarchal ideology that was
the norm in the late 19th century.

Louise was an example of an average housewife who was not allowed her own identity and freedom. I
believe Kate had connection with the story and the main character. When Louise felt a brief moment of
sadness of her husband’s death and then have it replaced with happiness, this reveals how truly Kate felt
when she heard the news of her husband’s death. Kate felt restrained in her marriage, even though she
truly loved her husband, she was not happy. Even though, "The Story of an Hour" is a fiction story, it speaks
loud about the life of women in the late 19th century.

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Reflect on these questions in writing an analysis using the feminism approach (No need to
answer these questions on paper).

REFLECTIVE QUESTIONS:
1. How did the introduction begin?
2. How did the body develop?
3. How was the setting introduced in the body?
4. How were the characters presented in the body?
5. What content/s comprised the body?
6. How did the analysis end?

What I Can Do

Part I. Directions: Answer the following items based on what you learned about Feminism
Criticism. Write the answers on your answer sheet. (10 points)

1. Explain the feminism criticism as a reading approach.

2. Give three methods/ways in using this reading approach.
3. Present the significance of using feminism criticism in analyzing a sample 21st Century
literary work.

Day 3

Part II. Directions: Read the autobiography Desert

Flower: The Extraordinary Journey of a Desert Nomad
by Waris Dirie and Cathleen Miller from Somalia. Read Africa and its Literature
the notes in the boxes as well.
Africa is considered as the second largest
continent in the world and also having the
oldest civilization. It boasts of products like
Desert Flower: The Extraordinary Journey of a gold and diamond, yet up to now, there are
Desert Nomad still many underdeveloped countries that
By Waris Dirie and Cathleen Miller suffer from poverty and diseases.
(For the full text, visit
Most African literature riot against
https://www.sjsu.edu/people/julie.sparks/courses/Engl-117B-
discrimination, injustice, and poverty while
spr2016/Excerpt%20from%20Desert%20Flower.pdf) at the same time scream of their pride and
celebrate being a nation that is the land of
the oldest, the wisest, and the strongest
Waris Dirie (the name means desert flower) lives a double people in the world.
life – by day she is a famous model and UN African literature produces writers who
spokeswoman on women’s rights in Africa, at night she have made an impact in the literary world.
dreams of her native Somalia. Waris, one of the 12 These writers created a body of literature
that reflects the reality of these countries
children, was born into a traditional family of desert from a narrative, rather than a Western or
nomads in East Africa. She remembers her early colonial perspective. By articulating their
own experience of oppression and
childhood as carefree-racing camels and moving on with liberation, they were able to decolonize the
her family to the next grazing spot – until it came her turn African past, and place to the fore the
to meet the old woman who administered the Africa that they themselves have imagined
and mapped onto the world.

15
ancient custom imposed on most Somalian girls: circumcision (Female Genital Mutilation).
Waris suffered this torture when she was just five years old. Then, aged 12, when her father
attempted to arrange a marriage with a 60 year old stranger in exchange for five camels – she
took flight. After an extraordinary escape through the dangerous desert she made her way to
London and worked as a maid for the Somalian ambassador until that family returned home,
Penniless and speaking little English, she became a janitor in McDonalds where she was
famously discovered by a fashion photographer, Terence Donovan. Her story is a truly
inspirational and extraordinary self-portrait of a remarkable woman whose spirit is as
breathtaking as her beauty.

About the Author About the Story

Waris Dirie (Somali: Waris Diiriye) (born Desert Flower: The Extraordinary Journey of a Desert
1965) is a Somali model, author, actress Nomad is an autobiographical book written by Waris
and human rights activist in the fight Dirie and Cathleen Miller, published in 1998 about the
against Female Genital Mutilation (FGM). life of Somali model, Waris Dirie.
From 1997 to 2003, she was a UN special
ambassador against female genital In 2009, the book was adapted into a film of the same
mutilation. In 2002 she founded her own name. Produced by Peter Herrmann and Benjamin
organization in Vienna, the Desert Flower Herrmann, the Ethiopian supermodel Liya
Foundation. Kebede plays Waris in the title role.

Check It Out!

Directions: After reading the text, answer the following questions. Write the answers on your
answer sheet. (20 points)

1. Describe the qualities/attributes of the female lead character in the story.

2. What was the conflict shown? How does the conflict affect the transformation of the lead
character in the story?
3. What aspect of African culture towards women does the story show?
4. What do you think motivated the author to share her life story? How did you respond to
the authors’ “voice”?
5. Generate a new title for the story. Explain your new title.

What I Have Learned

Represent Me!

Directions: Complete the statement below by choosing one object found in your home that
represents a strong and an empowered woman. Relate this object to the lesson learned in this
topic. Write the answers on your answer sheet. (5 points)

I chose (object) to relate my learning on because .

16
 What’s More
Day 4

Character in Focus!

Directions: Answer the questions in the boxes below based on the sample literary text
Desert Flower: The Extraordinary Journey of a Desert Nomad. Write at least 5 sentences to
answer each question. Write the answers on the answer sheet. (5 points each)

FEMALE LEAD CHARACTER

How does the author describe the How will you describe the character
character? based on her words/dialogue?

How will you describe the character based How will you describe the character
on her actions? based on the perceptions of other
people?

17
 Lesson 3 Reader-Response Approach
Week 3 vis-à-vis European Literature

Day 1

What I Need to Know

After going through this lesson, you are expected to:

1. explain the reader-response approach to reading;

2. respond to a literary work in relation to one’s experiences; and
3. create an alternate ending for a literary work using one’s preference.

What’s In
In Lesson Two, we learned about the Feminist Approach vis-à-vis African Literature. This
lesson will help us understand another reading approach, the Reader-Response Approach
vis-à-vis European Literature.
Status Updated!

Directions: Suppose you were to update your Facebook status and share what you learned
about the Feminist Approach and what you know about the Reader-Response Approach, what
would you share? Write one sentence for Feminist Approach and one sentence for Reader-
Response Approach on your answer sheet (5 points each=10 points).

18
 What’s New
READER-RESPONSE APPROACH
The reader-response approach believes that literature does not exist as an artifact upon a
printed page but as a transaction between the physical text and the mind of a reader. It
attempts to describe what happens in the reader's mind while interpreting a text and reflects
that reading, like writing, is a creative process. Reader-response approach suggests that the
role of the reader is essential to the meaning of a text, for only in the reading experience does
the literary work come alive. According to reader-response critics, literary texts do not contain
a meaning; meanings derive only from the act of individual readings. Hence, two different
readers may derive completely different interpretations of the same literary text; likewise, a
reader who re-reads a work years later may find the work different. There is no single "correct"
interpretation for a literary work.

HOW DO YOU DO THE READER-RESPONSE APPROACH?

The purpose of a reader-response approach is examining, explaining, and defending your
personal reaction to a text. Your critical reading of a text asks you to explore:
• why you like or dislike the text;
• explain whether you agree or disagree with the author;
• identify the text’s purpose; and
• critique the text.
There is no right or wrong answer to a reading response. Nevertheless, it is important that you
demonstrate an understanding of the reading and clearly explain and support your reactions.
Do not use the standard approach of just writing: “I liked this text because it is so cool and the
ending made me feel happy,” or “I hated it because it was stupid, and had nothing at all to do
with my life, and was too negative and boring.”

In writing a response, you may assume the reader has already read the text. Thus, do not
summarize the contents of the text at length. Instead, take a systematic, analytical approach
to the text and give examples.
If you did not like a text, that is fine, but criticize it either from:
• principle, for example:
o Is the text racist?
o Does the text unreasonably puts down things, such as religion, or
groups of people, such as women or adolescents, conservatives
or democrats, etc?
o Does the text include factual errors or outright lies? It is too dark
and despairing? Is it falsely positive?
• form, for example:
o Is the text poorly written?
o Does it contain too much verbal “fat”?
o Is it too emotional or too childish?
o Does it have too many facts and figures?
o Are there typos or other errors in the text?
o Do the ideas wander around without making a point?

19
 EXAMPLE OF READER-RESPONSE APPROACH IN LITERATURE

Below is a sample format for writing an analysis using the reader-response approach.
I. Introduction
A. What is the title of the literary work you are responding?
B. What is it about? (in 1-2 sentences only)
C. Who is the author?
II. Body
A. What does the text have to do with you, personally, and with your life (past, present
or future)?
B. How much does the text agree or clash with your view of the world, and what you
consider right and wrong? Use several quotes as examples of how it agrees with and
supports what you think about the world, about right and wrong, and about what you
think it is to be human.
C. What did you learn, and how much were your views and opinions challenged or
changed by this text, if at all? Did the text communicate with you? Why or why
not? Give examples of how your views might have changed or been strengthened (or
perhaps, of why the text failed to convince you, the way it is).
D. How well does the text address things that you personally care about and consider
important to the world? How does it address things that are important to your family,
your community, to people of your economic or social class or background, or your
faith tradition? Use quotes from the text to illustrate.
E. What can you praise about the text? What problems did you have with it? Include
positive things about the text as well as pointing out problems, disagreements, and
shortcomings.
F. How well did you enjoy the text (or not) as entertainment or as a work of art? Use
quotes or examples to illustrate the quality of the text as art or entertainment.
III. Conclusion
A. What is your overall reaction to the text?
B. Would you read something else like this in the future?
C. Would you read something else by this author?
D. Would you recommend this text to someone else and why?
As seen above, the reader-response approach is concerned with the interaction between the
text and reader.
Study the given analysis of Balaki Ko ‘Day Samtang Gasakay Ta’g Habal-Habal by Adonis
Durado which uses the reader-response approach, then reflect on the questions that follow.

Written by Adonis Durado, Balaki Ko ‘Day Samtang Gasakay Ta’g Habal-Habal describes a very
common situation in the provincial areas – a habal-habal ride – but the unique thing about this habal-habal ride
is that it has a romantic and somehow sensual feel to it as the driver tells his passenger, a woman who is most
probably his lover, to hold on to him tighter for him to feel her heartbeat more clearly against his back.

As a young woman who rides habal-habal for transportation, it seems weird for me how the woman
in the poem is portrayed as someone who is sensual with the driver. Unless she is his lover, the poem would
totally be uncomfortable. The driver’s want for the woman to cling to him tight can be interpreted as an
expression of love. This craving of physical intimacy between the characters suggests of young love, as
young couples usually act as if they cannot get enough of each other and has to have their hands on each
other constantly. I have nothing against young love; however, I would rather call it infatuation than young love
because love is more than physical intimacy. Love is a commitment whether or not couples are together or
not, love does not change. Despite the conflict of the poem’s meaning to my preference, I do like its
lighthearted emotion as seen in the lines “Dayon samtang nagakatulin kining atong dagan,mamiyong tag
maghangad ngadto sa kawanangan aron sugaton ang taligsik sa uwan, dahon, ug bulak.” It was somewhat
Re refreshing while reading the poem. Somehow, I enjoyed it. using the reader-response approach (No
flect on these questions in writing an analysis
need to answer these
The poem wasquestions
a good readon paper).
because it was not the usual poem. I am interested to read other works
of Adonis Durado to explore more creative ways of writing literary pieces. My friends would probably like this
poem because most of them have very creative sides as well. They will definitely enjoy this poem.

20
REFLECTIVE QUESTIONS:
1. How did the introduction begin?
2. How did the body develop?
3. How was the reader’s personal experience introduced in the body?
4. How were the reader’s personal views and opinions presented in the body?
5. What content/s comprised the body?
6. How did the analysis end?

What I Can Do
Truth or Change?

Part 1. Directions: Write TRUE if the statement is true; if NOT, change the underlined
word/phrase to make the statement true. Write the most appropriate answer on your answer
sheet (5 points).

1. In reader-response approach, two readers may have different interpretations.

2. According to reader-response critics, meanings come from group sharing.
3. If you do not like a text, you may criticize the text using reader-response approach through
principle and biography.
4. Reader-response approach suggests that the role of the writer is essential to the meaning
of a text.
5. The reading experience makes the literary work come alive.

Day 2

Part 2. Directions: Read the summary of Me Before You by Jojo Moyes from United
Kingdom. Read the notes in the boxes as well.

Me Before You
(A Summary)
A novel by Jojo Moyes (United Kingdom)

Twenty-six-year-old Louisa Clark lives with her working-class family. Unambitious and with
few qualifications, she feels constantly outshone by her younger sister, Treena, an outgoing
single mother. Louisa, who helps support her family, loses her job at a local café when the
café closes. She goes to the Job Centre and, after several failed attempts, is offered a unique
employment opportunity: help care for Will Traynor, a successful, wealthy, and once- active
young man who developed quadriplegia, the paralysis of the body from at least the shoulders
down, from a pedestrian-motorcycle accident two years earlier. Will's mother, Camilla, hires
Louisa despite her lack of experience, believing Louisa can brighten his spirit. Louisa meets
Nathan, who cares for Will's medical needs, and Will's father, Steven, a friendly upper-class
businessman whose marriage to Camilla is strained.

21
 Louisa and Will's relationship starts out rocky due to his
bitterness and resentment over being disabled. Things
worsen after Will's ex-girlfriend, Alicia, and best friend
Rupert reveal that they are getting married. Under
Louisa's care, Will gradually becomes more
communicative and open-minded as they share
experiences together. Louisa notices Will's scarred wrists
and later overhears his mother and father discussing how
he attempted suicide shortly after Camilla refused his
request to end his life through Dignitas, a Swiss-
based assisted suicide organisation. Horrified by his
attempt, Camilla promised to honour her son's wish, but
only if he agreed to live six more months. Camilla intends
to prove that, in time, he will believe his life's worth living.

Louisa conceals knowing about Will and Camilla's

If you are interested to read the full novel, agreement. However, she tells Treena, and together they
this is the book cover. devise ways that will help convince Will to abandon his
Image credit:
https://en.wikipedia.org/wiki/Me_Before_You death wish. Over the next few weeks, Will loosens up and
#/media/File:Me_Before_You.jpg Louisa begins taking him on outings and the two grow
closer.

Through their frequent talks,

Louisa learns that Will has
travelled extensively; his European Literature
favourite place is a café in Paris.
European literature refers to the literature of European countries. It includes
Noticing how limited her life is literature in many languages: among the most important of the modern written
and that she has few ambitions, works are those in English, Spanish, French, Dutch, Polish, German, Italian,
Will tries to motivate Louisa to Modern Greek, Czech, and Russian and works by the Scandinavians and Irish.
change. European Literature in general has gone through different periods:
Renaissance (1485- 1680), Enlightenment (1650- 1800), Romanticism (1798 –
1870), Realism (1820-1920), Victorian Period (1837- 1901), Modernism (1910
Louisa continues seeing her
– 1965), and Post-Modernism (1965- present).
longtime boyfriend of 7 years,
Patrick, though they eventually During the Renaissance period, politics was the dominant influence of literary
works. The Enlightenment period in literature was marked by new emphasis on
break up due to her relationship logic and intellectualism. Romanticism was a movement away from the
with Will. Meanwhile, Louisa's enlightenment focus of reason and logic, focusing more on imagination and
father loses his job, causing emotions instead. Realism portrayed the hypocrisy, brutality, and dullness of
life for the bourgeois. The Victorian Period showed a much more sober view of
more financial difficulties. idealism than the visionary view seen in Romanticism. Like the period of
Steven Traynor offers Mr. Clark Realism, Modernism was also critical of middle class society and morality, but
a position. Louisa realises that was not concerned by social issues like Realism was.

Will is trying to help her secure Finally, Postmodernism developed after World War II and utilized techniques
her freedom from her family. The such as fragmentation, paradox, and questionable narrators. This was a
reaction against Enlightenment ideas that were seen in literature from
two attend Alicia and Rupert's
Modernism. Postmodernism tended to stray from the neatly tied-up ending in
wedding where they dance and modernism and celebrated chance over craft. Questioning of the distinctions
flirt. Will tells Louisa that she is between low and high culture through a jumble of various ingredients, known
as pastiche, that before was not seen as appropriate for literature. Metafiction
the only reason he wakes in the was also often employed to undermine the writer’s authority.
morning.

22
 Louisa convinces Will to go on a
holiday with her, but before they can
leave, Will contracts near-fatal
pneumonia. Louisa cancels the plans
About the Story for a whirlwind trip. Instead, she
takes Will to the island of
Me Before You is a novel written by Jojo Moyes first published
in 2012 in the United Kingdom. A sequel titled After You was
Mauritius. The night before returning
released in 2015 and a second sequel, Still Me, was published home, Louisa tells Will that she loves
in 2018. him. Will says he wants to confide
something, but she admits that she
According to Moyes, her inspiration for writing Me Before You already knows about his plans with
was a number of things. She had two close relatives who were
dependent on 24–hour care, and the issue of quality of life and Dignitas. Will says their time together
how people behave around the severely disabled was high in has been special, but he cannot bear
her mind. However, the novel was really spurred by a news to live in a wheelchair. He will be
story Moyes heard, about a young rugby player who was left following through with his plans.
quadriplegic after an accident and who persuaded his parents
to take him to Dignitas, the Swiss clinic, to allow him to go
Angry and hurt, Louisa storms off and
through with an assisted suicide. Moyes could not believe any does not speak to him for the
parent would agree to do that—and yet the more she read up remainder of the trip. When they
on the story, the more she realized the issue was not as clear– return home, Will's parents are
cut as she would have liked to believe. pleasantly surprised by his good
Me Before You was adapted in a film in 2014 and can be physical condition. Louisa, however,
downloaded at resigns as his caretaker, and they
https://yts.mx/movies/me-before-you-2016 understand that Will intends to end
if you would like to watch the movie. his life.

On the night of Will's flight to Switzerland, Louisa visits him one last time. They agree that the
past six months have been the best in their lives. He dies shortly after in the clinic, and it is
revealed that he left Louisa a considerable inheritance, meant to continue her education and
to fully experience life. The novel ends with Louisa at a café in Paris, reading Will's last words
to her in a letter, that tell her to 'live well'.
*******

About the Author

Jojo Moyes (Pauline Sara Jo Moyes) is an English journalist and, since 2002, a romance novelist and
screenwriter. She is one of only a few authors to have twice won the Romantic Novel of the Year
Award by the Romantic Novelists' Association and has been translated into twenty-eight languages.
Moyes lives on a farm in Great Sampford, Essex, with her husband, journalist Charles Arthur, and their
three children. She enjoys riding her ex-racehorse, Brian, as well as tending to the numerous animals on
her family's farm, including Nanook, or 'BigDog', a rescued 58 kg female Pyrenean mountain dog.

Explain Me!
Directions: Read the questions and answer in 2-3 sentences on your answer sheet (5
points each=60 points).

1. What is the meaning of the novel’s title “Me Before You”? To whom do the “me” and “you”
refer to? Explain.

23
2. If you were Camilla, Will’s mom, would you agree with Will’s death wish? Justify your
answer.

3. If you were Louisa, would you have quit working for the Traynors? Why or not?

4. What do you like most about the story? Elaborate.

5. What do you dislike most about the story? Give details.

6. Would you change the ending of the story? Explain your answer.

What I Have Learned

This is What I Need!
Directions: Complete the sentence below with what you learned about Reader-Response
Approach on your answer sheet (5 points).

I have learned that in Reader-Response approach, I need to

.

Day 3

What’s More
Task 1
A New Ending!
Directions: If you were to make an alternate ending for Me Before You, how would you end
it? Write your own ending in five sentences (20 points).

24
 Day 4

Task 2
Unleash your Creative Soul!
Directions: Create your own collage. Cut out photos that you can personally relate to the story
Me Before You from unused magazines, newspapers, or other resources available that you
can recycle. Use these cut outs to form a shape that would best represent the life of Will
Traynor. Then write a one-sentence explanation of your collage. Refer to the sample collages
and rubric for scoring below (30 points).

Will’s life is like a

crescent moon – the
light may seem dim,
but it is bright enough
to light up a dark sky.

The face of a woman

represents Will’s life in his
wonderful moments with
Louisa.

RUBRIC FOR SCORING IN COLLAGE-MAKING

EXCELLENT ACCOMPLISHED DEVELOPING

CRITERIA
(10 points) (7 points) (5 points)
The shape created was not
The concept was original The concept was original
explained and related to
Concept and related to what is but somewhat related to
what is asked.
asked. what is asked.

Excellent variety of
pictures from different Good variety of pictures
Limited variety of pictures
Variety of Resources resources used to used to develop the
used to develop the shape.
develop the shape. shape.

The student The student

demonstrated creativity. demonstrated some Little effort was given to
Creativity Colors were distributed. creativity. It was make the collage creative
It was very neat and somewhat neat and and interesting.
appealing. appealing.

25
 Formalism Approach
Lesson 4
Week 4
vis-à-vis North and South
American Literature

Day 1

What I Need to Know

After completing the module, you are expected to:
1. define the formalism approach to reading;
2. employ the literary elements to effectively analyze a literary piece in the context of
a formalist approach; and
3. write a critical analysis using the sociological, feminism, reader-response, or
formalism approach to reading.

What’s In
Let’s Recall!

Directions: Write a single- sentence definition of what you know about each of the reading
approaches in the boxes below. Write the answers on your answer sheet. (6 points)

Literary Approach is the analysis of a literary text though various lenses that highlight
authorial stance, purpose, and perspective.

Several Types of Literary Approaches

Sociological Feminism Reader-Response

26
 What’s New
The Formalism Approach in Analyzing Literature

Formalism regards literature as “a unique form of human knowledge that needs to be

examined on its own terms.” All the elements necessary for understanding the work are
contained within the work itself. Of particular interest to the formalist critic are the elements of
form—style, structure, tone, imagery, etc.—that are found within the text. A primary goal for
formalist critics is to determine how such elements work together with the text’s content to
shape its effects upon readers. Formalism critics use individual parts of the text, the
characters, the setting, the tone, the point of view, the diction, and all other elements of the
text to give meaning to the text in a more literal way.

This reading approach is also called Russian Formalism, Russian Russky Formalism,
innovative 20th-century Russian school of literary criticism. It began in two groups:
OPOYAZ, an acronym for Russian words meaning Society for the Study of Poetic Language,
founded in 1916 at St. Petersburg (later Leningrad) and led by Viktor Shklovsky; and the
Moscow Linguistic Circle, founded in 1915. Other members of the groups included Osip Brik,
Boris Eikhenbaum, Yury Tynianov, and Boris Tomashevsky.

The following aspects/elements of the different literary genres are taken into consideration
when using the formalist approach/perspective in analyzing a text:

I. Poetry: Author, title of the poem, persona, addressee, tone, attitude, motifs, conditions,
imagery, symbolisms, genre, structure, theme, and appeal.

II. Fiction: setting, characters (protagonist, antagonist, static/flat, dynamic, round, antihero,
and foil), plot (en medias res, flashback, prolepsis or flash-forward, foreshadowing, and
frame story), point-of-view (participant narrator/first person, second person, and non-
participant narrator/third person), conflict (man vs. himself, man vs. man, man vs. society,
man vs. culture, and man vs. nature), symbols, theme

III. Drama: Setting, characters, plot, dialogue, movements, music, and theme

EXAMPLE OF THE FORMALISM APPROACH IN LITERATURE

Below is a sample format for writing an analysis using the formalism approach.
I. Introduction
A. What is the title of the literary work?
B. What is it about? (1-2 sentences only)
C. Who is the author?
D. What is your main thesis statement or the main idea of your analysis?
II. Body
B. How does the author's choice of point of view affect the reader's understanding and
feelings about the story?
C. What influence does the setting have on the characters or their actions?
D. How do the rhythms and/or rhyme schemes of a poem contribute to the meaning or
effect of the piece?

27
 E. Is there a central or focal passage that can be said to sum up the entirety of the
work?
F. How are the various parts of the work interconnected?
III. Conclusion
A. How do you restate your main thesis statement?
B. What lesson does the author want me (the reader) to learn about life?
C. What is your challenge to the readers in relation to the issue/s?

As you can see from the format above, formalism critics examine the form of the work as a
whole, the form of each individual part of the text (the individual scenes and chapters), the
characters, the settings, the tone, the point of view, the diction, and all other elements of
the text which join to make it a single text. After analyzing each part, the critic then describes
how they work together to make give meaning (theme) to the text.

Study the given analysis of Tonight I Can Write the Saddest Lines by Pablo Neruda which
uses the formalism approach on the next page.
The speaker of the poem recently lost the love of his life. We can tell though that some time passed
since the separation from the first sentence. He says ‘tonight I can write’ implying that till that day he
couldn’t. Maybe the emotions and pain he felt were still too raw to put it down to words. In that case this
line implies that he is slowly healing from the separation.

Poets generally describe a broken heart using metaphors and imagery. Pablo Neruda’s style is simple
and concise. But the speaker says he can write flowery language too in the second paragraph. That is
how heart-broken he is. The speaker says that he loved her and she sometimes loved him back too.
This puts us in a state of thinking that the one who was primarily responsible for the separation was the
woman. The night he was sitting under was like the nights he used to hold her and kissed her. He
describes the sky as endless. Maybe he felt his love would be like the sky too but sadly, it had ended.
He says ‘kissed her again and again’. This type of eroticism was shocking to the general public at the
time, especially when the poet was only 18 years old. Sentences like this earned the poem collection
censorship.

The speaker continues by putting emphasis on his loss and sadness. He uses repetition and some
imagery to pull at the heart string of the reader. One feels sympathy for the speaker as he repeats again
that she loved him sometimes. The night which was described as endless before felt much more so after
the separation. And this makes him feel verse of poetry flow as naturally into his soul as dew falls onto
the pasture. This makes the reader feel that it was indeed true that the most beautiful poetry flows from
a broken heart.

‘The same night whitening the same trees’. He repeats ‘same’ twice to show that while they both
changed the world remained the same. Now he says that he no longer loved her as he used to. He
thinks that soon she will be another’s. ‘Like my kisses before.’ This line can have either of the two
following meanings. The speaker of the poem is now together with another girl and he kissed her
recently. In this case, he says that like how his kisses belonged to another now, hers will be too. Or he
simply says that she will be kissed by another man like how he used to kiss her. The meaning is closer
to the latter one when the whole poem is considered.

The speaker now contradicts himself saying that he no longer loves her for sure and then immediately
saying that maybe he loves her. This shows the conflict within in the speaker. He loved her so deep that
he finds it hard not to. This conflict is spoken of throughout the poem, albeit in allusions. He says love
is so short but forgetting is so long. This is one of the best remembered quotes from the poem. And the
nights aren’t helping his forgetting process. Nights like the one that day particularly remind him of the
time when he held her. And when these thoughts crossed his mind, his soul becomes dissatisfied with
the fact that he lost her. The conflict is shown deeply in these two lines.

The speaker ends the poem saying that this, that particular night would be the last night he suffers pain
because of her and this poem will be the last one he will write for her. This shows that the speaker has
now finally resolved to completely move on.

28
Reflect on these questions in writing an analysis using the formalist approach (No need to
answer these questions on paper).

REFLECTIVE QUESTIONS:
1. How did the introduction begin?
2. How did the body develop?
3. How are the literary elements (character, point of view, etc.) introduced in the body?
4. How are the parts related to one another in the body?
5. How did the analysis conclude/end?

Other Approaches in Analyzing a Text

Biographical is a form of literary criticism which analyzes a writer's biography to show the
relationship between the author's life and their works of literature.

Historical is literary criticism in the light of historical evidence or based on the context in
which a work was written, including facts about the author’s life and the historical and
social circumstances of the time.

Gender is an approach that “examines how sexual identity influences the creation and
reception of literary works.”

Psychological reflects on the effect that modern psychology has had upon both literature
and literary criticism. Fundamental figures in psychological criticism include Sigmund
Freud, whose “psychoanalytic theories changed our notions of human behavior by
exploring new or controversial areas like wish-fulfillment, sexuality, the unconscious, and
repression” as well as expanding our understanding of how “language and symbols
operate by demonstrating their ability to reflect unconscious fears or desires.”

Mythological emphasizes “the recurrent universal patterns underlying most literary

works.” Combining the insights from anthropology, psychology, history, and comparative
religion, mythological criticism “explores the artist’s common humanity by tracing how the
individual imagination uses myths and symbols common to different cultures and epochs.”
One key concept in mythological criticism is the archetype, “a symbol, character, situation,
or image that evokes a deep universal response.”

Deconstructionist is an approach that “rejects the traditional assumption that language

can accurately represent reality.” Deconstructionist critics regard language as a
fundamentally unstable medium—the words “tree” or “dog,” for instance, undoubtedly
conjure up different mental images for different people—and therefore, because literature
is made up of words, literature possesses no fixed, single meaning.

The goal of literary criticism is always to help us understand and appreciate a work
more fully, no matter what approach(es) we use.

29
 What I Can Do
Task 1
Connecting Ideas
Directions: Study the illustration below and write your insights about the formalism approach in
reading. Write your responses inside the boxes. Write the answers on your answer sheet. (10
points)

Formalism Approach

Day 2

Directions: Read the summary of A Hundred Years of Solitude by Gabriel Garcia Marquez
from Colombia. Read the notes in the boxes as well.

Latin America and Its Literature

South America is the fourth largest continent in size and the fifth largest when we
consider population. The continent is located in the western hemisphere and
mainly in the southern hemisphere.

South American Literature consists of the oral and written literature of Latin
America in several languages, particularly in Spanish, Portuguese, and
the indigenous languages of the Americas as well as literature of the United States
written in the Spanish language. It rose to particular prominence globally during
the second half of the 20th century, largely due to the international success of the
style known as magical realism. As such, the region's literature is often associated
solely with this style, with the 20th Century literary movement known as Latin
American Boom, and with its most famous exponent, Gabriel García Márquez.
Latin American literature has a rich and complex tradition of literary production that
dates back many centuries.

30
 A Hundred Years of Solitude
(Summary)
Gabriel Garcia Marquez
Colombia
(For the full text, visit https://www.sparknotes.com/lit/solitude/section9/page/2/)

One Hundred Years of Solitude is the story of seven

generations of the Buendía Family in the town of
Macondo. The founding patriarch of Macondo, José
Arcadio Buendía, and Úrsula Iguarán, his wife About the Author
(and first cousin), leave Riohacha, Colombia, Gabriel García Márquez (American
after José Arcadio kills Prudencio Aguilar after a Spanish: [ɡaˈβɾjel ɣaɾˈsi.a ˈmaɾkes] (6 March
cockfight for suggesting José Arcadio was impotent. 1927 – 17 April 2014) was
One night of their emigration journey, while camping a Colombian novelist, short-story writer,
screenwriter, and journalist, known
on a riverbank, José Arcadio dreams of "Macondo", affectionately
a city of mirrors that reflected the world in and about as Gabo [ˈɡaβo] or Gabito [ɡaˈβito] through out
it. Upon awakening, he decides to establish Latin America. Considered one of the most
Macondo at the riverside; after days of wandering significant authors of the 20th century,
particularly in the Spanish language, he was
the jungle, his founding of Macondo is utopic.
awarded the 1972 Neustadt International
José Arcadio Buendía believes Macondo to be Prize for Literature and the 1982 Nobel
Prize in Literature. He pursued a self-
surrounded by water, and from that island, he directed education that resulted in leaving
invents the world according to his perceptions. law school for a career in journalism. From
Soon after its foundation, Macondo becomes a early on he showed no inhibitions in his
criticism of Colombian and foreign politics.
town frequented by unusual and extraordinary In 1958 he married Mercedes Barcha; they
events that involve the generations of the had two sons, Rodrigo and Gonzalo.
Buendía family, who are unable or unwilling to García Márquez started as a journalist and
escape their periodic (mostly self-inflicted) wrote many acclaimed non-fiction works and
misfortunes. For years the town is solitary and short stories, but is best known for his
unconnected to the outside world, with the novels, such as One Hundred Years of
Solitude (1967), Chronicle of a Death
exception of the annual visit of a band of gypsies, Foretold (1981), and Love in the Time of
who show the townspeople technology such as Cholera (1985). His works have achieved
magnets, telescopes, and ice. The leader of the significant critical acclaim and widespread
commercial success, most notably for
gypsies, a man named Melquíades, maintains a popularizing a literary style known as magic
close friendship with José Arcadio, who becomes realism, which uses magical elements and
increasingly withdrawn, obsessed with investigating events in otherwise ordinary and realistic
the mysteries of the universe presented to him by situations. Some of his works are set in the
fictional village of Macondo (mainly inspired
the gypsies. Ultimately he is driven insane, speaking
by his birthplace, Aracataca), and most of
only in Latin, and is tied to a chestnut tree by his them explore the theme of solitude.
family for many years until his death.
Upon García Márquez's death in April
Eventually Macondo becomes exposed to the 2014, Juan Manuel Santos, the president of
outside world and the government of newly Colombia, called him "the greatest
Colombian who ever lived.

independent Colombia. A rigged election between the Conservative and Liberal parties is held in
town, inspiring Aureliano Buendía to join a civil war against the Conservative government. He
becomes an iconic revolutionary leader, fighting for many years and surviving multiple attempts on
his life, but ultimately tires of war and signs a peace treaty with the Conservatives. Disillusioned,
he returns to Macondo and spends the rest of his life making tiny gold fish in his workshop.
The railroad comes to Macondo, bringing in new technology and many foreign settlers. An
American fruit company establishes a banana plantation outside the town, and builds its own
segregated village across the river. This ushers in a period of prosperity that ends in tragedy as
the Colombian army massacres thousands of striking plantation workers, an incident based on

31
the Banana Massacre of 1928. José Arcadio Segundo, the only survivor of the massacre, finds no
evidence of the massacre, and the surviving townspeople refuse to believe it happened.
By the novel's end, Macondo has fallen into a decrepit and near-abandoned state, with the only
remaining Buendías being Amaranta Úrsula and her nephew Aureliano, whose parentage is hidden
by his grandmother Fernanda, and he and Amaranta Úrsula unknowingly begin an incestuous
relationship. They have a child who bears the tail of a pig, fulfilling the lifelong fear of the long-dead
matriarch Úrsula. Amaranta Úrsula dies in childbirth and the child is devoured by ants, leaving
Aureliano as the last member of the family. He decodes an encryption Melquíades had left behind
in a manuscript generations ago. The secret message informs the recipient of every fortune and
misfortune that the Buendía family's generations lived through. As Aureliano reads the manuscript,
a wind destroys all traces of Macondo's existence.

About the Story

One Hundred Years of Solitude (Spanish: Cien años de soledad, American Spanish: [sjen
ˈaɲos ðe soleˈðað]) is a landmark 1967 novel by Colombian author Gabriel García Márquez
that tells the multi-generational story of the Buendía family, whose patriarch, José Arcadio
Buendía, founded the (fictitious) town of Macondo. The novel is often cited as one of the
supreme achievements in literature.
The magical realist style and thematic substance of One Hundred Years of Solitude
established it as an important representative novel of the literary Latin American Boom of the
1960s and 1970s, which was stylistically influenced by Modernism (European and North
American) and the Cuban Vanguardia (Avant-Garde) literary movement.
Since it was first published in May 1967 in Buenos Aires by Editorial Sudamericana, One
Hundred Years of Solitude has been translated into 46 languages and sold more than 50
million copies. The novel, considered García Márquez's magnum opus, remains widely
acclaimed and is recognized as one of the most significant works both in the Hispanic literary
canon and in world literature.

Task 2
Challenge My Mind!
Directions: Answer the following questions based on the text read. Write your answers in one to
two sentences. Support your answer with instances from the text. Write the answers on your
answer sheet. (15 points)

1. What is the context/setting of the story?

2. Are the characters believable? Why or why not?

3. What images does the author present in the narrative?

4. What is the author’s message?

5. What lesson does this story teach about life?

32
Directions: Read the poem of The Road Not Taken by Robert Frost from United States of
America. Read the notes in the boxes as well.

North America and Its Contemporary Literature

North America is the third largest continent in size and the fourth largest when we consider
population. The North American continent houses 23 countries. The continent is located in the
Northern Hemisphere and the Western Hemisphere.
North American Literature was shaped by the history of the country that produced it. For almost
a century and a half, America was merely a group of colonies scattered along the eastern
seaboard of the North American continent—colonies from which a few hardy souls tentatively
ventured westward. After a successful rebellion against the motherland, America became the
United States, a nation. By the end of the 19th century this nation extended southward to the
Gulf of Mexico, northward to the 49th parallel, and westward to the Pacific. By the end of the
19th century, too, it had taken its place among the powers of the world—its fortunes so
interrelated with those of other nations that inevitably it became involved in two world wars and,
following these conflicts, with the problems of Europe and East Asia. Meanwhile, the rise of
science and industry, as well as changes in ways of thinking and feeling, wrought many
modifications in people’s lives. All these factors in the development of the United States molded
the literature of the country.

The Road Not Taken

BY ROBERT FROST

. And both that morning equally lay

Two roads diverged in a yellow wood,
And sorry I could not travel both In leaves no step had trodden black.
And be one traveller, long I stood Oh, I kept the first for another day!
And looked down one as far as I could Yet knowing how way leads on to way,
To where it bent in the undergrowth; I doubted if I should ever come back.

Then took the other, as just as fair, I shall be telling this with a sigh
And having perhaps the better claim, Somewhere ages and ages hence:
Because it was grassy and wanted wear; Two roads diverged in a wood, and I—
Though as for that the passing there I took the one less travelled by,
Had worn them really about the same, And that has made all the difference.

33
 About the Poem

"The Road Not Taken" is a narrative poem by Robert Frost, published in 1916 as the first
poem in the collection Mountain Interval. Its central theme is the divergence of paths, both
literally and figuratively, although its interpretation is noted for being complex and potentially
divergent.

Frost spent the years 1912 to 1915 in England, where among his acquaintances was the
writer Edward Thomas.[2] Thomas and Frost became close friends and took many walks
together. After Frost returned to New Hampshire in 1915, he sent Thomas an advance copy of
"The Road Not Taken". Thomas took the poem seriously and personally, and it may have
been significant in Thomas' decision to enlist in World War I. Thomas was killed two years
later in the Battle of Arras.

34
 About the Author
Robert Lee Frost (March 26, 1874 – January 29, 1963) was an American poet. His work was
initially published in England before it was published in the United States. Known for his
realistic depictions of rural life and his command of American colloquial speech,[2] Frost
frequently wrote about settings from rural life in New England in the early twentieth century,
using them to examine complex social and philosophical themes.
Frost was honored frequently during his lifetime and is the only poet to receive four Pulitzer
Prizes for Poetry. He became one of America's rare "public literary figures, almost an artistic
institution."[3] He was awarded the Congressional Gold Medal in 1960 for his poetic works. On
July 22, 1961, Frost was named poet laureate of Vermont.

Task 3
Walk the Talk!
Directions: Answer the following questions based on the poem read. Write your answers in one
to two sentences. Support your answer with instances from the text. Write the answers on your
answer sheet. (25 points)
1. Where is the poem set?
2. Describe the two paths that the persona encountered. Which path did he/she take? Was
he/she happy about his/her choice? How can you tell?
3. Compare the first line in stanza 1 and the third line in stanza 3. Why is this line repeated?
What does it mean?
4. What do you think the speaker means in the last line of the poem?
5. What are some of the major decisions that a person makes in his/her life?

Day 3

What I have Learned

Directions: Fill in the boxes with your learning/insights about the topic. Write the answers on
your answer sheet. (9 points)

PMI MATRIX

PLUS MINUS INTERESTING

What’s best about the topic? What is quite difficult? What struck you most?

35
 What’s More
Write It Up!
Directions: Using another sheet of paper, choose one literary text from the samples given in
Lessons 1- 4 and write a critical analysis of it using an appropriate reading
approach. Follow the suggested structure/format indicated for that specific
reading approach and be guided by the scoring rubric indicated below (35 points).
Note: The template or format for the reading approaches is given in the
discussion part of each lesson (What’s New). You may review this part as your
reference before writing your analysis.

NEEDS
EXCELLENT GOOD DEVELOPING IMPROVEMENT
CATEGORY 7 points 5 points 3 points 1 point
Focus & There is one clear, well There is one clear, well There is one topic. Main The topic and main
Content focused topic. Main ideas focused topic. Main ideas are somewhat ideas are not clear.
are clear and are well ideas are clear but are clear. The approach is The approach is not
supported by detailed and not well supported by partially implemented. evident.
accurate information. The detailed information.
approach is evidently The approach is
manifested. somewhat manifested.
Organization The introduction is The introduction states The introduction states There is no clear
inviting, states the main the main topic and the main topic. A introduction,
topic, and provides an provides an overview conclusion is included. structure, or
overview of the paper. of the paper. A conclusion.
Information is relevant conclusion is included.
and presented in a logical
order. The conclusion is
strong.
Voice The author’s purpose of The author’s purpose The author’s purpose of The author’s
writing is very clear, and of writing is somewhat writing is somewhat purpose of writing is
there is strong evidence of clear, and there is clear, and there is unclear.
attention to audience. The some evidence of evidence of attention to
author’s extensive attention to audience. audience. The author’s
knowledge and/or The author’s knowledge and/or
experience with the topic knowledge and/or experience with the topic
is/are evident experience with the is/are limited.
topic is/are evident.
Word Choice The author uses vivid The author uses vivid The author uses words The writer uses a
words and phrases. The words and phrases. that communicate limited vocabulary.
choice and placement of The choice and clearly, but the writing Jargon or clichés
words seems accurate, placement of words is lacks variety. may be present and
natural, and not forced. inaccurate at times detract from the
and/or seems meaning.
overdone.
Sentence All sentences are well Most sentences are Most sentences are well Sentences sound
Structure, constructed and have well constructed and constructed, but they awkward, are
Grammar, & varied structure and have varied structure have a similar structure distractingly
Mechanics length. The author makes and length. The author and/or length. The repetitive, or are
no errors in grammar, and makes a few errors in author makes several difficult to
mechanics grammar, mechanics, errors in grammar, understand. The
and/or spelling, but mechanics, and/or author makes
they do not interfere spelling that interfere numerous errors in
with understanding. with understanding. grammar,
mechanics, and/or
spelling that
interfere with
understanding.

36
 Day 4

Post Test
Lessons 1 and 3

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-8
Acknowledgments:

21st Century Literature from the Philippines and the World – Senior High School Core Subject
Alternative Delivery Mode
Quarter 2 – Module 1: Contextual Reading Approaches vis-à-vis World Literature
First Edition, 2021

Development Team of the Module

Contextualizers: Karen A. Pedroso, TII, City Central National High School

Globe A. Caballero, TII, Bulacao Community High School

Evaluators: Evelyn Pielago, Principal 4, Abellana National School

Angelique B. Villafuerte, MTI, Mabolo National High School

Editor: Rowena A. Diputado, TIII, Pardo National High School

For inquiries or feedback, please write or call:

Department of Education – Division of Cebu City
Office Address: Imus Avenue, Cebu City
Telephone Nos.: (032) 255-1516 / (032) 253-9095
E-mail Address: [email protected]