Usmkcc Col F 050b Lit 111 Module Final 1

Module 1 Basic Concepts and Techniques
to the Study of Literature

(General Types/Forms/
Genre of Literature)
Chapter 1 Introduction to the Study of Literature
Intended Learning Outcomes: At the end of this chapter, the students are expected to:
1. Define literature and its characteristics such as history, literary standards, and the main
ingredients of literature.
1.1. Introductory Concepts and Review
Purpose:
a. Literature is a means of exploring what it is to be human. It is

also a way of communicating with others about a huge range of
ideas and concerns.
b. Literature helps us to understand people, societies, events, culture.
c. The purpose of literature is to provide enjoyment and vicarious experiences that can
deepen and enrich our lives.
Literature Defined
- Literature is derived from the Latin term litera, which means letter
- in its broadest sense, literature is any written work
- etymologically, the term derives from Latin litaritura/litteratura “, a
writing formed with letters,” although some definitions
include spoken or sung texts.
- most generically, literature is anybody or collection of written work.
- More restrictively, literature refers to a writing considered to be an
art form or any single writing deemed to have artistic or intellectual value and
sometimes deploys language in ways that differ from ordinary usage. It is writing that
possesses literary merit.
According to various writers:
Literature is any printed matter written within a book, a magazine or a pamphlet. It is a

faithful reproduction of man’s manifold experiences blended into one harmonious
expression. Because literature deals with ideas, thoughts and emotions of man, literature
can be said to be the story of man.
Literature is man’s love, griefs, thoughts, dreams and aspirations coached in beautiful
language. In order to know the history of a nation’s spirit, one must read its literature.
Hence it is, that to understand the real spirit of a nation, one must “trace the little rills as
they course along down the ages, broadening and deepening into the great ocean of
thought which men of the present source are presently exploring.”
“Literature expresses the feelings of people to society, to the government, to his

surroundings, to his fellowmen and to his Divine Creator.” The expression of one’s
feelings, according to him, may be through love, sorrow, happiness, hatred, anger, pity,
contempt, or revenge”, Brother Azurin
“Literature is anything that is printed, as long as it is related to the ideas and feelings of
people, whether it is true, or just a product of one’s imagination”, Webster
“True literature is a piece of written work which is undying. It expresses the feelings and
emotions of people in response to his everyday efforts to live, to be happy in his
environment and, after struggles, to reach his Creator.” Atienza, Ramos, Salazar and
Nazal, PANITIKING PILIPINO
“Literature raises life to a new level of meaning and understanding, and in the process
restores sanity and justice in an insane and unjust world.” – Cirilo F. Bautista
“Literature is life.” – Unknown
There are two major schools of literature:

1. Oral literature includes ballads, folklore, jokes, and fables that
are passed down by word of mouth.
2. Written literature includes poetry and novels, with subsections
for fiction, prose, myth, short story and novel.
Importance of Literature
Ultimately literature is a collection of written work of language
through different periods and cultures by authors and scholars.
The introduction of riting manifests excessive pace in human
civilization for conveying knowledge, ideas, events and even
feelings.
Why do we study literature?
When students study Literature, they learn to appreciate words and their power. They
travel to other realms and times through the texts they read. They understand about their
own culture and others'. ... Importantly, they learn to consider multiple perspectives and
understand the complexity of human nature.
Approaches and Models of Literature

Literary Approaches
1. Formalistic or Literary Approach
- Literature is viewed intrinsically,
independent of the author, age, or any
other extrinsic factor.
* The study of the selection is more or less
based on “literary elements”.
2. Moral or Humanistic Approach

- Literature is viewed to discuss man and its nature.
- It presents man as essentially rational;
- that is, endowed with intellect and free will;
- or that the piece does not misinterpret the true nature of man.
* The approach is close to the “morality” of literature, to questions of ethical goodness
or badness.
Literature of the Philippines

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3. Historical Approach
- Literature is seen both as a reflection and product of the times and circumstances in
which it was written.
- It operates on the premise that the history of a nation has telling effects on its
literature and that the piece can be better understood and appreciated if one knows
the times surrounding its creation.
4. Sociological Approach
Literature is viewed as the expression of man within a given social situation which is
reduced to discussions on economic, in which men are somewhat simplistically divided
into haves and haves not, thus passing into the “proletarian approach” hitch tends to
underscore the conflict between the two classes.
* The sociological approach stresses on social “relevance”, social “commitment,”
contemporaneity, and it deems communication with the
reader important.
5. Cultural Approach
Literature is seen as one of the manifestations and vehicles of a nation’s or race’s culture
and tradition.
- It includes the entire compels of what goes under “culture” – the technological, artistic,
sociological, ideological aspects; and considers the literary piece in the total cultural
milieu in which it was born.
- The thrust is to make full use of the reciprocal function between culture and literature.
* The approach is one of the richest ways to arrive at the culture of people and one of the
most pleasurable ways of appreciating the literature of people.
6. Psychological Approach
- Literature is viewed as the expression of “personality,” of “inner drives” or “neurosis”.
- It includes the psychology of the author, of the characters, and even the psychology of
creation.
* It has resulted in an almost exhausting and exhaustive “psychological analysis” of
characters, of symbols and images, of recurrent themes, and others.
7. Impressionistic Approach
- Literature is viewed to elucidate “reacting- response” which is considered as something
very personal, relative and fruitful. Unconditioned by explanations and often taking the
impact of the piece as a whole, it seeks to see how the piece has communicated.
Literary Models
The study of literature appeals in different aspects and importance.

1. Cultural Model Literature - aims to understand and appreciate cultures and ideologies
different from one’s own in time and space.
- (CM) are mental structures and patterns of behavior that distinguish one culture from
another.
- CM are based on joint experience and are shared by the majority of the members of a
certain ethnic or social culture; they are connected with the system of values of these
cultures.
2. Language Model Literature aims to promote language development like vocabulary and
structure.

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- (LM) relies on the development of students` knowledge by working with familiar
grammar, lexical and discourse categories. It focuses on the way language is used in
literary texts.
- (LM) encourages and teaches students how to deal with a literary work in relation to the
target language.
3. Personal Growth Model Literature aims to help one achieve lasting pleasure and deep
satisfaction in reading.
- (PG) views literature as a source of facts and it is teacher centered where the teacher
passes knowledge and information to the students.
- PG focus on the personal development of the students including emotions and personal
characteristics.
- Learners are encouraged to express their opinions, feelings and opinions and make
connections between their own personal and cultural experiences and those expressed
in the text.
1.2 Literature and History
History of Literature
The history of literature follows closely the development of civilization. When defined
exclusively as written work, Ancient Egyptian literature along with Sumerian literature,
are considered the world's oldest literatures.
The primary genres of the literature of Ancient Egypt—didactic texts, hymns and prayers,
and tales—were written almost entirely in verse; while use of poetic devices is clearly
recognizable, the prosody of the verse is unknown. Most Sumerian literature is apparently
poetry, as it is written in left-justified lines, and could contain line-based organization such
as the couplet or the stanza.
Different historical periods are reflected in literature. National and tribal sagas, accounts
of the origin of the world and of customs, and myths which sometimes carry moral or
spiritual messages predominate in the pre-urban eras.
The epics of Homer, dating from the early to middle Iron Age, and the great Indian epics
of a slightly later period, have more evidence of deliberate literary authorship, surviving
like the older myths through oral tradition for long periods before being written down.
Literature and history
Literature and history are closely interrelated. In discovering the history of a race, the
feelings, aspirations, customs and traditions of a people are sure to be included . . . and
these feelings, aspirations, customs and traditions that are written is literature.
History can also be written and this too, is literature. Events that can be written down
are part of true literature. Literature, therefore, is part of history.
Literature and history, however, also have differences. Literature may be figments of the
imagination or events devoid of truth that have been written down, while history is made
up of events that really happened.

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Literary Compositions that Have Influenced the World:
1. The Bible or the Sacred Writings - Became the basis of Christianity originating from
Palestine and Greece
2. Koran - The Muslim bible from Arabia
3. The Iliad and the Odyssey - Have been the source of MYTHS and LEGENDS of GREECE.
Written by homer
4. The Mahabharata - Longest epic of the world. Contains the history of RELIGION in INDIA
5. Canterbury Tales - Depicts the religion and customs of the English in early days/
originated from England and was writer by Geoffrey Chaucer
6. Uncle Tom’s Cabin - by Harriet Becher Stowe of the US. Depicted the sad fate of
SLAVES; this became the BASIS OF DEMOCRACY later on.
7. The Divine Comedy - By Dante Alighieri of ITALY. Shows the RELIGION AND CUSTOMS
of the early ITALIANS
8. El Cid Compeador - Shows the cultural characteristics of the SPANIARDS and their
national history
9. The Song of Roland - Includes DOS PARES and RONCESVALLES of France. I tells about
the GOLDEN AGE OF FRANCE
10. The Book of the Dead - Includes the CULT OF OSIRIS and the MYTHOLOGY and
THEOLOGY of EGYPT
11. The Book of the Days - Written by Confucius; became the BASIS of the CHRISTIAN
RELIGION
12. One Thousand and One Nights or The Arabian Nights From ARABIA and PERSIA; this
shows the ways of GOVERNMENT of INDUSTRIES and pf the SOCIETY of the Arabs
and Persians
1.3 Literary Standards
Literature, as compared to any other forms of

writing, possesses distinct qualities that
separate it from the rest. These include:
1. Universality - Literature appeals to everyone,
regardless of culture, race, gender, and time
which are all considered significant.
2. Artistry – Literature has an aesthetic appeal
and thus possesses a sense of beauty.
3. Intellectual Value – Literature stimulates critical thinking that enriches mental
processes of abstract and reasoning, making man realize the fundamental truths of
life and its nature.
4. Suggestiveness – Literature unravels and conjures man’s emotional power to define
symbolisms, nuances, implied meanings, images and messages, giving and evoking
visions above and beyond the plane of ordinary life and experience.
5. Spiritual Value – Literature elevates the spirit and the soul and this has the power to
motivate and inspire, drawn from the suggested morals or lessons of the different
literary genres.
6. Permanence – Literature endures across time and draws out the time factor: timeliness,
occurring at a particular time, and timelessness, remaining invariable throughout
time.

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7. Style – Literature presents peculiar way/s on how man sees life as evidenced by the
formation of his ideas, forms, structures, and expressions which are marked by their
memorable substances.
- The author's word choice, sentence structure, figurative language, and sentence
arrangement all work together to establish mood, images, and meaning in the text.
- In literature, style is the way in which an author writes and/or tells a story. It's what
sets one author apart from another and creates the “voice”that audiences hear when
they read.
- Style is also what determines the mood of a piece of literature, so its importance is
huge across all genres.
- Devices include, but are not limited to, point of view, symbolism, tone, imagery,
diction, voice, syntax, and the method of narration.
- The following criteria are suggested and used by literary bards, pundits and critics
around the world to evaluate a literary piece. Be critical. Ask yourself once in a while.
o Does it move you?
o Would it still be read and make a good reference hundreds of years from now?
o Does it tickle your imaginations?
o What does it suggest?
o What moral lessons can be drawn out?
o Does it possess multifaceted natures for all sorts of audience?
o Does the style fascinate you? Is the style used unique or forgery?
1.4 Main Ingredients of Literature
➢ Subject
- Any work of literature on something and for this reason, it has subject e.i emotion,
object, abstract idea, or event.
- Subject is the topic on which the story has to be written. and theme of the story
is that what you are trying to explain in the story or in words the moral. for
example: subject: dreams.
- Subject is a topic which acts as a foundation for a literary work while a theme is
an opinion expressed on the subject
- For example, a writer may choose a subject of war for his story and the theme of
a story may be writer's personal opinion that war is a curse for humanity.
➢ Form
❖ Form is the verbal and artistic structuring of ideas.
- The subject on love may be expressed in a poem, a story, or drama form. In reading
a literary work, one must pay careful attention to its form because the work of art
is in large part and aesthetically shaped structure.
- The most common elements of the narrative structure are: setting, plot, and
theme.
- The parts of narrative plot include - exposition (the beginning), rising action,
climax, falling action, and resolution (denouement)
- Poetry is a form of literary art which uses aesthetic and rhythmic qualities of
language to evoke meanings in addition to, or in place of, prosaic ostensible
meaning.
- Literature is subdivided into the classic three forms of Ancient Greece: poetry,
drama, and prose.
- Poetry may then be subdivided into the genres of lyric, epic, and dramatic. This
genre is often broken up into five subgenres: fantasy, historical fiction,

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contemporary fiction, mystery, and science fiction. Nonetheless, there are more
than just five types of fiction, ranging from romance to graphic novels.
❖ Structure, or form, is the arrangement of story elements according to purpose,
style and genre. ... While the plot is the events in the story itself, heavily affected
by character, setting and theme, the structure is how these elements are
presented to the reader.
Plot Element Diagram

- The setting and characters are introduced during the exposition, and we usually learn
some background information to help us have a good understanding of the setting and
characters.
- During the rising action, some form of problem or crisis becomes apparent.
- The climax is usually the turning point and includes the highest level of tension.
- During the falling action, we begin to see the characters solving their problems or crises.
- Finally, there is the resolution, in which there is some form of closure. The figure below
is a good visual to remember the parts of the narrative structure.
Climax
Rising Action Falling Action
Exposition Resolution
Freytag's Pyramid
Freytag's Pyramid
- The story begins by revealing exposition upfront, then leads into a long rising action.
The climax falls in the middle of the story, and then the second half is spent on a very
long falling action, followed by a short resolution.
- Freytag's Pyramid is best used for structuring children's books. Adults understand the
cycles of human psychology well enough to know what life is going to be like for the
hero after the climactic conflict.
- Children, on the other hand, are still learning and developing. A longer falling action
will help young readers understand the effects of conflict on a character.
Fichtean Curve
The Fichtean Curve is similar to Freytag's Pyramid, but
it is much better suited for modern young adult and
adult books.
This plot structure is probably the most popular across
all creative writing genres. It's been used time and
time again by novelists, short story writers, and poets because the formula simply works.
The Fichtean Curve begins immediately with rising action, the exposition being scattered
throughout first half of the story. Many crises appear, each followed swiftly by its own
mini falling and rising action. At last, the story reaches its climactic conflict around two-
thirds of the way through the book, leaving the remaining pages for falling action. This is
where loose ends are tied up and a new normalcy is established for the characters.

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The Hero's Journey
The Hero's Journey is the perfect plot structure
for most fantasy, science fiction, and horror
books. If your hero is stumbling into a new world,
or a new understanding of the world, then this is
the plot structure for you.
The hero in “The Hero's Journey” begins in their
known world, where they soon receive a call to
adventure. Often, they ignore that call until a
mentor pushes them to accept it. It is then that
they enter into a new world that leads them into all sorts of trouble as they work to defeat
the antagonist.
Eventually, the hero comes to defeat the bad guy, but not without experiencing a literal
or figurative death and rebirth that transforms their view of the world. Now that the hero
has a new mindset, they strive to atone for their past mistakes and eventually return to
the world they once knew to live out their days. The Hero's Journey allows us to live
vicariously through the characters in our book. Besides, who doesn't love a good
adventure?
➢ Point of view
The angle of vision of the narrator, the one who tells the story from different points
of view:
- In literature, point of view is the mode of narration that an author employs to let the
readers “hear” and “see” what takes place in a story, poem, or essay.
- Point of view is a reflection of the opinion an individual from real life or fiction has.
Examples of point of view belong to one of these three major kinds:
First Person: a character narrator who tells the story in the “ I “ voice, expressing his own
views and in his own words; either a minor or main character.
o The narrator is likely to also be the protagonist. He or she will be saying things such
as, “As I went toward the door, my friends were all peeking out the window at me.”
o The pronouns I, me, mine, we should be used to indicate first-person.
o The narrator could also be an observer who may be close to the protagonist, such as
Nick Carraway, in “The Great Gatsby” by F. Scott Fitzgerald. Nick becomes Jay’s
confident. Through his eyes, we watch Gatsby, the protagonist, slowly slide toward
his own destruction.
o Example: Hamlet (By William Shakespeare)
“I have of late, — but wherefore I know not,
— lost all my mirth, forgone all custom of exercises;
and indeed, it goes so heavily with my disposition that this goodly frame,
the earth, seems to me a sterile promontory.”
• Hamlet, the protagonist, explains the feeling of melancholy that
afflicts him after his father’s death:
• The use of first-person point of view gives us a glimpse into the real inner feelings of
frustration of the character.
• The writer has utilized the first-person point of view to expose Hamlet’s feelings in a
detailed way.
Second-person point of view is rarely used in fiction, although it might be used in poems.
- Generally, persuasive pieces such as speeches or advertisements will use it to pull in
their audience.
- Second-person is shown through the pronoun you, yours, your.

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- In Rudyard Kipling’s poem “If,” the author is speaking to people in general, giving sage
(wise) advice.
Example: Bright Lights, Big City (By Jay Mclnemey)
“You are not the kind of guy who would be at a place like this at
this time of the morning. But here you are, and you cannot say that
the terrain is entirely unfamiliar, although the details are fuzzy.”
• Here, the writer illustrates the use of second-person point of view with the use of the
pronoun “you.”
• This technique may be less common, but it has its own strength of hooking the reader
right from the start.
Third-person point of view, use pronouns such as he, she, it, them, they, themselves,
himself, herself, etc.
- Writers like the flexibility of third-person because they can use this perspective in
various ways.
- The use of a limited, omniscient, or limited omniscient narrator allows readers to see
bits of the action, all the action, or all of one character.
Types of Third Person Point of View:

o Omniscient = an all-knowing story teller, who sees the mind of all the characters.
o Limited = a camera technique narrator, who tells only what he can see or hear inside
the world of the story, as he does not reveal what the characters are thinking and
feeling.
o Central = a narrator that limits narration to what the central character thinks, feels,
does, and what and whom the central character observes.
o Editorial = a narrator that comments on the action by telling the readers its
significance or evaluating the behavior of the characters.
Example:
Pride and Prejudice (By Jane Austen)
“When Jane and Elizabeth were alone, the former, who had been cautious
in her praise of Mr. Bingley before, expressed to her sister how very much
she admired him.”
“He is just what a young man ought to be,” said she, “sensible, good humoured, lively; and
I never saw such happy manners! — so much ease, with such perfect good breeding!”
• These lines demonstrate a fine use of the third-person point of view.
• The excerpt shows the reader two different ways of using third person point of view.
• Jane Austen first presents two leading characters –Jane and Elizabeth – from the third-
person point of view, and then shows us that the two characters are talking about
Bingley from their own third-person point of view.
How do you analyze point of view?

- If the subject is the point of view of a work of fiction, then an analysis would include
breaking down the point of view into its elements, observing how point of view affects
the story, and then evaluating the relationship between the point of view and the
story.
- What point of view you choose to use in writing depends on how you want the story
directed to the reader.

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o If you are telling a story from the writer's perspective, use the first-person point
of view to provide a sense of intimacy.
o To direct the writing at the reader, say, for a recipe or speech, use the second
person as a way to separate the writer from the narrative.
o To tell the story from an outside perspective, with the ability to have an overview
of the piece, use the third person.
* Always be sure to be consistent in your writing and stick with one point of view
throughout. This makes it easier for the reader to understand your angle.
Function of Point of View

- Point of view is an integral tool of description in the author’s hands to portray personal
emotions or characters’ feelings about an experience or situation.
- Writers use a point of view to express effectively what they want to convey to their
readers.
❖ Literature is a term used to describe written or spoken material.

- Broadly speaking, "literature" is used to describe anything from creative writing to
more technical or scientific works, but the term is most commonly used to refer to
works of the creative imagination, including works of: poetry, drama, fiction,
nonfiction.
- Literature is basically the art of writing. It has been used by man since centuries. In
fact, Literature is an important expression of the culture of an individual.
Literature has three main components which are as follows:

1. Poetry: Poetry is a composition which is written in verse.
o They rely on imagery, a keen word choice and use of metaphors.
2. Prose: Prose is a kind of literature which does not adhere

to any particular structure except for grammar.
o It is mostly non-poetic in nature.
o It can be divided in essays, fiction and non-fiction
piece of writings.
3. Play/Drama: A play consists of dialogues between the

characters.

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Module 1 (Lit 111) Name: ____________________________________________
Activity No. 1a Program/Year: ____________Date Submitted: ___________
I. Discuss briefly but concisely the purpose of literature in our life.

𝑐𝑢𝑡 ℎ𝑒𝑟𝑒
1. How could literature provides enjoyment and vicarious experiences that can
deepen and enrich our lives?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Compare and contrast history and literature.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
II. Pick a picture in column B that is best described by each of the following
statement in column A (choose only the letter in column B that suits column
A). Figure out your guess, discuss briefly and cite example/s of a literary
piece/s you’ve read in the past.
Column A Column B Column C

1 Artistry is a piece of literature a
that appeals to one’s senses of
beauty
2 Intellectual Value stimulates b

thoughts and makes you think
3 Suggestiveness moves you c

deeply and stirs up feelings
and imagination
4 Permanence endures through d

time, reading it again and
again without getting tired, it
gives you new insights
5 Spiritual Values must bring out e

moral values and inspires us to
be better people
6 Universality can appeal to f

anyone; knows no age or race,
would be good in your eyes as
well as those from England
7 Style is recognized by its g

distinctive way it depicts life
Module 1 (Lit 111) Name: ____________________________________________
𝑐𝑢𝑡 ℎ𝑒𝑟𝑒 Activity No. 1b Program/Year: ____________Date Submitted: ___________
II. Construct a Comic Strip Project – Students create four comic strips, each
demonstrating a different mode of narration. ...
Narrative Point of View Comic Strips
Objective: create four comic strips showing four different narrative viewpoints.
Requirements:
1. Each comic strip will contain dialogue (word bubbles) and narration (square
narration boxes).
2. Each comic strip should be narrated using one of the following perspectives:
first-person, second-person, third-person objective, third-person limited, and third-
person omniscient.
3. Make an effort. If you are not good at drawing, create good storylines and use stick
men.
*If you decide to work with a partner, you will make FIVE comic strips (one for each
POV) and color them.
Rubric: (check your output)

Knowledge: Did you label the narrator’s view point correctly in each comic strip?
1) Doesn’t understand
2) Made a few mistakes
3) Made a couple mistakes
4) Made a mistake
5) Well done!
Completion: Did you make four comic strips? Did you add narration, dialogue, and pictures?
1) Mostly incomplete
2) One complete
3) Two complete
4) Missing something
5) Fully Complete
Quality: Did you attempt to create a good story, nice pictures, or both?
1) Very sloppy
2) Not grade level appropriate
3) Started off strong but rushed the end
4) High-Quality Work
Effort: Does your completed project reflect an appropriate amount of effort?
1) Very little effort applied
2) Try harder
3) You can do better.
4) Good Work

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Module 1 (Lit 111) Name: ____________________________________________
Activity No. 1c Program/Year: ____________Date Submitted: ___________
I. Construct a manual book that shows people how to do something. You will create a
manual that shows people how to identify the narrator’s point of view.
Directions:
1. Take your two sheets of white paper and fold them in half lengthwise, so that if
forms a book.
2. On the top of five sheets you will write one of the narrative perspective terms.
3. Define each term.
4. Provide an original example of each.
5. Explain how to identify each point of view.
Terms: first-person, second-person, third-person central, third-person
editorial, third-person limited, third-person omniscient.
Example
First-Person Perspective Second-Person Perspective
1. Term Name →
Definition (Definition
2. Definition → First-person perspective is when Second-person definition goes
the narrator is telling his or her here.)
own story.
Example
I went to the store and bought Example
3. Example → some cotton candy. After eating (An example of second-person
the delicious treat, I walked narration goes here.)
home.
How to Identify How to Identify

4. How to Identify → Readers can identify first-person (Here’s where you explain how to
perspective because the narrator indentify the point of view.)
will use “I” and “We” often.
Rubric (try to check your output based from the rubric)
Definitions: Did you include all five definitions? Are your definitions correct?
1) No definitions
2) Many definitions are missing or incorrect
3) Some mistakes
4) Perfect
Examples: Did you include five original examples? Are your examples accurate?
1) No examples
2) Many examples are missing or incorrect
3) Some mistakes
4) Perfect
How to Identify: Did you tell how to identify each perspective? Are your instructions correct?
1) No instructions
2) Instructions are sloppy, incorrect, or incomplete
3) Some mistakes
4) Perfect

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pw
Chapter 2 Prose
1. Categorize literary pieces according to genre: prose, to intensify the relevance of fiction
and non-fiction to the present time.
2.1 Introduction to Prose
Literature can generally be divided into two types:

1. Prose, consists of those written in common flow of conversation presented in
sentences and paragraphs; while
2. Poetry are those expressed in verses with measure, rhyme, line, stanza and more
melodious tone.
- T. S. Eliot noted, whereas "the distinction between verse and prose is clear, the
distinction between poetry and prose is obscure"; developments in modern
literature, including free verse and prose poetry, have led to the two techniques
indicating two ends on a spectrum of ways to compose language, as opposed
to two discrete options.
- Samuel Taylor Coleridge jokingly requested that novice poets should know the
"definitions of prose and poetry; that is, prose—words in their best order;
poetry—the best words in their best order."
Prose
Prose is a form or technique of language that exhibits a natural
flow of speech and grammatical structure. It is frequently used
in opposition to traditional poetry. Drama is a piece of writing
that tells a story; it is performed on a stage and uses dialogue.
Novels, textbooks and newspaper articles are all examples of
prose.
- Etymologically, "prose" first appears in English in the

14th century. It is derived from the Old French prose,
which in turn originates in the Latin expression prosa
oratio (literally, straightforward or direct speech).
- Historically, Isaac Newton in The Chronology of
Ancient Kingdoms wrote "The Greek Antiquities are
full of Poetical Fictions, because the Greeks wrote
nothing in Prose, before the Conquest of Asia by
Cyrus the Persian.
- Then Pherecydes Scyrius and Cadmus Milesius introduced the writing in Prose."
There are many types of prose. These include novels or biographies, short stories,
contemporary dramas, legends, fables, essays, anecdotes, news and speeches.
2.2. Fiction
Prose Fiction – is not based on facts. It is make-believe and imaginary. It is a series of

imagined facts, which shows truths about human life.
a. Novel. This is a long narrative divided into chapters. The events are taken from true-to-
life stories…and span a long period of time. There are many characters involved.
Structure of the novel Writer’s choice of materials The novelist’s vision

- Panoramic novel - Historical novel of life
- Dramatic novel - Psychological novel - Romantic fiction
- Social novel - Realistic fiction
- Naturalistic fiction
Example: WITHOUT SEEING THE DAWN by Steven Javallena.
Set in a small farming village called Manhayang, Sta. Barbara,

somewhere in Negros. Like most rural baranggays, the hardworking and
closely-knit village folk there had simple needs, simple wants, and simple
dreams. They were living their own simple lives when the violence of war
reached their place and brought death to their village, their homes and
their hearts.
Here revolves the story of Ricardo "Carding" Suerte, son of Juan

Suerte. An industrious, strong and sometimes quick-tempered young man,
he aspired to marry Lucia, the daughter of the teniente del barrio. Though
his father thought he was not yet prepared and had wished to send him to
school, he gave his blessing to the decision of his son. He consented to
asking Lucia’s hand from her parents in the traditional pamamanhikan,
accompanied by the village’s best orator and the godmother of the lass.
After agreeing to the conditions of the village chief, the marriage was set. Tatay Juan gathered up almost
all of his hard-earned savings for the dowry and expenses for the wedding feast. In the meantime, Carding
excitedly built their house despite the advice of the elderly- that building one’s house in May will bring
misfortune to its inhabitants.
And so it came to pass that after the grand wedding and the feast that followed- which was even
attended by their representate- the newlyweds lived happily on the land entrusted to Tatay Juan by Don
Diego, but not for long. Misfortune struck early when their first child was stillborn. A more difficult trial came
when Lucing disgraced herself, her family and her husband by having an affair with Luis, the son of their
landlord. Caught naked, he was beaten up by the strong, angry husband whose honor and pride were hurt.
The couple patched things up, but the land that Carding and Juan Suerte had been tilling for a very long time
was given to another tenant.
With no land to till, the pair tried their luck in the city. There, in Iloilo, Carding met Rosing and Nestong. The
latter was his fellow stevedore and union member, and the former, a prostitute besotted with him, and also
the reason why his wife left him and returned to their barrio. Soon, Carding followed Lucing with news that
the representante entrusted them with land to till in Badlan. Lucing too, had news for her husband: she was
again pregnant.
They moved to Badlan and worked harder than ever. They were blessed not only by a promise of a
bountiful harvest, but also with a healthy son they named Crisostomo. Sadly, their landlord sold the land,
and they were given time to harvest what they sowed. Misfortune was like a shadow though. A great flood
destroyed everything that they had- harvest and carabao as well.
Wanting to own their own piece of land, they were convinced to move to Mindanao, but Carding
was drafted for military service. When he returned, he found his wife heavy with another child. At first, the
truth was kept from him. What he knew was that his father and his son died of some illness. But later it was
revealed that the Japanese soldiers who attacked their village killed his father and son and raped his wife.
He was enraged when he learned the truth. As his neighbors, relatives and friends in barrio Manhayang
were tortured, raped and massacred by the Japanese soldiers, Carding too became an executioner to his

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enemies, and not even his friend nor the brother of his mother-in-law were spared. He also almost killed the
child that his wife had just delivered, were it not born dead. For that, Lucing was so enraged that she sent
him away.
The Japanese ordered everyone to enter a collective barrio or else be considered guerrilla
supporters and be shot. But the villagers of Manhayang also refused to be considered enemies of their own
sons, and so they decided to evacuate in barrios farther away. However, Lucing was hesitant to go. She was
waiting to see her husband despite everything, knowing that he will be leading the suicide attack to the
Japanese garrison. When they did see each other, Carding asked for her forgiveness and left her what cash
he had as he bade her farewell. In the end, Lucing refused to flee for she knew that she was still his wife,
duty-bound to receive the corpse of her beloved husband.
b. Short Story. This is a narrative involving one or more characters, one plot and one single
impression. A narrative of limited length involving one or more characters and one plot.
It is an artistic form of prose fiction which is centered on a single main incident and is
intended to produce a single dominant impression. Economy, compression and emphasis
characterize the short story.
Short story. This is a narrative involving one or more characters, one plot and one
single impression and which usually has a word range of between 1,000 and 7,500 words.
Example: THE LAUGHTER OF MY FATHER by Carlos Bulosan.
The rich man’s children ate their good food and grew thinner and more
peaked. The Bulosans, next door, went on eating their poor and meagre food,
laughed, and grew fat. So the rich man sued Father Bulosan for stealing the spirit of
his food. And Father paid him in his own coin, while the laughter of the Bulosans and
the judge drove the rich man’s family out of the courtroom.
The Bulosans lived in Binalonan, in the Philippine province of Pangasinan.

But the episodes of Father’s history that his son Carlos retells belong to universal and
timeless comedy. No one can remain unmoved by Father’s excursions into politics, cock-fighting, violin-
playing, or the concoction of love-potions. Twenty-four such stories make up the rich and funny collection
called The Laughter of My Father.
“In the winter of 1939, when I was out of work, I went to San Pedro, California, and stood in the
rain for hours with hundreds of men and women hoping to get a place at the fish canneries. To forget the
monotony of waiting, I started to write the title story. It was finished when I reached the gate, but the cold
hours that followed made me forget many things.
“In November, 1942, when there was too much pain and tragedy in the world, I found the story in
my hat. I sent it to The New Yorker, a magazine I had not read before, and in three weeks a letter came. ‘Tell
us some more about the Filipinos,’ it said. I said, ‘Yes, sir.’
“I wrote about everything that I could remember about my town Binalonan, in the province of
Pangasinan. I received letters from my countrymen telling me that I wrote about them and their towns. It
came to me that in writing the story of my town, I was actually depicting the life of the peasantry in the
Philippines.
“These stories and 18 others are now gathered in this volume. For the first time the Filipino people
are depicted as human beings. I hope you will enjoy reading about them.”—Carlos Bulosan
c. Plays. This is presented on a stage, is divided into acts and each act has many scenes.
Example: THIRTEEN PLAYS by Wilfredo M. Guerrero

"The Forsaken House" is a play written by Wilfrido
Maria Guerrero, published in his 13 Plays (1947). It depicts a
typical Filipino family in the post-war era where the father

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assumes total control of family affairs, and shows how the children respond to the
repressing circumstances.
The play stars theater luminaries Irma Adlawan, Tess Dumpit, Ces Quesada, Espie Tinio-Garcellano,
Menggie Cobarrubias and Joel Lamangan, together with the Dulaang UP ensemble and some of today’s
young and versatile breed of theater actors.
Characters:
Ramon – husband
Encarna - wife
The children
Teresita – eldest daughter, most self-possessed of the children
Clemencia - tiny and weak of constitution, nervous by temperament
Adeling - pretty, strong-willed and impulsive
Jorge - the eldest brother
Flavio - most reserved of the brothers, his reserved nature is dangerous, his brooding eyes
reveal strange longings and desires
Gonzalo - the youngest of the family
Tony - the prodigal son who ran away to the U.S
Tio Carlos, Tia Pelagia, Nilda, Edgardo, Mr. Sarte, a servant, a policeman
The story:
While many Filipino families of the time embrace change, Don Ramon (played by Joel Lamangan)
maintains a severe hold on his family, specially his children. He forbids them from going out with friends yet
does not welcome the idea of entertaining visitors at home either. He distrusts their peers and dictates what
they can and cannot do in life.
Though having only his children’s best interests at heart, his unyielding will to wield control over
their lives spur a series of events that led him and his entire family spiraling uncontrollably towards an
ominous fate. And such fate unfolds in unexpected and heartbreaking proportions.
d. Legends. These are fictitious narrative, usually about origins.

Example: THE BIKOL LEGEND by Pio Duran
In the town of Daraga, in the province of Albay in the Bicol
Region, lays the most beautiful volcano in the Philippines- Mayon
volcano. Its picturesque view may have been what inspired the natives
to come up with one of the most exceptional Philippine alamats - the
legend of "Daragang Magayon" of the Bicolanos, or "Dalagang
Maganda" (beautiful maiden) in Tagalog.
The story is about a princess with beautiful face and character.
She is the daughter of the generous and intelligent Datu Makusog (King
Makusog). She possesses exceptional beauty that all men in their
kingdom, as well as in the neighboring kingdoms, dream to have her
heart.
It has been a hobby of Daragang Magayon to secretly take a
bath in the Yawa River every morning at the break of dawn. It was one morning when a traveler from the
faraway kingdom of Laguna accidentally saw her secret ritual. He was a young lad named Ulap (cloud).
Upon seeing the beautiful maiden, Ulap was instantly hypnotized by her beauty.
Ulap eventually decided to show and introduce himself to the maiden. Not for long, the two became
inseparable lovers and their relationship was happily blessed by King Makusog. Ulap asked permission from
his lady love to go home to Laguna and fetch his relatives for the pamamanhikan (prenuptial get together).
Meanwhile, the news of the soon-to-be wedding spread like fire in the nearby kingdoms including
the Kingdom of Iraya which is reigned by Patuga. This news enraged him and brought back the pain incurred
by Daragang Magayon's refusal of his love proposal.
He convinced his people to set a battle against the Kingdom of Rawin by telling them that Daragang
Magayon's marriage to a foreign man is an insult to their maleness. They agreed to capture King Makusog
and ask for Daragang Magayon as a ransom.

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The Kingdom of Rawis is busy in the preparation for the arrival of the people from Laguna. This was used by
Patugo and his army as an opportunity to attack them. The people of Rawis were so stunned by this sudden
attack that the king was effortlessly captured. The festive mood was
instantly replaced with doom. Daragang Magayon offered herself as
a ransom for the freedom of his father even if this was against her will.
Just then, their expecting visitors, Ulap and his clan from Laguna,
arrived and helped in fighting the enemies.
Under the heat of the sun, behind the dusty wind, swords and
bolos were ravagely swished against each other. Daragang
Magayon's heart beated outrageously because of the suspense
brought about by the battle. A bloody body fell on the ground, and the
maiden's heart skipped a beat thinking that this might be his lover's.
She ran closer and reveled when she saw that instead of Ulap, the
lifeless body belongs to Patugo. She turned around and saw Ulap with
his arms wide open. She joyfully ran towards the waiting arms of her
lover. As the two passionately embraced each other, a deadly flying
arrow came from one of the enemies and struck their entwined bodies. The sky was covered with gloom as
the two lovers slowly fell on the ground.
The whole Kingdom of Rawis grieved upon their loss. King Makusog proclaimed that the two shall be buried
together since it is not right to separate what death has united as one.
- As they say, true love is hard to bury. Like a strong current, it will eventually struggle and
resurface. Daragang Magayon's love is as such. It is said that because of the strong love of
Daragang Magayon for Ulap, her grave mounted into a towering mass of volcano as if an
emblem of her undying love. Raging lava even came out of it as a symbol of her overflowing
affection. This volcano which surfaced from the grave of Daragang Magayon is now known as
the Mayon volcano. Daragang Magayon is what they claim as the Mayon.
- Many version of the story occurred in this generation. The story of Daragang Magayon was
written by Mr. Abdon Balde. Balde was born in Busac, Oas, Albay in the Bicol region. He
finished a degree in civil engineering and worked as a construction engineer for thirty-three
years, after which he retired to pursue a career as an author.
- His writer career bloomed and critics noted his unique raw talent. He concentrated in writing
creative short stories, poems and novels. He received his first literary award in 2003 and has
since continued to win acclaim for his work.
- Today, he is a councilor of the organization Lupon Sa Wika, a member of the National
Commission for Culture and the Arts (NCCA) and director of the Unyon ng mga Manunulat sa
Pilipinas (UMPIL; English: Writers' Union of the Philippines).
- His version of Daragang Magayon was created for the Daragang MAgayon Festival of Albay. He
created the story for the theater play on the festival to be the highlight of the event.
- The Daragang Magayon legend gives the Bicol achievements and it attracts tourists to know the
mythical stories of Bicol Region.
- The official government of Albay grabs the opportunity to use the mythical story to be one of the
attractions and one of the best shots in Albay. Aside from the destinations, foods and
attractive tourist’s spots- the Bicol Legends is preserved and well taken care of by the
Government of Albay headed by Gov. Joey Salceda.
e. Fables. These are also fictitious and they deal with animals and inanimate thins who
speak and act like people and their purpose is to enlighten the minds of children to
events that can mold their ways and attitudes.
Example: The Tortoise and the Hare (an Aesop Fable)

One day a hare was bragging about how fast he could run. He bragged and bragged and even laughed at
the tortoise, who was so slow. The tortoise stretched out his long neck and challenged the hare to a race,
which, of course, made the hare laugh.

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My, my, what a joke!" thought the hare.
"A race, indeed, a race. Oh! what fun! My, my! a race, of course, Mr.
Tortoise, we shall race!" said the hare. The forest animals met and
mapped out the course. The race begun, and the hare, being such a swift
runner, soon left the tortoise far behind. About halfway through the
course, it occurred to the hare that he had plenty of time to beat the slow
trodden tortoise.
"Oh, my!" thought the hare, "I have plenty of time to play in the meadow here."
And so he did. After the hare finished playing, he decided that he had time to take a little nap. "I have
plenty of time to beat that tortoise," he thought. And he cuddle up against a tree and dozed. The tortoise,
in the meantime, continued to plod on, though, it ever so slowly. He never stopped, but took one good step
after another.
The hare finally woke from his nap. "Time to get going," he thought. And off he went faster than he had
ever run before! He dashed as quickly as anyone ever could up to the finish line, where he met the tortoise,
who was patiently awaiting his arrival.
f. Anecdotes. These are merely products of the writer’s imagination and the main aim is
to bring out lessons to the reader. It can be stories about animals or children.
Example: THE MOTH AND THE LAMP (Jose Rizal)
One night, all the family, except my mother and myself, went
to bed early. Why, I do not know, but we two remained sitting alone.
The candles had already been put out. They had been blown out in their
globes by means of a curved tube of tin. That tube seemed to me the
finest and most wonderful plaything in the world. The room was dimly
lighted by a single light of coconut oil. In all Filipino homes such a light
burns through the night. It goes out just at day-break to awaken people
by its spluttering.
My mother was teaching me to read in a Spanish reader called "The Children's Friend" (El Amigo
de los Ninos). This was quite a rare book and an old copy. It had lost its cover and my sister had cleverly
made a new one. She had fastened a sheet of thick blue paper over the back and then covered it with a piece
of cloth.
This night my mother became impatient with hearing me read so poorly. I did not understand
Spanish and so I could not read with expression. She took the book from me. First she scolded me for
drawing funny pictures on its pages. Then she told me to listen and she began to read. When her sight was
good, she read very well. She could recite well, and she understood verse-making, too. Many times during
Christmas vacations, my mother corrected my poetical compositions, and she always made valuable
criticisms.
I listened to her, full of childish enthusiasm. I marvelled at the nice-sounding phrases which she
read from those same pages. The phrases she read so easily stopped me at every breath. Perhaps I grew
tired of listening to sounds that had no meaning for me. Perhaps I lacked self-control. Anyway, I paid little
attention to the reading. I was watching the cheerful flame. About it, some little moths were circling in
playful flights. By chance, too, I yawned. My mother soon noticed that I was not interested. She stopped
reading. Then she said to me: "I am going to read you a very pretty story. Now pay attention."
On hearing the word 'story' I at once opened my eyes wide. The word 'story' promised something
new and wonderful. I watched my mother while she turned the leaves of the book, as if she were looking for
something. Then I settled down to listen. I was full of curiosity and wonder. I had never even dreamed that
there were stories in the old book which I read without understanding. My mother began to read me the
fable of the young moth and the old one. She translated it into Tagalog a little at a time.
My attention increased from the first sentence. I looked toward the light and fixed my gaze on the
moths which were circling around it. The story could not have been better timed. My mother repeated the
warning of the old moth. She dwelt upon it and directed it to me. I heard her, but it is a curious thing that
the light seemed to me each time more beautiful, the flame more attractive. I really envied the fortune of
the insects. They frolicked so joyously in its enchanting splendor that the ones which had fallen and been
drowned in the oil did not cause me any dread.
My mother kept on reading and I listened breathlessly. The fate of the two insects interested me
greatly. The flame rolled its golden tongue to one side and a moth which this movement had singed fell into
the oil, fluttered for a time and then became quiet. That became for me a great event.

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A curious change came over me which I have always noticed in myself whenever anything has
stirred my feelings. The flame and the moth seemed to go further away and my mother's words sounded
strange and uncanny. I did not notice when she ended the fable. All my attention was fixed on the face of
the insect. I watched it with my whole soul... It had died a martyr to its illusions.
As she put me to bed, my mother said: "See that you do not behave like the young moth. Don't be
disobedient, or you may get burnt as it did." I do not know whether I answered or not... The story revealed
to me things until then unknown. Moths no longer were, for me, insignificant insects. Moths talked; they
know how to warn. They advised just like my mother. The light seemed to me more beautiful. It had grown
more dazzling and more attractive. I knew why the moths circled the flame.
2.3 Non-Fiction
Non-Fiction can be a true story about a person, place, or thing. It is based solely on facts.
A non-fiction book can also be a reference book such as a dictionary, atlas, etc. These are
literary works that are based mainly on facts rather than on the imagination.
g. Essay. This expresses the viewpoint or opinion of the writer about a particular problem
or event. The best example of this is the Editorial page of a newspaper.

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h. Biography. This deals with the life of a person which may be about himself, his
autobiography or that of others.
Example: José Rizal
José Protasio Rizal Mercado y Alonso Realonda was a Filipino
nationalist and polymath during the tail end of the Spanish
colonial period of the Philippines. He is tagged as the national
hero of the Filipino people. Born: 19 June 1861, Calamba;
Spouse: Josephine Bracken (m. 1896–1896) Education: Ateneo
de Manila University, Children: Francisco Rizal Other names: Pepe, Jose (nicknames) Died:
30 December 1896, Manila,
Synopsis
José Rizal was born on June 19, 1861, in Calamba, Philippines. While living in Europe, Rizal
wrote about the discrimination that accompanied Spain's colonial rule of his country. He
returned to the Philippines in 1892, but was exiled due to his desire for reform. Although
he supported peaceful change, Rizal was convicted of sedition and executed on December
30, 1896, at age 35.
Early Life
On June 19, 1861, José Protasio Rizal Mercado y Alonso Realonda was
born in Calamba in the Philippines' Laguna Province. A brilliant student
who became proficient in multiple languages, José Rizal studied
medicine in Manila. In 1882, he traveled to Spain to complete his
medical degree.
Writing and Reform
While in Europe, José Rizal became part of the Propaganda
Movement, connecting with other Filipinos who wanted reform. He also wrote his first
novel, Noli Me Tangere (Touch Me Not/The Social Cancer), a work that detailed the dark
aspects of Spain's colonial rule in the Philippines, with particular focus on the role of
Catholic friars. The book was banned in the Philippines, though copies were smuggled in.
Because of this novel, Rizal's return to the Philippines in 1887 was cut short when he was
targeted by police.
Rizal returned to Europe and continued to write, releasing his follow-up novel, El
Filibusterismo (The Reign of Greed) in 1891. He also published articles in La Solidaridad, a
paper aligned with the Propaganda Movement. The reforms Rizal advocated for did not
include independence—he called for equal treatment of Filipinos, limiting the power of
Spanish friars and representation for the Philippines in the Spanish Cortes (Spain's
parliament).
i. News. This is a report of everyday events in society, government, science and industry,
and accidents, happening nationally or not.
World News: Over 195,000 overseas Filipinos brought home
amid pandemic — DFA
September 27, 2020
World News: DFA: Over 10,400 Filipinos abroad contract
COVID-19; death toll now at 791
Asia & Pacific: China, PH should focus on ‘bigger part’ of
relations
j. Oration. This is a formal treatment of a subject and is intended to be spoken in public.

It appeals to the intellect, to the will or to the emotions of the audience.

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(Given at the dedication of the Soldiers' National
Cemetery in Gettysburg, Pennsylvania, on November 19,
1863☺ Abraham Lincoln
Four score and seven years ago our fathers brought forth, upon
this continent, a new nation, conceived in liberty and dedicated
to the proposition that "all men are created equal."
Now we are engaged in a great civil war, testing whether that nation, or any nation so
conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We
have come to dedicate a portion of it, as a final resting place for those who died here, that the
nation might live. This we may, in all propriety do. But in a larger sense, we cannot dedicate, we
cannot consecrate, we cannot hallow, this ground. The brave men, living and dead, who struggled
here, have hallowed it, far above our poor power to add or detract. The world will little note, nor
long remember what we say here; while it can never forget what they did here.
It is rather for us the living, we here be dedicated to the great task remaining before us-
-that from these honored dead we take increased devotion to that cause for which they here gave
the last full measure of devotion--that we here highly resolve that these dead shall not have died
in vain, that this nation shall have a new birth of freedom, and that of the people, by the people,
for the people shall not perish from the earth.
K. Letter. It is a personal written message to another person. It is also as called epistolary

literature whose popularity as a genre has continued to the present day.
As An epistolary work of literature, it is one written
through a series of documents. Most often, these
documents are letters, though they can also be diary
entries, newspaper clippings, and, more recently, blog
posts and emails.
The definition of epistolary novels can be further

classified into monologic (the letters or diary entries of
only one person), dialogic (letters between two
characters), or polylogic (three or more characters who
write letters, have diary entries, etc, as well as other
external documentation like newspaper articles).
Example:
Dearest Mom:
No written words can adequately express our deep, deep love. We know how great you are and we,
the children and Dad, will try to be as strong as you. Our Faith in you and God will sustain us. Our total
love for you is everlasting. We will be at your side with our love for a wonderful Mom.
With love,
Jerry
l. Diary
It is a record of events, transactions, or observations, kept daily or at
frequent intervals. Written government primarily for the writer’s use
alone, it usually offers a frankness not found in writing done for
publication.
The word diary comes from the Latin diarium ("daily allowance,"
from dies "day").
The Diary of a Young Girl by Anne Frank, who wrote it while in hiding during the
German occupation of Amsterdam in the 1940s.

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The word journal comes from the same root (diurnus "of the day")through Old
French jurnal (modern French for day is jour).
The earliest use of the word refers to a book in which a daily record was
written was in Ben Jonson's comedy Volpone in 1605
Example:
m. Journal
It is an account of day-today events of record of experiences,
ideas or reflection kept regularly for private use. It is similar to, but
less personal than a diary. The word is often used of official or
semi-official publications of special groups. It is an account of day-
today events of record of experiences, ideas or reflection kept regularly for private use.
A journal (through French from Latin diurnalis, daily) has several

related meanings: a record of events or business; a private journal
is usually referred to as a diary.
The word ‘journalist", for one whose business is writing for the
public press and nowadays also other media, has been in use since
the end of the 17th century.
Here are some different kinds of Journal that many writers find
fulfilling.
Travel Journal School Dining Project Journal
Therapy Journal. Dream Journal Gratitude Journal
Diet Journal Family Journal
n. Owner’s Manual
(also called Instruction manual, User's guide) – an instructional book or
booklet that is supplied with consumer products such as vehicles, home
appliances, firearms, toys and computer peripherals. An owner's manual
(also called an instruction manual or a user guide) is an instructional book
or booklet that is supplied with almost all technologically advanced
consumer products such as vehicles, home appliances and computer peripherals.
Information contained in the owner's manual typically includes:
a. Safety instructions; for liability reasons these can be extensive, often including
warnings against performing operations that are ill-advised for product longevity or
overall user safety reasons.
b. Assembly instructions; for products that arrive in pieces for easier shipping.
c. Installation instructions; for products that need to be installed in a home or
workplace.
d. Setup instructions; for devices that keep track of time or which maintain user
accessible state.
e. Instructions for normal or intended operations.
f. Programming instructions; for microprocessor-controlled products such as VCRs,
programmable calculators, and synthesizers.
g. Maintenance instructions.
h. Troubleshooting instructions; for when the product does not work as expected.

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i. Service locations; for when the product requires repair by a factory authorized
technician.
j. Regulatory code compliance information; for example with respect to safety or
electromagnetic interference.
k. Product technical specifications.
l. Warranty information; sometimes provided as a separate sheet.
o. Textbooks – authoritative and detailed factual description of a topic. It is a poem or

other literary work in the form of a letter or series of letters.
Textbook is a comprehensive compilation of content in a branch of
study. Textbooks are produced to meet the needs of educators,
usually at educational institutions. Schoolbooks are textbooks and
other books used in schools. Today, many textbooks are published
in both print format and digital formats.
p. Speech – public address or discourse.

Speech Outline Example — Face the Wind
Here is the original outline together for the Face the Wind speech.
Opening humor – connect with audience as typical home owner.
Story #1 – Backyard tree battle
“Strong roots… strong tree”
Foreshadow: neighbor’s monster tree falling
Story #2 – Winter storms knock over many trees
National news (trees falling on houses), but our house okay
Arborists: “Wind came from a different direction”
Establish key analogy – Trees cannot face the wind.
Story #3 – Baby Maximus
Michelle and Lance have strong roots
Maximus is born
I HAVE A DREAM by Martin Luther King | August 28, 1963

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation
Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been
seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.
I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a
dream. It is a dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to
be self-evident, that all men are created equal.”
I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former
slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state
of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed
into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they
will not be judged by the color of their skin but by the content of their character. I have a dream today. I have a dream
that one day down in Alabama, with its vicious racists, . . . one day right there in Alabama little black boys and black
girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today. I have
a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be
made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall
see it together.
This is our hope. . . With this faith we will be able to hew out of the mountain of despair a stone of hope.
With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood.
With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand
up for freedom together, knowing that we will be free one day. . . And when this happens, and when we allow freedom
ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed
up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be
able to join hands and sing in the words of the old Negro spiritual: “Free at last! Free at last! Thank God Almighty, we
are free at last!

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Module 1 (Lit 111) Name: ____________________________________________
I. Comic Strip Project – Students create four comic strips, each demonstrating a different
mode of narration. ...

Narrative Point of View Comic Strips
Objective: create four comic strips showing four different narrative viewpoints.
Requirements:
1. Each comic strip will contain dialogue (word bubbles) and narration (square
narration boxes).
2. Each comic strip should be narrated using one of the following perspectives:
first-person, second-person, third-person objective, third-person limited, and third-
person omniscient.
3. Make an effort. If you are not good at drawing, create good storylines and use stick
men.
*If you decide to work with a partner, you will make FIVE comic strips (one for each
POV) and color them. Example:
Rubric: (check your output)

Knowledge: Did you label the narrator’s view point correctly in each comic strip?
6) Doesn’t understand
7) Made a few mistakes
8) Made a couple mistakes
9) Made a mistake
10) Well done!
Completion: Did you make four comic strips? Did you add narration, dialogue, and pictures?
6) Mostly incomplete
7) One complete
8) Two complete
9) Missing something
10) Fully Complete
Quality: Did you attempt to create a good story, nice pictures, or both?
5) Very sloppy
6) Not grade level appropriate
7) Started off strong but rushed the end
8) High-Quality Work
Effort: Does your completed project reflect an appropriate amount of effort?
5) Very little effort applied
6) Try harder
7) You can do better.
8) Good Work
II. Carefully read the speech of Martin Luther King “I Have a Dream”. Identify
and write down both the thematic concept and the thematic statement. Find
at least 3 examples of texts that convey each of the 8 tones: serious, comical,
formal, informal, gloomy, joyful, sarcastic, and sentimental.
Module 1 (Lit 111) Name: ____________________________________________
Activity No. 2b Program/Year: ____________Date Submitted: ___________
I. Create a Genre Crossword Puzzle (not a word search)

Directions: Create a crossword puzzle with clues for the following 20 genre related
terms. Use the free space below for your answer.
Terms: (two-word items are not spaced for this project) fiction, nonfiction, drama,
poetry, folklore, fable, myth, legend, fairytale, tall tale, realistic fiction, historical
fiction, science fiction, fantasy, informational writing, persuasive writing,
autobiography, biography, tragedy, comedy, and essay, etc.
Creating Clues:
Your clues should be made from either a definition of an example. In the following
models, the first is made from an example, and the second is made from a definition.
Down
1. In which subgenre do history books belong?
Across
1. In what subgenre would a story based on historical events belong?

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Module 1 (Lit 111) Name: ____________________________________________
Activity No. 2c Program/Year: ____________Date Submitted: ___________
𝑐𝑢𝑡 ℎ𝑒𝑟𝑒I. Directions: You will create at least four articles only. Each article will show how you can
write in different genres and subgenres. Choose from the below genres and subgenres.
Genres and Subgenres: nonfiction, historical fiction, science fiction, realistic fiction, poetry,
fairytale, fable, tall tale, myth, drama, biography, autobiography, and informational writing.
Each article should be at least five sentences in length, but if you create high quality content,
your sentence will not be counted.
Optional: You may work with a partner, but then you will need to create twelve articles and
have at least four pictures related to your articles.
Examples: The following four articles may be used as a model, but I expect you to create
original articles. Do not copy these in the production of your newspaper.
The Genre Times
Nonfiction Fairy Tale Poetry Drama
Rap is a style of Once upon a time The sun shone around Teacher: Students please
music that became there was a young her get out your pencils.
popular in the late girl named halo. We’re going to take a test.
70s and early 80s. Crystella. Hello. DeAndre: May I borrow a
In a rap song, the Crystella lived with Beautiful smile like a pencil?
artist rhymes over her wicked crocodile: dangerous Teacher (handing
a beat. Beats are stepmother and and ancient. Laying DeAndre a pencil): Sure
often sampled her three mean there like a log until… DeAndre. Have this one.
from other songs older brothers. SNAP. Emmanuel: Can I get one
or made on a drum Crystella’s older Now I have nine too?
machine or brothers always fingers. Teacher: All I have are red
synthesizer. There teased and bullied I’ll never get pens. Here. Have a red
are many styles of her. One day on the ring finger back pen.
rap. Some of these her way home from her… William: What about me?
are gangsta rap, from school, beautiful smile I need something to write
hip hop, horror Crystella found a like a crocodile. with.
core, magic wand. With Teacher: I’m out of red
underground, nerd this magic wand pens. How about a grey
core, and more. she could cast crayon?
Though rhyming is magic spells… Tavarion: Do you have a
the staple poetic grey crayon I can borrow?
device used in rap
music, other
techniques are
frequently used.
For example:
rhythm,
alliteration,
consonance, and
onomatopoeia.

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pw
Chapter 3 Poetry
Intended Learning Outcomes: At the end of this chapter, the students are expected
to:
1. Categorize literary pieces according to (genre): poetry, to intensify the relevance
of fiction and non-fiction to the present time.
Poetry
Poetry is an artistic expression of an idea in a rhythmical pattern. It appeals to the emotion
through metrical rhythm, musical lines, sense impressions and language. According to
Robert Frost, “there are three things after all that a poem must reach: the eyes, the ear,
and what we may call the heart or the mind.” It is most important of all to reach the heart
of the reader.
Poetry is a literary work in metrical form; verse

A. Narrative Poetry B. Lyric Poetry C. Poetic Play/Dramatic Poetry
1. Epic 1. Sonnet 1. Dramatic monologue
2. Metrical Tale 2. Ode Soliloquy
3. Ballad 3. Psalms Character sketch
4.Metrical Romance 4. Elegy Tragedy
5. Simple Lyric Comedy
6. Song Farce
a. Secular Songs Melodrama
b. Sacred songs Tragicomedy
Social Poems
3.1 Narrative Poetry

Narrative Poetry tells a story in rich imaginative and rhythmical language
1. Epic
Epic is a long narrative poem recounting heroic deeds, although the term has also been
loosely used to describe novels, such as Leo Tolstoy's War and Peace, and motion pictures,
such as Sergey Eisenstein's Ivan the Terrible. In literary usage, the term encompasses both
oral and written compositions. This is about heroic exploits often under supernatural
control.
Filipino epic poetry is the highest point of development for Philippine folk literature,
encompassing narratives that recount the adventures of tribal heroes. These epics are
transmitted through oral tradition using a select group of singers and chanters.
Characteristics of epic:
a. Broad in scope and theme; its subject matter is often a mixture of legend, history,
myth, religion and tradition, the action is grand and in a huge scale,
b. The supernatural element is highly pronounced,

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c. The characters are larger than life (god, demi-gods, and highborn mortals) if the
source of conflict involves elemental passions.
d. The events centers on a prodigious struggle or effort to achieve a great purpose or
carry out a great task against powerful forces.
e. The plot consists of numerous episodes and sub-plots people by numerous
characters, each with his own adventure and story; but all these are held together by
a unifying theme.
f. The plot often begins in medias res (in the middle or near the end of the action) the
story is completed by a series of flashbacks.
g. This plot is recounted in the epic poem is often just a portion of a much larger story
which is found in the mythology of the nation.
h. The style is solemn and majestic in keeping with the grandeur of the subject matter.
Famous examples of epic poetry include:

Epic poems of the modern era include: Beowulf:
- Giannina Braschi’s Empire of
Lo! The Spear-Danes’ glory through splendid
Dreams,
achievements
- Derek Walcott’s Omeros, The folk-kings’ former fame we have heard of,
- and Adam Mickiewicz’s Pan How princes displayed then their prowess-in-battle.
Tadeusz. Oft Scyld the Scefing from scathers in numbers
From many a people their mead-benches tore.
- Paterson by William Carlos Since first he found him friendless and wretched,
Williams published in five volumes The earl had had terror: comfort he got for it,
from 1946 to 1958, was inspired in Waxed ’neath the welkin, world-honor gained,
Till all his neighbors o’er sea were compelled to
part by another modern epic, The
Bow to his bidding and bring him their tribute:
Cantos by Ezra Pound. An excellent atheling! After was borne him
A son and heir, young in his dwelling,
Main Types of Epic: Whom God-Father sent to solace the people.
Folk epic is an old form of epic poem that (example of Folk Epic…. Few lines of Beowulf)
was originally told in oral form. It is based on a particular mythology of the locality, like
folklore for example, is basically in oral form, the author of the folk epic could be anyone.
“The epic of growth is fresh, spontaneous, racy, the epic of art is learned, antiquarian,
bookish, imitative. Its specifically ‘literary’ qualities-its erudition, its echoes,
reminiscences, and borrowings- are indeed, as the Aeneid and Paradise Lost will suffice
to prove, among its most interesting characteristics for a cultured reader.”
- William Henry Hudson –
Literary epic is usually known as art epic. It is an epic, which imitates the conventions of
the folk epic, but it is in a written shape. It is based on the ideas of the author, the poet
invents the story and the author is a well-known personality.
“The literary epic naturally resembles the primitive epic, on which it is ultimately based, in various
fundamental characteristics. Its subject-matter is of the old heroic and mythical kind; it makes free
use of supernatural; it follows the same structural plan and reproduces many traditional details of
composition; while, greatly it necessarily differs in style, it often adopts the formulas, fixed
epithets, and stereo typed phrases and locutions, which are among the marked feature of the early
type.” - William Henry Hudson –

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Paradise Lost: (by John Milton)
OF MAN’S first disobedience, and the fruit
Of that forbidden tree whose mortal taste
Brought death into the World, and all our woe,
With loss of Eden, till one greater Man
Restore us, and regain the blissful Seat,
Sing, Heavenly Muse, that, on the secret top
Of Oreb, or of Sinai, didst inspire
That Shepherd who first taught the chosen seed
In the beginning how the heavens and earth
Rose out of Chaos: or, if Sion hill
Delight thee more, and Siloa’s brook that flowed
Fast by the oracle of God, I thence
Invoke thy aid to my adventrous song,
That with no middle flight intends to soar
Above the Aonian mount, while it pursues
Things unattempted yet in prose or rhyme.
(example of Literary Epic…)
E. Arsenio Manuel defines heroic narratives in verse as "folk epics" or "ethnographics"

and describes their common characteristics:
- Narratives of sustained length
- Based on oral tradition
- Revolving around supernatural events or heroic deeds
- In the form of verse
- Either chanted or sung
- With a certain seriousness of purpose, embodying or validating the beliefs,
customs, ideas, or values of the people
- Within folk epic poems, common themes can be observed.
There are multiple epic texts that can be found in the Philippines, owing to its diverse
cultural background.
Epics from Luzon
- From Christian Filipinos:
Biag ni Lam-Ang from the Ilocos region
Ibalon, from the Bicol region
- From non-Christian groups:
Hudhud and Alim of the Ifugao people
The Ulalim cycle of the Kalinga people
The Epic of Lumalindaw of the Gaddang people
Epics from Visayas

- The Hinilawod of the Suludnon in Panay
Hinilawod I: The Epic of Labaw Donggon
Hinilawod II: Epic of Humadapnen
The Kudaman of Palawan
Epics from Mindanao

- The Maiden of the Buhong Sky
- Tuwaang Attends a Wedding
- The Agyu Cycle:
Agyu: The Ilianon Epic of Mindanao
Ulahigan
The Capture of Nalandangan
The Epic of Nalandangan

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Olaging: The Battle of Nalandangan
- The Tulelangan of the Ilianon Manobos
- The Darangen of the Maranao people
- Gumao of Dumalinao
- Ag Tubig Nog Keboklagan (The Kingdom of Keboklagan)
- Keg Sumba Neg Sandayo (The Tale of Sandayo)
- The Tudbulul of the Tboli people
Example: THE HARVEST SONG OF ALIGUYON translated in English by Amador T. Daguio

Hudhud ni Aliguyon is a famous epic that came from the Ifugao province of Luzon in the
Philippines. It narrates events about the culture and traditions of the Ifugao and their
hero, Aliguyon. Belonging in the genre of Hudhud di Ani for harvesting in the fields, this
heroic epic has three functions.
ALIGUYON
Once upon a time, in a village called Hannanga, a boy was born to the couple named
Amtalao and Dumulao. He was named Aliguyon. He was an intelligent, eager young
man who wanted to learn many things, and indeed, he learned many useful things,
from the stories and teachings of his father. He learned how to fight well and chant
a few magic spells. Even as a child, he was a leader, for the other children of his
village looked up to him with awe.
Upon leaving childhood, Aliguyon betook himself to gather forces to fight against
his father’s enemy, who was Pangaiwan of the village of Daligdigan. But his
challenge was not answered personally by Pangaiwan. Instead, he faced Pangaiwan’s fierce son,
Pumbakhayon. Pumbakhayon was just as skilled in the arts of war and magic as Aliguyon. The two of them
battled each other for three years, and neither of them showed signs of defeat.
Their battle was a tedious one, and it has been said that they both used only one spear! Aliguyon had thrown
a spear to his opponent at the start of their match, but the fair Pumbakhayon had caught it deftly with one
hand. And then Pumbakhayon threw the spear back to Aliguyon, who picked it just as neatly from the air.
At length Aliguyon and Pumbakhayon came to respect each other, and then eventually they came to admire
each other’s talents. Their fighting stopped suddenly. Between the two of them they drafted a peace treaty
between Hannanga and Daligdigan, which their peoples readily agreed to. It was fine to behold two majestic
warriors finally side by side.
Aliguyon and Pumbakhayon became good friends, as peace between their villages flourished. When the
time came for Aliguyon to choose a mate, he chose Pumbakhayon’s youngest sister, Bugan, who was little
more than a baby. He took Bugan into his household and cared for her until she grew to be most beautiful.
Pumbakhayon, in his turn, took for his wife Aliguyon’s younger sister, Aginaya. The two couples became
wealthy and respected in all Ifugao.
2. Metrical Tale
Metrical Tale is a phase of life and told in a
simple, straightforward, and realistic manner.
- It is a narrative poem which is written in
verse that relates to real or imaginary
events in simple, straight forward
language, from a wide range of subjects,
characters, life experiences, and
emotional situations.
- Examples of these are simple idylls or
home tales, love tales, tales of the supernatural or tales written for a strong moral
purpose in verse form and can be the length of a short story or of a complete novel.k

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Examples of metric tales include :
• "The Lady of the Lake" by Sir Walter Scott.

• “The Lady of Shallot” written by Alfred Lord Tennyson.
In Tennyson's poem 'The Lady of Shalott,' we see a mysterious maiden who is imprisoned
by the fear of a curse in the days of King Arthur.
3. Ballad - any light, simple song, especially one of sentimental or romantic character,
having two or more stanzas all sung to the same melody. a simple narrative poem of folk
origin, composed in short stanzas and adapted for singing. any poem written in similar
style. the music for a ballad.
• There are also variations of these: love ballads, war ballads, and sea ballads,
humorous, moral, and historical or mythical ballads. In the early time, this referred to
a song accompanying a dance.
• They may eventually be set to music, or they remain in their
original forms.
• However, in general, whether a ballad is a song or a story, it
tends to have some sort of musical quality to it. One
example of a ballad is Samuel Taylor Coleridge's famous…
The Rime of the Ancient Mariner."
Three main types of ballad

a. the traditional ballads,
b. the broadside ballad
c. the literary ballad.
The traditional ballad stanza consists of four lines, rhymed abcb (or sometimes abab--the
key is that the second- and fourth-lines rhyme).
Broadside ballad -written form of a ballad - Murder ballads are a broadside ballad, told
from the killers point of view.
Simple language Ballads tend to be narrative poems, poems that tell stories, as opposed
to lyric poems, which emphasize the emotions of the speaker. ...
“Sana Maulit Muli” –Lea Salonga (1995)

Sana maulit muli Kung kaya kong iwanan ka
Ang mga oras nating nakaraan 'Di na sana aasa pa
Bakit nagkaganito? Kung kaya kong umiwas na
Naglaho na ba ang pag-ibig mo? 'Di na sana lalapit pa
… Kung kaya ko sana…Ito ang tanging…
The two versions must not be compared, but the temptation is just too hard to resist.
Released in 1987, the original recording of “Sana Maulit Muli,” sung by Gary Valenciano,
is saccharine to the core, not because of the words but because of the music that
accompanies them, ambitious in its arrangement but rather conspicuous in how it drowns
the nuances of his singing.

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Lea Salonga’s version, released in 1995 as soundtrack to her movie of the same title, is not
without its mush, but her theatrical interpretation — the dramatic pauses, the striking
way she enunciates the lyrics, the consciously controlled vocals — allows the yearning
being told to come to the center.
4. Metrical Romance
Metrical romance was, in some respect, formalized as a
movement by the joint publication of Lyrical Ballads, by
Wordsworth and Coleridge in 1798. It is deeply rooted within
the traditions as established by John Milton and Edmund
Spenser. They, in agreement with John Keats, William Blake,
Lord Byron and Percy B. Shelley, believed that by pursuing the sublime
and the romance, they were reviving and upholding English poetry's
true spirit.
Some of the finest examples among metrical romance are; The Rhyme
of the Ancient Mariner, by Samuel Coleridge; Sonnets From the
Portuguese, by Elizabeth Barrett Browning; The Emigrants, by Charlotte Turner Smith; The
Corsair, by George Gordon Byron (or Lord Byron); Lady of Shallot, by Alfred Lord Tennyson;
Paradise Lost, by John Milton. Paradise Lost is an epic poem by John Milton about the fall of Adam
and Eve. Satan sets his sights upon the world of Man after being cast out of Heaven. He comes down to
Earth, disguises himself as a serpent, and convinces Eve to eat the fruit of knowledge—an act that results in
her and Adam being banished from paradise. God identifies Satan to the Son and explains that Satan will
lead Man to Sin. The Son volunteers to sacrifice himself in return for God’s divine grace for Man.
3.2 Lyric Poetry

Lyric Poetry originally meant to be sung, occurred in varied rhythms and often expressed
personal emotions and experience
Sonnet 18
1. Sonnet by William Shakespeare
Sonnet is short poem of 14 iambic Shall I compare thee to a summer’s day?
pentameter lines grouped into: Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
• Shakespearean and Italian sonnets; And summer’s lease hath all too short a date:
• Italian/Petrarchan sonnet; Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm’d;
• English/ Elizabethan/ Shakespearean And every fair from fair sometime declines,
sonnet; By chance or nature’s changing course untrimm’d
• Spenserian sonnet
To The Philippines
Rizal wrote the original sonnet in Spanish
Aglowing and fair like a houri on high, And the frosty Pole her flow'red attire.
Full of grace and pure like the Morn that peeps With tenderness, stammering, my Muse
When in the sky the clouds are tinted blue, To her 'midst undines and naiads does sing;
Of th' Indian land, a goddess sleeps. I offer her my fortune and bliss:
Oh, artists! her brow chaste ring
With myrtle green and roses red
The light foam of the son'rous sea And lilies, and extol the Philippines!
Doth kiss her feet with loving desire;
The cultured West adores her smile

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Sonnet I
by Jose Garcia Villa
First, a poem must be magical, And it must kneel like a rose.
Then musical as sea gull. It must be able to hear
It must be a brightness moving The luminance of dove and deer.
And hold secret a bird’s flowering. It must be able to hide
It must be slender as a bell, What it seeks, like a bride.
And it must hold fire as well. And over all I would like to hover
It must have the wisdom of bows God, smiling from the poem’s cover.
2. Ode poem
Ode poem of noble feeling towards some person or thing worthy of praise and adulation
most splendid type of lyric. It is often about positive topics, such as truth, love, art,
freedom and justice.
- There is no strict structure or format for an ode. It is common for many odes to have
refrains, or repeated lines or stanza, but that is not a requirement.
- Odes are often longer than other types of lyric poetry.
- An ode is a lyrical stanza written in praise for a person, event, or thing.
- The form developed in Ancient Greece and had a very specific and elaborate structure
involving three parts known as the strophe, antistrophe, and epode. Originally, Greek
odes were set to music.
An ode is a classical poem that has a specific structure and is aimed at an object or person.
In this sense, odes usually express elevated emotion, and are often used to praise a
leader or a work of art.
Characteristics: Excerpt To A Nightingale
by John Keats
- It is highly solemn and serious in its tone
My heart aches, and a drowsy numbness pains
and subject matter, and My sense, as though of hemlock I had drunk,
- usually is used with elaborate patterns Or emptied some dull opiate to the drains
of stanzas. However, the tone is often One-minute past, and Lethe-wards had sunk:
formal.
- A salient feature of ode is its uniform metrical feet, but poets generally do not strictly
follow this rule though use highly elevated theme.
Most famous historical odes describe traditionally romantic things and ideas:
• William Wordsworth's "Ode on Intimations of Immortality from Recollections of
Early Childhood" is an ode to the Platonic doctrine of "recollection";
• John Keats's "Ode on a Grecian Urn" describes the timelessness of art; and
• Percy Bysshe Shelley's "Ode to the West Wind" addresses the strength of nature.
However, Contemporary odes, draw their power from unexpected celebration.

• Pablo Neruda's Elemental Odes, including poems like "Ode to My Socks," were written
in celebration of common objects;
• Lucille Clifton's "homage to my hips,"
• Bernadette Mayer's "Ode on Periods," and
• Sharon Olds's "Ode to the Hymen" sing praise for traditionally unsung aspects of the
female body.

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Ode To My Pearl Of The Orient Seas (Philippines)
Traveling miles to the desert coast- Let thy beauties drive me home,
free golden Arabia. To the breeze of summer wind
I felt the snowy humid air, and her marvelous rains.
her dusty wind.
Encircled with her thousand luxury cars, To thy tallest structures of concrete sandstone
That keep the dust
I begun to miss thee; out my breathe.
motherland. Let me sleep unconsciously and free,
O thy palms so sturdy and luster green …
That smiled at me, (an excerpt)
sited in a warm cushioned floor.
3. Psalms/Sacred Songs.
The Psalms are very poetic. The Psalms were the hymnbook of the Old Testament Jews.
Most of them were written by King David of Israel.
Psalms 1:41
1 Blessed is the one who does not walk in step with the wicked or stand in the
way that sinners take or sit in the company of mockers,
2 but whose delight is in the law of the LORD, and who meditates on his law
day and night.
3 That person is like a tree planted by streams of water, which yields its fruit in
season and whose leaf does not wither— whatever they do prospers.
4 Not so the wicked! They are like chaff that the wind blows away.
5 Therefore the wicked will not stand in the judgment, nor sinners in the
assembly of the righteous.
6 For the LORD watches over the way of the righteous, but the way of the
wicked leads to destruction.
• Other people who wrote Psalms were Moses, Solomon, etc.

• The Psalms give us the means to come to prayer in a fresh state of mind.
• They enable us to see that we're not the first to feel God is silent when we pray, nor
are we the first to feel immense anguish and bewilderment while praying.
• kind of psalms: praise, wisdom, royal, thanksgiving, lament.
• kinds of prayer: adoration, contrition, thanksgiving, supplication
4. Elegy
Elegy is the type of poem lamenting the death of a person, and which expresses feelings
of grief and melancholy a poem expressing lament or grief for the dead. It had a strict
structure dealing with meter alternating between six foot and five-foot lines.
Nowadays, elegies don't follow a specific format, but always have the same mood. Elegies
commemorate the dead and are melancholy, mournful and contemplative.
Written in a Country Churchyard

Elegy Excerpt by Thomas Gray
The curfew tolls the knell of parting day,
The lowing herd winds slowly o'er the lea,
The ploughman homeward plods his weary way,
And leaves the world to darkness and to me.

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5. Simple Lyric
Simple Lyric is any short poem where the verse is especially musical or where there is
marked subjective or emotional tone.
Song – short lyric poem which has a specific melodious quality and is intended to be sung:
a. Secular Songs – nonreligious
b. Sacred songs – religious
IMAGINE by John Lennon
"Imagine there's no heaven Nothing to kill or die for

It's easy if you try And no religion too
No hell below us Imagine all the people
Above us only sky Living life in peace...
Imagine all the people You may say I'm a dreamer
Living for today... But I'm not the only one
Imagine there's no countries I hope someday you'll join us
It isn't hard to do And the world will be as one…
6. Epigram:
- A very short, satirical and witty poem usually A Lame Beggar (By John Donne)
written as a brief couplet or quatrain. I am unable, yonder beggar cries,
- It derives from the Greek 'epigramma' To stand, or move; if he say true, he lies.
meaning an inscription.
- It was cultivated in the late 16th and 17th centuries by poets like Ben Jonson and John
Donne who wrote twenty-one English epigrams.
7. Epithalamium - From the Greek 'epi' meaning 'upon' and

'thalamium' meaning 'nuptial chamber'.
- It is a wedding poem in honor of a bride and bridegroom.

- The best example of Epithalamium in Greek literature is the
‘18th Idyll of Theocritus’, that celebrates the marriage of
Menelaus and Helen.
- The famous work "Epithalamium" was written by Edmund
Spenser in honor of his marriage in 1594.
- Dryden`s “Annus Mirabilis” and R. Graves` “A Slice of Wedding Cake” are other
examples of this form
A Slice of Wedding Cake (by Robert Graves)
Why have such scores of lovely, gifted girls Impossible men: idle, illiterate,
Married impossible men? Self-pitying, dirty, sly,
Simple self-sacrifice may be ruled out, For whose appearance even in City parks
And missionary endeavour, nine times out of ten. Excuses must be made to casual passers-by.
Repeat 'impossible men': not merely rustic, Has God's supply of tolerable husbands
Foul-tempered or depraved Fallen, in fact, so low?
(Dramatic foils chosen to show the world Or do I always over-value woman
How well women behave, and always have behaved). At the expense of man?
Do I? It might be so.

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8. Song - is a musical composition intended to be
performed by the human voice. This is often done at
distinct and fixed pitches (melodies) using patterns of sound
and silence. Songs contain various forms, such
as those including the repetition and variation
of sections.
Folk songs - are songs of often anonymous origin (or are

public domain) that are transmitted orally. They are
frequently a major aspect of national or cultural identity.
- Folk songs are also frequently transmitted non-orally (that
is, as sheet music), especially in the modern era.
- Folk songs exist in almost every culture. The German term
Volkslied was coined in the late 18th century, in the process of collecting older songs
and writing new ones.
- Folk songs include ballads, lullabies, love songs, mourning songs, dance songs, work
songs, ritual songs and many more. Béla Bartók recording Slovak peasant singers in 1908
Part/Secular Song
A part song, part-song or partsong is a form of choral music that consists of a
secular (Secularity, also the secular or secularness (from Latin saeculum, "worldly" or "of a
generation") is the state of being unrelated or neutral in regards to religion. Anything that does
not have an explicit reference to religion, either negatively or positively, may be considered
secular.[ (vs. ecclesiastical) song written or arranged for several vocal parts.
- Part songs are commonly sung by an SATB choir, but sometimes for an all-male or all-
female ensemble.
- A voice type is a group of voices with similar vocal ranges,
capable of singing in a similar tessitura, and with similar
vocal transition points (passaggi).
- Voice classification is most strongly associated with
European classical music, though it, and the terms it
utilizes, are used in other styles of music as well.
- Evensong rehearsal in the quire of York Minster, showing carved choirstalls
3.3 Poetic Play / Dramatic Poetry

– a play, composed in poetic form
✓ Dramatic monologue
✓ Soliloquy
✓ Character sketch
1. Dramatic monologue
- A lyric poem in which a speaker, who is explicitly someone other than the author, makes
a speech to a silent auditor in a specific situation and at a critical moment.

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- Without intending to do so, the speaker reveals aspects of his
temperament and character.
- Browning`s “My Last Duchess” and “Porphyria's Lover’ are
examples of this type.
"My Last Duchess" is a poem by Robert Browning, frequently
anthologised as an example of the dramatic monologue. It first
appeared in 1842 in Browning's Dramatic Lyrics. The poem is
written in 28 rhyming couplets of iambic pentameter.“
My Last Duchess” is a dramatic monologue in which the Duke of Ferrara tells the
messenger of his potential wife's family about his previous wife, the “last” duchess of
the poem's title. ... Throughout the poem, the duke reveals his belief that women are
objects to be controlled, possessed, and discarded.
This poem is set in 1564 and is based on the real-life Duke Alfonso II who ruled Ferrara,
Italy in the latter half of the 16th century. In the poem, he's talking about his first wife
Lucrezia de' Medici, who died under suspicious circumstances shortly after marrying the
Duke.Major Themes in “My Last Duchess”: Jealousy, hatred, and power are the major
themes of this poem. Browning has presented the character of a duke who wants to rule
his woman with an iron fist. He talks about his late wife and details the reasons why he
did not like her.
2. Soliloquy
A soliloquy (from Latin solus/solo ("alone") "to oneself" + loqui ("to speak")/ loquor "I
talk") is a device often used in drama when a character
speaks to oneself, relating thoughts and feelings,
thereby also sharing them with the audience, giving off
the illusion of being a series of unspoken reflections.
- a speech in a play made by a character while alone.
- a speech that one gives to oneself / a dramatic device
in which a character speaks his or her thoughts out loud.

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- The purpose of such a device is to illustrate what is going on in the character's head in
a way that cannot be done quite as well through
dialogue or action.
- A soliloquy is a super important monologue given by
a character in a play who is alone on the stage.
Examples of Soliloquy:
From Romeo and Juliet - Juliet speaks her thoughts
aloud when she learns that Romeo is the son of her family's enemy: O Romeo, Romeo!
3. Character sketch
A character sketch is a rough-and-ready
rendering or thumbnail portrayal of an
individual, capturing, in brief, that person's
physical characteristics, psychological
attributes, and the like. The brief descriptions
often capitalize on the more unusual or
humorous aspects of the person's character. It
is a written piece that is a person's personality and behavior or a theatrical portrayal of a
unique character.
- Another example of a character sketch is a drag queen doing a club

performance as Liza Minnelli.
Liza May Minnelli is an American actress, singer and dancer. Known for
her commanding stage presence and powerful alto singing voice, Minnelli is
among a rare group of performers awarded an Emmy, Grammy, Oscar, and
Tony. Minnelli is a Knight of the French Legion of Honour.
4. Tragedy
Tragedy is a play dealing with tragic events and having an unhappy
ending, especially one concerning the downfall of the main character. It
deals with suffering and/or destruction - a disaster that brings death,
injury and hardship and has a somber tone.
* Tragedy, in contrast, is opposite to comedy, as tragedy deals with
sorrowful and tragic events in a story.
- Aristotle indicates that the function of tragedy is to arouse 'pity and fear' in the
spectator for both moral and aesthetic purpose. One has to remember in this context
that he had Plato's famous charge against the immoral effects of poetry on people's
minds.
Four Distinct Kinds of Tragedy:

1. there is the complex tragedy, made up of peripeteia and anagnorisis;
2. the tragedy of suffering;
3. the tragedy of character;
4. the tragedy of spectacle.
Complex tragedy. Aristotle distinguishes “complex” from “simple” tragedy, arguing that
the defining structure of complex tragedy—peripeteia and anagnorisis generating

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catharsis—is what makes it complex. Catharsis, he insists, is the purpose of tragedy. His
notion of a protagonist as someone neither too great nor too small: that is, someone like
ourselves, is also crucial to understanding why complex tragedy is superior.
Tragedy of suffering. The concept of the tragic is a consequence of accepting the

individual as an autonomous being and of the insoluble social and historical conflict
arising from the individual's free actions under self-determination. The suffering of the
hero manifests his dignity and nobility as he is not reconciled to fate even in defeat.
Aristotle demonstrated the tragic aspects of human life - its changing nature where
sorrow follows joy - as the necessary result of the [nous], eternal and self-contained,
surrendering to its other being and becoming temporal and subject to necessity. Suffering
and death are always necessary if there is to be rebirth, whether in romance, in mysticism
or in religion.
Tragedy of character. Stories often have characters that are doomed or flawed in some
way that means that they are going to lose out and not achieve their goals. Tragic
characters also help to make throw a contrasting light on the hero, showing how close
the hero could come to tragedy and hence how heroic they are. Tragic characters invoke
sympathy and pity in the audience. They also lead to relief as we realize that our own lives
could be tragic, and so we feel better for the little that we do have.
Tragic Hero Wilting Flower Victim
Fatally Flawed Doomed InnocentFoolish
Fallen Hero Madman
Doomed Warrior Lost soul
Examples of tragedies:
The Hunchback of Notre Hamlet. The Hunger Games.
Dame. A Series of Unfortunate Events The Great Gatsby.
Romeo and Juliet. Frankenstein. Romeo and Juliet.
Titanic.
Tragedy of spectacle. Spectacle is one of the six components of tragedy, occupying the
category of the mode of imitation. Spectacle includes all aspects of the tragedy that
contribute to its sensory effects: costumes, scenery, the gestures of the actors, the sound
of the music and the resonance of the actors' voices.
5. Comedy
Comedy is a literary genre and a type of dramatic work that
is amusing and satirical in its tone, mostly having cheerful
ending.
*The purpose of comedy is to amuse the audience.
*The motif of is triumph over unpleasant circumstance by which to create comic effects,
resulting in happy or successful conclusion - Romantic Comedy, Comedy of Humors,
Comedy of Manners, Sentimental Comedy, Tragicomedy
*Comedy has multiple sub-genres depending upon source of humor context in which an
author delivers dialogues, and delivery method, which include: farce, satire and
burlesque.
* the primary theme of most Shakespearean comedy is love with an underlying tension
between reason and passion.

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Types of comedy in literature:
1. Romantic Comedy. This drama involves the theme of love leading to happy
conclusion.
2. Comedy of Humors. It derives from Latin word ‘humor’ that means liquid. It explains
that when human beings have balance of these humors in their bodies, they remain
healthy.
3. Comedy of Manners
It deals with intrigues and relations of ladies and gentlemen, living in a sophisticated
society.
4. Sentimental Comedy. It contains both comedy and sentimental tragedy.
5. Tragicomedy. It contains both tragic and comedic elements. It blends both elements to
lighten an overall mood of the play. A serious play ends happily.
6.Situational Comedy. It gets its humor from awkward, amusing situations. Called
“sitcoms” for short, situational comedies are usually TV shows in which a small set of
characters gets into a different situation in each episode.
7. Physical Comedy (Slapstick). Physical comedy or slapstick might be the oldest type of
comedy around – it’s pies in the face, banana peels, farts, and other physical gags.
Though this is sometimes considered less sophisticated than other forms of comedy,
it’s very effective.
8. Dark Comedy (Gallows humor). Dark comedy or gallows humor is
when you make light of something very serious: death, disease,
war, slavery, addiction, terrorism, etc. Dark comedy is a way of
processing the sadness and despair that may occur in the face of
these things.
9. Farce. A farce is a comedy so silly and over-the-top that it just
doesn’t make any sense and you have to laugh. It usually use an
extremely exaggerated combination of physical comedy and
situational comedy, and are usually thick with plot twists, hidden identities, and
confusing surprises.
10. Topical humor. Topical humor deals with current events, especially politics.
11. Spoof or Parody. A spoof or parody is a comedy that imitates the rules and clichés of
another movie or genre. For example, the film Scary Movie makes fun of horror films
through exaggeration and confusion.
Here is a list of some well-known examples of Here are some famous literary examples that can be
Shakespearean comedies: considered modern comedy:
- All’s Well That Ends Well - slaughterhouse five

- As You Like It - The House of Mirth
- The Comedy of Errors - The Odd Couple
- Love’s Labour’s Lost - Pride and Prejudice
- Measure for Measure - The Importance of Being Earnest
- The Merchant of Venice - The Joy Luck Club
- The Merry Wives of Windsor - A Prayer for Owen Meany
- A Midsummer Night’s Dream - Fried Green Tomatoes
- Much Ado About Nothing - A Very Old Man with Enormous Wings
- The Taming of the Shrew - Everyday Use
- The Tempest
- Twelfth Night
- The Two Gentlemen of Verona
- The Winter’s Tale

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Function of Comedy
Comedy tends to bring humor
and induce laughter in plays, films and
theaters. The primary function of
comedy is to amuse and entertain the
audience, while it also portrays social
institutions and persons as corrupt and
ridicules them through satirizing,
parodying and poking fun at their vices.
Oscar Wilde’s The Importance of Being
Earnest is one of the most successful
plays ever written in the English language. The reason for its popularity is that it combines
several different forms of comedy, and was highly influential in the rise of early film. The
Importance of Being Earnest is kind of a “romantic sitcom farce,” combining aspects of all
three genres into one.
- It’s romantic because it deals with two growing relationship
- It’s a sitcom because nearly every scene contains an awkward situation between these
characters.
6. Farce
A farce is a lighthearted comedy that centers around a
ridiculous plot that usually involves exaggerated and
improbable events.
Example: The Three Stooges (film)… Seinfeld (TV series)…
Significance of Farce in Literature

15th-century Europe as a way to make serious things, such as religious texts,
foolish such as: acrobatics and clowning, that are still present in the physical humor of
contemporary farces, as well as reversal and perversion of social rules and
norms…entertainment is its primary goal.
7. Melodrama
Melodramas deal with sensational and romantic topics that appeal to the emotions of the
common audience.
• A subgenre of drama in an exaggerated form. It deals with sensational and romantic
topics that appeal to the emotions of the common audience. (heroes, heroines and
villains).
• Its purpose is to play on the feelings and emotions of the audience.
• In modern usage, a melodrama is a dramatic work wherein the plot, which is typically
sensational and designed to appeal strongly to the emotions, takes precedence over
detailed characterization.
• Melodramas typically concentrate on dialogue, which is often bombastic or excessively
sentimental, rather than action.
• Drama v/s Melodrama…The drama is real, while melodramas are overly-enhanced,
overly-exaggerated, and often overly-sentimental and overly-emotional in the delivery
of plot elements and character reactions.

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Characteristics of Melodrama:
1. Comes from "music drama" – music was used to increase emotions or to signify
characters (signature music).
2. A simplified moral universe; good and evil are embodied in stock characters.
3. Episodic form: the villain poses a threat, the hero or heroine escapes, etc.—with a
happy ending.
4. Almost never five acts – usually 2-5 (five acts reserved for "serious" drama).
5. Many special effects: fires, explosions, drownings, earthquakes.
The key features/Elements of Melodrama as a form are:

1. pathos,
2. overwrought or heightened emotion,
3. moral polarization (good vs. evil),
4. non-classical narrative structure (especially the use of extreme coincidence and deux
ex machina to further plot elements), and
5. sensationalism (emphasis on action, violence, and thrills)
Types of Melodrama:
1. Animals used (along with the Romantic concept of nature):
2. Equestrian dramas: horses, often on treadmills – forerunners of the modern Western.
3. Canine melodramas: like Lassie
4. Nautical melodramas: interest in the sea.
5. Disaster melodramas.
The most successful and popular melodrama:
Uncle Tom’s Cabin – the novel by Harriet Beecher Stowe (1852) had several
dramatizations: George L. Aiken’s was the most popular--1853. Six acts, done without an
afterpiece – established the single-play format. 325 performances in New York.
Example #1: Still Life, Brief Encounter (By Noel Coward)

Noel Coward’s heartbreaking drama Still Life, Brief Encounter, tells the story of two people who
seemed destined to be unhappy. In the film, a leading role and married woman, Laura Jesson, encounters a
doctor, Alec Harvey, in a train station. They decide to meet once in a week at the same station. Soon they
begin to feel delighted in each other’s company and share everything. Eventually they come to realize that
they are in love with each other. Their realization, however, leads to a tragic notion that they cannot leave
their families, which finally ends up in unrequited love, with their lives doomed into despondency.
Function of Melodrama
Melodrama is an exaggerated form of drama, where authors enhance the storylines in
order to tug the heartstrings of the audience. Typically, these types of
dramas focus on sensational plots that revolve around tragedy,
unrequited love, loss, or heightened emotion; featuring long-suffering
protagonists, especially females, attempting in vain to overcome
impossible odds. Its purpose is to play on the feelings and emotions of
the audience. We see the use of melodramatic plots more often in
films, theater, television, radio, cartoons, and comics.

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8. Tragicomedy
Tragicomedy is a literary genre that blends aspects of both tragic
and comic forms; a tragic play which contains enough comic
elements to lighten the overall mood or a serious play with a happy
ending.
Olive scandalizes and horrifies most of the audience and pageant judges
with a burlesque performance that she joyfully performs while oblivious to
their reactions. The pageant organizers are enraged and demand Sheryl
and Richard remove Olive from the stage. Instead of removing her, one by
one the members of the Hoover family join Olive on stage, dancing
alongside her to show their support.
9. Historical Play
Historical Play is a play based on a historical narrative, often set in the medieval or early
modern past. History emerged as a distinct genre from tragedy in Renaissance England.
Example: the ten plays that cover English history from the twelfth (12 th) to the sixteenth
(16th) centuries, and the 1399-1485 period in particular. Each play is named after, and
focuses on, the reigning monarch of the period.
Shakespeare’s King John; Richard II; Henry IV Parts I and II; Henry V; Henry VI Parts
I, II and III; Richard III and Henry VIII; although didn’t write them in that order.
King John (An excerpt) Act 5, scene 3

Synopsis:
King John, sick with a fever, is instructed by the Bastard to leave the battle. John receives the good
news that French supply ships have sunk. He goes to take refuge in an abbey.
Scene 3
Alarums. Enter King John and Hubert.
KING JOHN How goes the day with us? O, tell me, Hubert.
HUBERT Badly, I fear. How fares your Majesty?
KING JOHN This fever that hath troubled me so long
Lies heavy on me. O, my heart is sick. (Enter a Messenger)
MESSENGER My lord, your valiant kinsman, Faulconbridge,
Desires your Majesty to leave the field
And send him word by me which way you go.
KING JOHN Tell him toward Swinstead, to the abbey there.
MESSENGER Be of good comfort, for the great supply
That was expected by the Dauphin here
Are wracked three nights ago on Goodwin Sands.
This news was brought to Richard but even now.
The French fight coldly and retire themselves.
KING JOHN Ay me, this tyrant fever burns me up
And will not let me welcome this good news.
Set on toward Swinstead. To my litter straight.
Weakness possesseth me, and I am faint…. (They exit)

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10. Social Poems
Social Poems may be comic or tragic and aim to bring about changes in social
conditions. Social poetry is poetry which performs a social
function or contains a level of social commentary.
- The term seems to have first appeared as a translation
from the original Spanish Poesia Socíal, used to describe
the post-Spanish-civil-war poetry movement of the
1950s and 60s (including poets such as Blas de Otero ).
- The function of poetry is that it does not have any
function beyond its own construction and being-in-the-
world. For this reason, poetry makes everything (and, yes, nothing) happen, especially
in a consumer society prone to assessing and dispensing value to everything from lap
dances to teachers' salaries.
- Poetry is so important because it helps us understand and appreciate the world around
us.
- Poetry's strength lies in its ability to shed a “sideways” light on the world, so the truth
sneaks up on you. No question about it. Poetry teaches us how to live.
“Social media is poetry in motion. It is a symphony of

various content and platforms all working together.
Each platform with a different pace, tone and frequency
that resonates a message of harmony.
That being said, we all know that humor, fun and
creative content tends to get a tad more traction then
stodgy old articles. So, here’s an idea… Why create an
actual poem using the platforms and technologies we all
utilize and wrap it up with a point?”
Here is an attempt at creative social media poetry that makes a subtle yet
profound point. (Bundlepost.wordpress.com)
Distinctions between Prose and Poetry
POETRY PROSE
• Expresses strong emotion or lofty • Is concerned with the presentation
thought in a compressed and of an idea, concept or point of view
intense utterance. in a more ordinary and leisurely
• Its main purpose is to provide manner.
pleasure and delight. • Its purpose is to furnish
• It appeals to the emotion and information, instruction, or
imagination. enlightenment.
• It appeals to the intellect.

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Module 1 (Lit 111) Name: ____________________________________________
I. A manual is a book that shows people how to do something. You will create a
manual that shows people how to identify the narrator’s point of view.
Directions:
1. Take your two sheets of white paper and fold them in half lengthwise, so that if
forms a book.
2. On the top of five sheets you will write one of the narrative perspective terms.
3. Define each term.
4. Provide an original example of each.
5. Explain how to identify each point of view.
Terms: first-person, second-person, third-person central, third-person
editorial, third-person limited, third-person omniscient.
Example
First-Person Perspective Second-Person Perspective
1. Term Name →
Definition (Definition
2. Definition → First-person perspective is when Second-person definition goes
the narrator is telling his or her here.)
own story.
Example
I went to the store and bought Example
3. Example → some cotton candy. After eating (An example of second-person
the delicious treat, I walked narration goes here.)
home.
How to Identify How to Identify

4. How to Identify → Readers can identify first-person (Here’s where you explain how to
perspective because the narrator indentify the point of view.)
will use “I” and “We” often.
Rubric (try to check your output based from the rubric)
Definitions: Did you include all five definitions? Are your definitions correct?
5) No definitions
6) Many definitions are missing or incorrect
7) Some mistakes
8) Perfect
Examples: Did you include five original examples? Are your examples accurate?
5) No examples
6) Many examples are missing or incorrect
7) Some mistakes
8) Perfect
How to Identify: Did you tell how to identify each perspective? Are your instructions correct?
5) No instructions
6) Instructions are sloppy, incorrect, or incomplete
7) Some mistakes
8) Perfect
II. Read carefully the speech of Abraham Lincoln. Identify and write down both
the thematic concept and the thematic statement. Find at least 3 examples of
texts that convey each of the 8 tones: serious, comical, formal, informal,
gloomy, joyful, sarcastic, and sentimental.

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Module 1 (Lit 111) Name: ____________________________________________
Genre of Literature. Concept Maps, there are several ways to construct concept
maps. Most include the following steps:
1. Read carefully the facts in your module, identify the major ideas or concepts
presented in all selections of text as you read.
2. Organize the ideas into categories. Be reminded that your organization may
change as you continue to read and add more information.
3. Use lines or arrows on the map to represent how ideas are connected to one
another, a particular category, and/or the main concept. Limit the amount of
information on the map to avoid frustration.
4. After you have finished the map, share and reflect on how each made the
connections between concepts.
5. Use the concept map to summarize what was read.
6. Briefly explain your summary that includes major ideas about the general
classifications of literature.
(Here are samples of concept map as your model)
1 2

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Chapter 4 Literary Devices
1. Determine and evaluate the characteristics of literary devices and rhetorical devices
which are necessary in understanding literary works.
Literary Devices
Commonly, the term Literary Devices refer to the typical structures used by writers in
their works to convey his or her message(s) in a simple manner to his or her readers.
When employed properly, the different literary devices help readers to appreciate,
interpret and analyze a literary work.
Central to all literary devices is a quality of connection: by establishing or examining
relationships between things, literary devices encourage the reader to perceive and
interpret the world in new ways
Literary Devices have two aspects: Literary Elements and/or Literary Techniques. It will
be convenient to define them separately.
Literary Elements have an inherent existence in literary piece and are extensively
employed by writers to develop a literary piece e.g. plot, setting, narrative structure,
characters, mood, theme, moral etc. Writers simply cannot create his desired work
without including Literary Elements in a thoroughly professional manner.
Elements of literature are present in every literary text. They are the essential ingredients
required to create any piece of literature, including poems, plays, novels, short stories,
feature articles, nonfiction books, etc.
Literary Techniques, on the contrary, are structures usually a word s or phrases in literary
texts that writers employ to achieve not merely artistic ends but also readers a greater
understanding and appreciation of their literary works.
Example:
metaphor, simile, alliteration, hyperbole, allegory etc.
• In contrast to Literary Elements, Literary Techniques are not unavoidable aspect of
literary works.
• Literary devices are tools and techniques that are used to create specific effects within
a work. We examine literary devices in detail in other articles on this site. Think
metaphor, simile, hyperbole, foreshadowing, etc.
While the elements of literature will appear in every literary text, not every literary device
will.

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4.1 Literary Elements
The phrase ‘elements of literature’ refers to the constituent parts of a work of literature
(plot, setting, character, point-of-view, theme, tone) in whatever form it takes: poetry,
prose, or drama.
Importance:
- It is important, if they are to competently read or write a piece of literature.
- It enables students to examine specific aspects of the work in isolation, before
piecing these separate aspects back together to display an understanding of the
work as a whole.
- It is very useful when comparing two or more texts.
- Not only does it help us to answer literature analysis questions in exam situations,
but it also helps us develop a deeper appreciation of literature in general.
Key Elements Of Literature

plot setting Character point-of-view
theme conflict tone Structure
Diction foreshadowing
➢ Plot is the sequence of events that dictates the action of a story. While it traditionally
builds up toward a climax, plot can also be less conventionally organized.
*Plot is the logical sequence of events that develops a story. The shape of the plot comes
from the order of these events and consists of several distinct aspects that we’ll look at
in turn. It is made up of a series of cause-and-effect events that lead the reader from the
beginning, through the middle, and to the story’s ending.

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Exposition: This is the introduction of the story and usually it will be where the
reader acquires the necessary background information, they’ll need to follow the
various threads of the plot through to the end. This is also where the setting of the
story is established, the main characters are introduced to the reader, and the
central conflict begins to emerge.
Conflict: serves as the focus and driving force of most of the story’s action.
Essentially, conflict consists of a central (and sometimes secondary) problem.
Conflict usually takes the form of two opposing forces. These can be external forces
or, sometimes, these opposing forces can take the form of an internal struggle
within the protagonist or main character.
Rising Action: The rising action of the narrative begins at the end of the exposition.
It usually forms most of the plot and begins with an inciting incident that kick-starts
a series of cause-and-effect events. The rising action builds on tension and
culminates in the climax.
Climax: After the introduction of the problem or central conflict of the story, the
action rises as the drama of the story unfolds in a series of causes and effects. These
events culminate in the story’s dramatic high point, known as the climax. This is
when the tension finally reaches its breaking point
Falling Action: This part of the narrative is made up of the events that happen after
the climax. Things begin to slow down and work their way towards the story’s end,
tying up loose ends on the way. We can think of the falling action as a de-escalation
of the story’s drama.
Resolution: This is the final part of the plot arc and represents the closing of the
conflict and the return of normality - or a new normality - in the wake of the story’s
events. Often, this takes the form of a significant change within the main character.
A resolution restores balance and order to the world, or it brings about a new
balance and order.
➢ Setting is where a story takes place. The setting can dictate various aspects of a story,
from the conflict to the plot. Place, time, social conditions
and atmosphere can all affect setting.
*Setting refers to the time and place in which a story
takes place. Setting consists of two key elements: space
and time.
1. Space refers to the where of the story; most often
the geographical location where the action of the story
takes place.
➢ Time refers to the when of the story. This could be an historical period, the present,
or in the future.

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*The setting has some other aspects for the reader or writer to consider too.
For example, drilling down from the broader time and place, elements such as the
weather, cultural context, and physical surroundings, etc can be important.
*The setting is a crucial part of a story’s exposition and is often used to establish the mood
of the story. A carefully crafted setting can be used to skillfully hint at the story’s theme
and to reveal some aspects of the various characters.
➢ Characters are the agents within a story, propelling the plot forward. Characters may
be protagonists, who are central to the story, or
antagonists, who are in opposition to the protagonist.
*Character: A story’s characters are the doers of the

actions. Characters most often take human form but, on
occasion, a story can employ animals, fantastical
creatures, and even inanimate objects as characters.
Some characters are dynamic and change over the
course of a story, while others are static and do not grow
or change as a result of the action of the story. There are many different types of
characters to be found in works of literature and each serves a different function.
Types of Characters in Fiction Writing

1. Confidante Character
A confidante is someone or something the main character confides in. Readers can
learn a lot about the main character’s personality and thoughts through this. The
confidante can be another character, or it can be the inside pages of the main
character’s diary.
2. Dynamic or Developing Character

A dynamic character is someone who changes throughout the story. This may be a good
change or a bad one, but their motivations, desires, or even their personality change
due to something in the story. This is usually a permanent change and shows how the
character has learned and developed over time in the story.
3. Flat or Static Character

A flat character is the opposite of a dynamic character. A flat character does not change
much (or at all) throughout the story. Their personality and/or background is not
revealed well, and we only know a handful of traits about them. Depending on their role
in the story, a flat character is sometimes needed or works well with the flow of the
plot. A flat character can be someone minor who says something in passing that allows
your protagonist to have an epiphany. Flat characters are one-dimensional characters
that are purely functional in the story.
4. Foil Character
A foil character is the opposite of another character. They reflect the opposite traits,
hence “foil.” Your main character can be sweet and caring and the foil character will

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bring out that side by being nasty. It contrasts two characters. While showing various
sides is a good thing, it will also allow you to learn more about your character as well.
What would happen if your protagonist is too kind and their evil twin comes along?
5. Round Character
A round character is similar to a dynamic character but are more complex and drawn in
more detail by the writer. They change throughout the story gaining new traits, some
traits opposite to who they used to be. A well-rounded character is great to have for
someone who is in the spotlight throughout your story or is the heart of your story.
As well as being described in comprehensive physical detail, we will gain an insight into
the character’s interior life, their hopes, fears, dreams, and desires, etc.
6. Stock Character
A stock character is just stock photos you can get off the internet. They are not a big
deal to the story, they do not change at all, they’re pretty much cliche characters such
as the “dumb jock” or “popular cheerleader.”
7. Protagonist or story’s Main Character

The main characters are the root of the story. The story’s plot centers around this
character and they are usually sympathetic and likable for the reader. They are most
often the ‘hero’ of the story.
e.g. Hamlet in the play Hamlet
8. Antagonist
An antagonist is the opposite of your protagonist or main character. It is the character
in conflict with the Protagonist, the bad guy or girl of the piece They will, along with the
main character, be the driving force behind the plot from an opposite perspective.
e.g. Claudius in the play Hamlet
9. Villain
A villain is like the antagonist, but they are evil. Most people believe antagonists and
villains are interchangeable. They are the “bad guy” of the story. However, they are
quite different. Villains have evil actions and motives that drive the plot.
➢ Point-of-view is the style in which a story is told. Point of view is utilized as a literary
device to indicate the angle or perspective from which a
story is told. Essentially, point of view refers to the “eyes”
of the narrative voice that determine the position or angle
of vision from which the story is being relayed.
*Point Of View (POV) in literature refers to the
perspective through which you experience the events of the story.
There are various advantages and disadvantages to the different points of view
available for the writer to choose from, but they can all be usefully categorized
according to whether they are first person, second person, or third-person points of
view.

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Most common points of view in each of these categories.
Narrator: A person who tells the story.
Narrative method: The way a narrative is presented comprising plot and
setting.
Dialogue: Where characters of a narrative speak to one another.
Conflict. It is n issue in a narrative around which the whole story revolves.
First Person
The key to recognizing this point of view lies in the use of pronouns such as I, me, my,
we, us, our, etc. There are several different variations of the first-person narrative,
but they all have a single person narrating the events of the story either as it unfolds,
or in the past tense. When considering a first-person narrative, the first question to
ask is who the person is telling the story. It puts the reader into the head of the
narrator. This brings a sense of intimacy and personal detail to the story.
Two main types of the first-person point of view.

First Person Protagonist: This is when the main character of the story relates the
action firsthand as he or she experiences or experienced it. As the narrator is also the
main character, the reader is placed right at the center of the action and sees events
unfold through the main character’s own eyes.
First Person Periphery: In this case, we see the story unfold, not the main character’s
POV, but from the perspective of a secondary character who has limited participation
in the story itself.
Second Person: This perspective is uncommon. Though it is hard to pull off without
sounding corny, you will find it in some books such as those Choose Your Own
Adventure type books. You can recognize this perspective using the 2nd person
pronoun ‘you’.
Third Person: When the narrator uses the pronouns, he, she, they, or it. In third
person, the narrator is not a character within the story. It can give the author more
flexibility than the other two perspectives, especially with third person multiple or
omniscient. The author can write from a broader perspective. There are different
types of third person point of view: Limited (great for building tension in a story as the
writer can control what the reader knows and when they know it), Central, Editorial,
and Omniscient (allows the reader full access to each character)
➢ Theme is the overall message of the story, which indicates the writer's view on the
subject matter.
*Theme is the central idea or concept of a story. If the plot refers to what happens in
a story, then the theme is having to do with what these events mean. The theme is
the big ideas that are explored in a work of literature. These are most often universal
ideas that transcend the limits of culture, ethnicity, or language. The theme is the
deeper meaning behind the events of the story.

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Importantly, the theme of a piece of writing is not to be confused with its subject.
While the subject of a text is what it is about, the theme is more to do with how the
writer feels about that subject as conveyed in the writing.
It is also important to note that while all works of literature have a theme, they never
state that theme explicitly. Although many works of literature deal with more than
one theme, it is usually possible to detect a main
theme amid the minor ones.
To identify the theme, students should look out for
symbols and motifs within the text. Especially
symbols and motifs that repeat. While not all
symbols are related to the theme of the text, when
symbols are used repeatedly or found in a cluster,
they usually relate to a motif. This motif will in turn
relate to the theme of the work.
➢ A motif is a recurring idea or an element that has symbolic significance. Uncovering

this significance will reveal the theme to a careful reader.
➢ Tone is the overall feel of the story and an indication of the author's attitude. For
example, a story's tone may be satirical, adventurous or
somber.
*Tone refers to how the theme is treated in a work. Two
works may have the same theme, but each may adopt a
different tone in dealing with that theme.
For example, the tone of a text can be serious, comical,
formal, informal, gloomy, joyful, sarcastic, or sentimental, to name but eight.
The tone that the writer adopts influences how the reader reads that text. It informs
how the reader will feel about the characters and events described. Tone helps to
create the mood of the piece and gives life to the story as a whole.
➢ Mood: A general atmosphere of a narrative.
➢ Conflict is a problem that drives the plot forward. Conflict

is typically between humans and another force, whether it's other
humans, society or nature.
➢ Structure. Structure, or
form, is the arrangement of story elements
according to purpose, style, and genre. ... While
the plot is the events in the story itself, heavily
affected by character, setting and theme, the
structure is how these elements are presented to
the reader.

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➢ Diction. A literary device that refers to the linguistic choices a writer makes to
effectively convey an idea, a point of view, or tell a story.
In literature, the words used by an author can help
establish a distinct voice and style. It is the way in which
the author wants to write to a specific audience.
Here are the different types of diction and what they mean:
Formal diction – This is when the word choice is more formal or high class.
Oftentimes, writers use formal diction as a literary device when more educated
individuals are speaking or the content is for those with higher education.
Informal diction – When your characters (or you writing a nonfiction) are speaking
directly to everyday people, this type of diction would be use as it’s more
conversational.
Slang diction – Slang is commonly used for a younger audience and includes newly
coined words or phrases. An example of this would be use of the word, “fleek” or
other new slang phrases.
Colloquial diction – This is when words that are used in everyday life are written.
These may be different depending on the culture or religions present in the writing.
Example 1: “I bid you adieu.”
The diction present here is formal diction, as most people don’t use “bid” and
“adieu” regularly in everyday speech.
Example 2: I remember her hair in particular, because it was on fleek!
Here, “fleek” is a slang term used to describe a woman’s hair, which means it’s
slang diction.
➢ Foreshadowing is a literary device in which a writer gives an advance hint of what is

to come later in the story. Foreshadowing often appears at
the beginning of a story, or a chapter, and helps the reader
develop expectations about the coming events in a story.
Foreshadowing is when the author places elements within
the writing that gives clues about what will happen in the
future of the story.
Example 1:
In Back to the Future, one of the clocks in the opening credits has actor Harold Lloyd
from the silem film Safety First hanging from the minute hand. This foreshadows Doc
Brown hanging from the Hill Valley clock tower later in the movie as he tried to send
Marty McFly back to the 1980s.
Example 2:
In The Avengers Tony Stark makes a comment about one of the ship’s engineers
playing a game called Galaga as they all get together for the first time. The objective
of the game in real life is to defend Earth from alien invaders, which is what happens
later in the movie.

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4.2 Literary Techniques
Generally, the literary devices are a collection of universal artistic structures that are so
typical of all works of literature frequently employed by the writers to give meanings and
a logical framework to their works through language. They not only beautify the piece of
literature but also give deeper meanings to it, testing the very understanding of the
readers along with providing them enjoyment of reading. They also allow the readers to
compare a work of one writer to that of the other to determine its worth. They help in
motivating readers’ imagination to visualize the characters and scenes more clearly.
➢ Imagery: It is the use of figurative language to create visual representations of actions,

objects and ideas in our mind in such a way that they appeal
to the reader’s sense of sight, sound, touch, taste, and smell,
your writing will create a vibrant world for readers to live
and breathe in.
For example:
The room was dark and gloomy. - “dark” and “gloomy” are
visual images.
The river was roaring in the mountains. – “roaring” appeals to our sense of
hearing.
Sight imagery: The tree spread its gigantic, sun-flecked shoulders.
Sound imagery: The forest was hushed, resounding with echoes of the tree’s stoic
silence.
Touch imagery: The tree felt smooth as sandstone.
Taste imagery: The tree’s leaves tasted bitter, like unroasted coffee beans.
Smell imagery: As we approached the tree, the air around it smelled crisp and
precise.
➢ Simile and Metaphor: Both compare two distinct

objects and draws similarity between them. The
difference is that Simile uses “as” or “like” and
Metaphor does not. Most metaphors and similes have
two parts: the tenor and the vehicle.
- tenor refers to the subject being described,
- vehicle refers to the image that describes the tenor.
Ex: This tree is the god of the forest. ➔tree (tenor)…. god of the forest (vehicle)
“My love is like a red red rose”. (Simile) This tree is like the god of the forest.
He is an old fox very cunning. (Metaphor) This tree is the god of the forest.
➢ Hyperbole: It is deliberate exaggeration of actions and ideas for the sake of emphasis.
Basically, hyperbole refers to any sort of exaggerated description or statement. For
example:
Your bag weighs a ton!
I have got a million issues to look after!
I’ve been waiting a billion years for this
I’m so hungry I could eat a horse
I feel like a million bucks
You are the king of the kitchen

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Hyperbole is coming up with crazy, exaggerated statements that convey the intensity
of the speaker’s emotions can add a personable element to your writing. After all,
we all feel our emotions to a certain intensity, and hyperbole allows us to experience
that intensity to its fullest.
➢ Personification:
It gives a thing, an idea or an animal human qualities.
For example:
The flowers are dancing beside the lake.
Have you see my new car? She is a real beauty!
Personification is exactly what it sounds like: giving
human attributes to nonhuman objects. Also known
as anthropomorphism, personification is a powerful
way to foster empathy in your readers. You can
describe a nonhuman object through the five senses, and do so by giving it human
descriptions.
Personification (using sight): The car ran a marathon down the highway.
Personification (using sound): The car coughed, hacked, and spluttered.
Personification (using touch): The car was smooth as a baby’s bottom.
Personification (using taste): The car tasted the bitter asphalt.
Personification (using smell): The car needed a cold shower.
Personification (using mental events): The car remembered its first owner fondly.
➢ Alliteration: It refers to the same consonant

sounds in words coming together.
For example:
Better butter always makes the batter better.
She sells seashells at seashore.
➢ Allegory:
It is a literary technique in which an abstract idea
is given a form of characters, actions or events.
For example:
Allusion (excerpt from Animal Farm):
“There were times when it seemed to the
animals that they worked longer hours and fed no better than they had done in
[Farmer] Jones’s Day.”
“Animal Farm”, written by George Orwell, is an example allegory using the actions of
animals on a farm to represent the overthrow of the last of the Russian Tsar Nicholas
II and the Communist Revolution of Russia before WW II. In addition, the actions of
the animals on the farm are used to expose the greed and corruption of the
Revolution.
An allegory is a story whose sole purpose is to represent an abstract concept or

idea. As such, allegories are sometimes extended allusions.

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➢ Irony: It is use of the words in such a way in
which the intended meaning is completely
opposite to their literal meaning. In literature,
irony can describe dialogue, but it also describes
ironic situations: situations that proceed in ways
that are elaborately contrary to what one would
expect.
Example of this is in The Wizard of Oz. All of the
characters already have what they are looking
for, so when they go to the wizard and discover
that they all have brains, hearts, etc., their
petition—making a long, dangerous journey to
beg for what they already have—is deeply ironic.
As a real-life example, if someone is having a bad day, they might say they’re doing
“greaaaaaat”, clearly implying that they’re actually doing quite un-greatly.
Or a story’s narrator might write:
Like most bureaucrats, she felt a boundless love for her job, and was eager to
share that good feeling with others.
For example:
The bread is soft as a stone.
So nice of you to break my new PSP!
➢ Allusion
An allusion is a literary device that references a person,
place, thing, or event in the real world. You can use this to
paint a clear picture or to even connect with your readers.
It is just a fancy word for a literary reference; when a writer
alludes to something, they are either directly or indirectly
referring to another, commonly known piece of art or
literature. The most frequently-alluded to work is probably
the Bible. Many colloquial phrases and ideas stem from it
since many themes and images from the Bible present themselves in popular works and
Western culture.
▪ Referring to a kind stranger as a Good Samaritan
▪ Describing an ideal place as Edenic, or the Garden of Eden
▪ Saying someone “turned the other cheek” when they were passive in the face of
adversity
▪ When something is described as lasting “40 days and 40 nights,” in reference to
the flood of Noah’s Ark
Example 1: “Careful, now. You don’t want to go opening Pandora’s Box.”
(In this example, the allusion is Pandora’s Box. Because this is a reference to a real-life
element, it is considered an allusion).
Example 2: He was a real good guy ball-buster, the Deadpool of his time.
(In this example, the narrator is using Deadpool as the allusion by referencing the
person they’re describing as being like the super-hero (if you can call him that)
Deadpool).
Like the other common literary devices, allusions are often metaphors, images, and/or
hyperboles.

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➢ Colloquialisms
Colloquialisms are expressions, words, and phrases that are
used in informal, everyday speech, including slang. You can use
these a couple of different ways.
1. you can use these as slang in the real world
2. you can even create your book’s own colloquialisms for their world and culture, and
even when writing dialogue.
Over yonder – over there
Da bomb – the best
➢ Flashbacks
Flashbacks in literature are when the narrator goes back in time
for a specific scene or chapter to give more context for the story.
Oftentimes, we see flashbacks in books where the past greatly
impacts the present or as a way to start a story off on an
interesting note. This is seen in Harry Potter whenever Harry gets
to see a memory of the past from Dumbledore or even Snape.
For example,
in Vicious by V.E. Schwab, she uses flashbacks as a recurring element in her book.
Every other chapter goes back in time and then back to the present for the next
chapter to structure the story itself.
➢ Rhyme
A rhymed poem is a work of poetry that contains
rhyming vowel sounds at particular moments.
(Common vowel sounds are also known as
“assonance”—not to be confused with “consonance”
which refers to common consonant sounds.) There are
many varieties of rhyming poetry within the English
language, from sonnets to limericks to nursery rhymes.
Blank verse, for instance, is a poetic form that features rhythmic rules (such as iambic
pentameter) but no rhymes. Free verse makes no requirements for meter or rhyme.
Rhyming poetry takes many forms. Some of these include:
Perfect rhyme. A rhyme where both words share the exact assonance and number of
syllables. Also known as an exact rhyme, a full rhyme, or a true rhyme.
Slant rhyme. A rhyme formed by words with similar, but not identical, assonance and/or
the number of syllables. Also known as a half rhyme, an imperfect rhyme or a near
rhyme.
Eye rhyme. Two words that look similar on a page, but do not actually rhyme in spoken
pronunciation. (Examples include “move” and “love,” or “hour” and “pour.”)
Masculine rhyme. A rhyme between the final stressed syllables of two lines.
Feminine rhyme. A multi-syllable rhyme where both stressed and unstressed syllables
rhyme with their respective counterparts. For instance, the words “crazy” and “lazy”

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form feminine rhymes. The syllables “cra” and “la” are stressed rhymes, and “zy” and
“zy” are unstressed rhymes.
End rhymes. These are rhymes that occur between the final words on two particular lines
of poetry. End rhymes can be either masculine (for instance “below” and “furlough”)
or feminine (for instance “actual” and “factual”).
The ABAB rhyme scheme of these poems can be observed in the first quatrain of
Shakespeare’s “Sonnet 14”:
Not from the stars do I my judgment pluck; —A

And yet methinks I have astronomy, —B
But not to tell of good or evil luck, —A
Of plagues, of dearths, or seasons' quality; —B
*dearth = scarcity/shortage
➢ Symbolism
Symbolism combines a lot of the ideas presented in
metaphor and imagery.
- a symbol is the use of an object to represent a
concept—it’s kind of like a metaphor, except
more concise!
- we often use these common literary devices in speech and design without realizing it.
- A few very commonly used symbols include:
“Peace” represented by a white dove
“Love” represented by a red rose
“Conformity” represented by sheep
“Idea” represented by a light bulb switching on
The symbols above are so widely used that they would likely show up as clichés in your
own writing. (Would you read a poem, written today, that started with “Let’s release
the white dove of peace”?)
- Symbols are often contextually specific as well.
For example, a common practice in Welsh marriage is to give your significant other a love
spoon, which the man has designed and carved to signify the relationship’s unique,
everlasting bond. In many Western cultures, this same bond is represented by a
diamond ring—which can also be unique and everlasting!
- Symbolism makes the core ideas of your writing concrete.
- Symbolism makes the core ideas of your writing concrete, and also allows you to
manipulate your ideas.
Example, If a rose represents love, what does a wilted rose or a rose on fire represent?
➢ Juxtaposition Life/Death Justaposition
Juxtaposition refers to the placement of contrasting ideas next to

each other, often to produce an ironic or thought-provoking effect.
- Writers use juxtaposition in both poetry and prose, though this
common literary device looks slightly different within each realm
of literature.

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- In poetry, juxtaposition is used to build tension or highlight an important contrast.
Consider the poem “A Juxtaposition” by Kenneth Burke, which juxtaposes nation &
individual, treble & bass, and loudness & silence. The result is a poem that, although
short, condemns the paradox of a citizen trapped in their own nation.
- Just a note: these juxtapositions are also examples of antithesis, which is when the
writer juxtaposes two completely opposite ideas. Juxtaposition doesn’t have to be
completely contrarian, but in this poem, it is.
- Juxtaposition accomplishes something similar in prose. A famous example comes from
the opening A Tale of Two Cities by Charles Dickens:
- “It was the best of times; it was the worst of time.”
- Dickens opens his novel by situating his characters into a world of contrasts, which is
apt for the extreme wealth disparities pre-French Revolution.
How to Identify Literary Devices
"Life is like a box of chocolates. You never know what you're

going to get."
This famous simile, spoken by Tom Hank's titular character in

"Forrest Gump," is just one example of the many literary
devices available to screenwriters, novelists and poets.
Authors use literary devices to underscore meaning in their texts. Whether you're
studying poetry or prose, recognizing different literary devices can help you understand
and appreciate what you're reading -- or watching.
Step 1: Review the forms of figurative language, such as metaphors, similes and
personification.
▪ A metaphor compares by substituting one idea for another: The classroom was
a jail.
▪ A simile also makes a comparison, using the words "like or "as": She slithered
across the dance floor like a snake.
▪ With personification, inanimate objects are endowed with human
characteristics: The flower looked up at the sun and reached for its light.
Step 2: Identify the setting in literature. The setting is a literary device that denotes the
time and place of a story. Sometimes it's specific, but often it's implied or ambiguous.
Step 3: Explore themes. The main message or idea of a piece is the theme. Works of art
can have more than one theme. One of the main themes in Toni Morrison's book "The
Bluest Eye," for example, is racism.
Step 4: Recognize allegory. In an allegory, aspects of a story symbolize something else.

George Orwell's book, "Animal Farm," is an allegory for Stalinism and communism.
Step 5: Watch for alliteration. Alliteration is the repetition of consonant sounds. The
sounds are usually in close proximity to one another: The star shows its stunning
strength.

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Step 6: Identify hyperbole, an obvious exaggeration for emphasis: The desert was so hot,
fire burned high along the sand.
Step 7: Watch for paradoxes. A paradox is an idea that makes sense on the surface, but
has another, usually opposing, meaning that is revealed upon closer reading.
Step 8: Look for allusions. An allusion, not illusion, is an indirect reference to something
else, often in a historical sense. "Dante's Inferno" features numerous allusions to
Greek mythology.
Step 9: Pick up on puns, or words or phrases with double meanings, like "I get a charge
out of working with electricity." Puns are usually used for humorous effect.
Shakespeare's works abound in puns.
Step 10: Watch for foreshadowing, or an event that foretells how the plot might unfold. It
might be something insignificant, like a description of a setting in which it's noted that
a gun is hanging on the wall, as in Anton Chekov's play "Uncle Vanya." In a movie,
creepy music usually foreshadows a frightening event.
Step 11: Wait for the climax, when the protagonist confronts his chief obstacle, the
tension is greatest, or the plot otherwise reaches its peak. The climax of Charles
Dickens' "A Christmas Carol," for example, is when Ebenezer Scrooge visits his own
grave with the Ghost of Christmas Yet to Come.

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Module 1 (Lit 111) Name: ____________________________________________
I. Evaluate your understanding of Literary Devices through a self-paced writing

exercises that follows. Use the space provided for your answers
1. Find at least five (5) concrete nouns and describe it like it’s a human. Your
descriptions can be active or passive, but the goal is to foster empathy in the
reader’s mind by giving the object human traits.
2. Write a poem or story centered around a symbol. Choose a random object, and
make that object represent something. For example, you could try to make a
blanket represent the idea of loneliness. The goal is to make it clear that you’re
associating the object with the concept. Make the reader feel the same way about
your symbol as you do!
3a. For verbal irony, try writing a sentence that gives something the exact
opposite qualities that it has: Example: The triple bacon cheeseburger glistened
with health and good choices.
3b. For situational irony, try writing an imagined plot for a sitcom, starting with
“Ben lost his car keys and can’t find them anywhere.” What would be the most
ironic way for that situation to be resolved?
4. Pick a major trend going on in the world. List the primary properties of that
major trend. Example, is there something happening at—or that could happen
at—a much smaller scale that has some or all of those primary properties?

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Module 1 (Lit 111) Name: ____________________________________________
𝑐𝑢𝑡 ℎ𝑒𝑟𝑒I. Read the poems and answer the questions accordingly.
We Wear the Mask Poet Among Barbarians

Paul Laurence Dunbar By: John Gould Fletcher
We wear the mask that grins and lies, The rain drives, drives endlessly,
It hides our cheeks and shades our eyes,-- Heavy threads of rain;
This debt we pay to human guile1; The wind beats at the shutters,
With torn and bleeding hearts we smile, The surf drums on the shore;
And mouth with myriad2 subtleties3. Drunken telephone poles lean sideways;
Dank summer cottages gloom hopelessly;
Why should the world be overwise, Bleak factory-chimneys are etched on the filmy
In counting all our tears and sighs? distance,
Nay, let them only see us, while Tepid2 with rain.
We wear the mask. It seems I have lived for a hundred years
Among these things;
We smile, but, O great Christ, our cries And it is useless for me now to make complaint
To thee from tortured souls arise. against them.
We sing, but oh the clay is vile4 For I know I shall never escape from this
Beneath our feet, and long the mile; Dull barbarian country,
But let the world dream otherwise, Where there is none now left to lift a cool jade
We wear the mask! winecup,
Or share with me a single human thought.
Vocabulary:
1. Guile: treacherous cunning; skillful deceit.

2. Myriad: a vast number; many.
3. Subtleties: being difficult to detect.
4. Vile: loathsome; disgusting.
5. Docile: yielding to direction.
6. Tepid: only slightly warm; luke warm.
I. Choose the BEST answer from the choices…Pick your answer and indicate in the free space
below.
1. Which of the above poems has a continuous rhythm?
a. We Wear the Mask b. Poet Among Barbarians
d. neither of these poems c. both of these poems
2. Which of the above poems use rhyme?

3. Which of the above poems uses more hyperbole?

4. Which of the above poems uses enjambment?


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5. Which of the above poems uses metaphor?
6. Which of the above poems uses simile?

7. Which of the above poems uses repetition?

8. Which of the above poems uses more personification?

9. In which of the above poems does the speaker use a pleasant or joyful tone?

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pw
Chapter 5 Analyzing Literary Piece
to:
1. Explore and critique literary pieces according to some standards on analyzing
poetry and fiction through Formalism approach.
5.1 How to Read a Poem
1. Paraphrase (put in your own words) the poem. A paraphrase is a full prose
rendering of what the author had in mind.
2. Interpret the poem- put into writing what the poem means. Read the poem aloud
before you interpret it. Your interpretation will be based on the sounds, feeling,
images as well as the words of the poet.
3. Examine the poem – look at the elements which make up the poem.
4. Evaluate the poem.
- Does the poem touch you in some way?
- Does the poem bring new outlook or better understanding of the subject?
- Does the poem involve not only the reader’s senses, but also his intelligence,
imagination, and feelings?
- Does the language use in the poem help create feective image of what is being
described?
- Does the poet use figurative language effectively?
- What is your overall feeling about the poem?
Example: There is No Frigate Like a Book
by Emily Dickinson
The poem, “There is No Frigate Like a Book”, the speaker compares a book to a frigate, or
a big ship. What to ships do? They take us places. These lines say that a book is even better
than a frigate. A book is like the best boat ever, which carries us away to far off lands.
Comprehension Check:
1. How similar are a frigate and a book?
Courses and a page of poetry?
2. Why is poetry “prancing”?
3. What benefits do books offer?
4. What is the meaning of the last two lines?
Verse – it is a single line of a poem. It may come
short or long but whatever, it serves as a basic unit of stanza
Stanza – it is a set of verses arranged to make a part of a poem or to serve as the poem
itself.
- A couplet if it has two verses
- A tercet if it has three verses
- A quatrain if it has four verses
- A cinquain if it has five verses

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(Couplet) (Tercet)
“To A Lost One” “Wishes for the (Supposed) Mistress”
by Angela Manalang Gloria by Richard Crashaw
I shall haunt you, O my lost one, Who’er she be,

That not impossible she
as the twilight Haunts a reed-entangled trail,
That shall command my heart and me
(Quatrain) (Cinquain)
“The Road Not Taken”
“To the Virgins, to Make Much of Time” by Robert Frost
by Robert Herrick
I shall be telling this with a sigh
Gather ye rose-buds while you may Somewhere ages and ages hence:
Old time is still a-flying: Two roads diverged in a wood, and I –
And this same flower that smiles to-day, I took the one less traveled by,
Tomorrow will be dying And that has made all the difference.
Most Commonly Used Types of Poem:
Haiku - consists of three verses made up of seventeen syllables, with the first and third
verses with five syllables. The pattern is 5-7-5. Haiku
Sonnet - consists of fourteen lines
HAIKU SONNET
“Paper Boat” Sonnet (“Sonnet 116”)
by G. Burce Bunao
Let me not to the marriage of true minds
In the flood afloat Admit impediments, love is not love
Which alters when it alteration finds,
Form a boy’s notebook, a page
Or bends with the remover to remove.
Now a paper boat
O no, it is an ever fixèd mark
That looks on tempests and is never shaken;
It is the star to every wand'ring bark,
Whose worth's unknown although his height be taken.
Love's not time's fool, though rosy lips and cheeks
Within his bending sickle's compass come,
Love alters not with his brief hours and weeks,
But bears it out even to the edge of doom:
If this be error and upon me proved,
I never writ, nor no man ever loved.
Characteristics of poetry (Poem)

• Rhythm: Meter; Rhyme; Sound devices/Rhythm
• Imagery: Figures of speech; Symbols
• Sense or meaning
➢ Rhythm
• The recurrence of stressed and unstressed sounds in poetry. Depending on how
sounds are arranged, the rhythm of a poem may be fast or slow, choppy or smooth.
• Poets use rhythm to create pleasurable sound patterns and to reinforce meanings.
• Relates to the variation of speed in which a poem is likely to be read.
• Different types of poetry have different rhythms and free verse poetry despite not
following a particular pattern still uses rhythm in each line to drive the poem forwards.

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Some forms of poetry require a particular rhythmic pattern:
- Sonnets use a rhythmic pattern called iambic pentameter which means the line has
10 syllables in 5 pairs. In each of these pairs the emphasis is on the second syllable
like a heartbeat.
You could play the sound of a heartbeat or ask the children to feel their pulses
to understand this.
- Rap poetry has a syncopated rhythm with the emphasis often falling on an unexpected
beat.
- The rhythmic qualities of a poem are best discovered when poems are read aloud.
Seeker
Poem from A Kid in My Class by Rachel Rooney
Eyes as wide as continents brim wih the water between.

Seeks a different future. Looks back on what has been.
Mouth seeks another language. Shapes a different air.
Unfamiliar classroom words. The other, whispered prayer.
Heart seeks home. One it left and one it took along.
Echoes in the distance. Skips to a playground song.
➢ Metre/meter:
Metre: It is the measured arrangement of accents and syllables.
Poetry employs the stresses that occur naturally in language utterances to construct
regular patterns. Accentual metre; Syllabic metre; Accentual-Syllabic metre; and Free
verse
Some possibilities for metrical patterns in poetry are:

• Accentual metre: same stresses but different syllables
• Syllabic metre: same syllables but different stresses
• Most common metre in English poetry.
• Accentual-Syllabic metre: equal number of stressed and non-stressed syllables per
line.
• Free verse: irregular pattern of stress and syllables
Prosody was the study of metre and its uses in lyric, epic, and dramatic verse.
- As a part of modern literary criticism, prosody is concerned with the study of rhythm
and sound effects as they occur in verse and with the various descriptive, historical,
and theoretical approaches to the study of these structures.
- The various elements of prosody may be examined in the aesthetic structure of prose.
- The celebrated opening passage of Charles Dickens’s novel Bleak House (1853) affords
a compelling example of prose made vivid through the devices of rhythm and sound:
Fog everywhere.
Fog up the river, where it flows among green airs and meadows;
fog down the river, where it rolls defiled among the tiers of shipping, and the waterside
pollutions of a great (and dirty) city.
Fog on the Essex Marshes, fog on the Kentish heights.
Fog creeping into the cabooses of collier-brigs;
fog lying out on the yards, and hovering in the rigging of great ships;
fog drooping on the gunwales of barges and small boats.

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Fog in the eyes and throats of ancient Greenwich pensioners, wheezing by the firesides of
their wards;
fog in the stem and bowl of the afternoon pipe of the wrathful skipper….
Two phrases of five syllables each (“Fog everywhere”; “Fog up the river”)
establish a powerful rhythmic expectation that is clinched in repetition:
…fog down the river…. Fog on the Essex…, fog on the Kentish…. Fog creeping into…;
…fog drooping on the…
Scansion. The visual representation of the distribution of stress and non-stress in verse
is called:
• Stress syllable is denoted by ( ¹ ) and
• non-stress by ( º ).
This scansion notation uses the following symbols:

• the acute accent [′] to mark metrically stressed syllables;
• the breve [˘] to mark metrically weak syllables;
• a single line [|] to mark the divisions between feet [i.e., basic combinations of
stressed and unstressed syllables];
• a double line [‖] to mark the caesura, or pause in the line;
• a carat [∧] to mark a syllable metrically expected but not actually occurring.)
Such a grouping constitutes a rhythmic constant, or cadence, a pattern binding together

the separate sentences and sentence fragments into a long surge of feeling.
At one point in the passage, the rhythm sharpens into metre; a pattern of stressed and
unstressed syllables falls into a regular sequence The line is a hexameter (i.e.,
it comprises six feet), and each foot is either a dactyl (˘˘) or a trochee (˘).
The passage from Dickens is strongly characterized by alliteration, the repetition of

stressed consonantal sounds:
Fog creeping into the cabooses of collier-brigs;
and by assonance, the patterned repetition of vowel sounds:
fog down the river, where it rolls defiled among…
Accentual metre: each line has the same number of stresses, but varies in total number
of syllables. It is found in nursery rhymes and was commonly used in Old English poetry.
Hopkins's sprung rhythm and modern rap poetry make use of this metre.
Example from nursery rhymes:
There was a crooked man and he went a crooked mile
[ 0 1 0 1 0 1 0 0 1 0 1 0 1]
He found a crooked sixpence beside a crooked stile
[0 1 0 1 0 1 0 0 1 0 1 0 1]
He had a crooked cat which caught a crooked mouse [010101010101]
And they all lived together in a little crooked house [00100100010101]
(From: Christie, ‘Crooked House’)

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This phrase pattern can be scanned; that is, its structure of stressed and unstressed
syllables might be translated into visual symbols:
Syllabic metre: It has a fixed number of syllables in each line, though there may be a
varying number of stresses.
seven syllables heptasyllabic
Eight octosyllabic
Nine nonasyllabic
Ten decasyllabic
Eleven hendecasyllabic
Twelve dodecasyllabic
William Blake, for instance, liked the so-called fourteener, a line with fourteen syllables:
‘Twas on a Holy Thursday, ( Blake`s Songs of Innocence: Holy Thursday)
their innocent faces clean, ‘Twas on a Holy Thursday,
The children walking two & two, their innocent faces clean,
in red & blue & green, The children walking two and two,
Grey headed beadles walked before with in red and blue and green,
wands as white as snow, Grey headed beadles walked before
Till into the high dome of Paul’s they like with wands as white as snow,
Thames’ waters flow. Till into the high dome of Paul`s
(From: Blake, Songs of Innocence: Holy Thursday) they like Thames` waters flow.
Pure syllabic verse is comparatively rare in English and what there is, is imported from
foreign forms of poetry, such is the Japanese Haiku. It is named according to the number
of syllables per line using Greek numbers.William Black, for instance, liked the so-called
fourteener, a line with fourteen syllables:
Accentual-syllabic metre: extensively used in the English poetry the number of stresses
and the number of syllables between the stresses are regular, but it is often the case that
a line leaves one metrical foot incomplete, thus varying the number of syllables as a
whole.
Each single unit of stress and non-stress is called foot.

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In accentual-syllabic verse; lines are named according to the number of accents they
contain, again the Greek numbers are used.
1 accent monometer
2 accents dimeter
3 trimeter
4 tetrameter
5 pentameter
6 hexameter
7 heptameter
8 octameter
There are a large number of metrical foot measurements, but the most common ones
are:
a. Iamb (iambic), the short or unstressed syllable followed by the long or stressed
syllable.
b. Trochee (trochaic), two syllables, with the long or stressed syllable followed by the
short or unstressed syllable.
c. dactyl, three syllables, with the first one long or stressed and the other two short or
unstressed.
d. anapaest, and – three syllables, with the first two short or unstressed and the last
long or stressed.
e. spondee. two syllables, with two successive long or stressed syllables.
f. Pyrrhic Two unstressed syllables
Iambic tetrameter: is a line of poetry that is written in iambic meter and has four
accents or stresses:
Had we but world enough, and time
This coyness, lady, were no crime.
We would sit down, and think which way
To walk, and pass our long love’s day.
(From: Marvell, To His Coy Mistress)
Dactyllic dimeter: A line written in dactyl with two accents:

Cannon to right of them
Cannon to left of them
Cannon in front of them
Volley’d and thunder’d
(From: Tennyson, Charge of the Light Brigade)
Alexandrine: Some combinations of metre and line length have a special name.
An iambic hexameter for example:
She comes, and straight therewith her
shining twins do move
Their rays to me, who in her tedious absence lay
Benighted in cold woe; but now appears my day,
The only light of joy, the only warmth of love.
(From: Sidney, Astrophil and Stella)

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➢ Rhyme:
A rhyme occurs when two or more words have similar sounds. Typically, this happens at
the end of the words, but this isn't always the case.
Different Types of Rhymes

• Assonant rhyme - This is the rhyming of vowels in words but with different
consonants. It is sometimes referred to as a slant rhyme.
Examples include tip and limp, dank and bat, bowl and home.
• Consonant rhyme - This is the rhyming of consonants but not vowels.

Examples include bell and ball, dump and damp, meter and miter, mile and mole.
• Dactylic - This rhyme the third syllable from the end.

One example is Aristophanes and cacophonies.
• Eye rhyme - The rhyming in this type is based on spelling and not sound. Examples
are: move and love, cough and bough, food and good, death and wreath.
• Feminine rhyme - Also referred to as double, triple, multiple, extra-syllable, extended,
this has different beginnings of the words, but rhymes latter syllables. Examples
include backing and hacking, tricky and picky, moaning and groaning, generate and
venerate.
• Head rhyme - Also called alliteration or initial rhyme, this has the same initial
consonant at the beginning of the words.
Examples are blue and blow, sun and sand, merry and monkey.
• Identical rhyme - This is rhyming a word with itself, but often refers to a different
meaning.
An example is in Emily Dickinson's
"Because I Could not Stop for Death."
We paused before a House that seemed
A Swelling of the Ground-
The Roof was scarcely visible-
The Cornice-in the Ground.
• Internal rhyme - The rhyming happens within a line of poetry.

This example is from Edgar Allan Poe's
"The Raven."
Once upon a midnight dreary,
while I pondered, weak and weary,
Over many a quaint and curious volume
of forgotten lore,
• Light rhyme - Rhyming of syllable where one is stressed and the other is not. Examples
include frog and dialog, mat and combat.
• Macaronic rhyme - This rhymes words from different languages.

Examples are villa and manilla, amore and favor, sure and kreatur, lay and lei, sitar and
guitar.

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• Masculine rhyme - In this rhyme, the stress in on the final syllable in both words.
Examples include support and report, dime and sublime, divulge and bulge.
• Near rhyme - Also referred to as half, slant, approximate, off, and oblique, this rhymes
the final consonants but not the vowels or initial consonants.
Examples are bent and rant, quick and back.
• Oblique - This is an imperfect rhyme because the sounds do not quite match.
Sometimes these are called half, approximate, near, off, or slant rhymes. Examples
are lap and shape, fiend and mean, gun and thumb.
• Perfect rhyme - Sometimes called exact, full or true, this rhyme is the typical rhyme
where the ending sounds match.
Examples are cat and hat, egg and beg, ink and pink, boo and true, soap and dope.
• Rich rhyme - In this case, the words are pronounced the same but have different
meanings, like homonyms.
Examples include raise and raze, break and brake, vary and very, lessen and lesson.
• Scarce rhyme - This refers to words that have very few other words that rhyme with
them.
Examples are lips and whisp, oceanless and motionless.
• Semi rhyme - In this rhyme, one word has and extra syllable.
Examples are mend and ending, rye and buying, lick and pickle.
• Syllabic - Rhyming the last syllable, this is also called tail or end rhyme.
Examples include beaver and silver, dancing and prancing.
• Wrenched rhyme - This is an imperfect rhyme which rhymes a stressed with an

unstressed syllable.
Examples are caring and wing, lady and a bee.
Rhyme in Verse
Examples of rhyming in verses:
- Alternating rhyme, crossed rhyme, or interlocking rhyme:
Rhyming pattern is ABAB
- Intermittent rhyme: Every other line rhymes
- Envelope rhyme or inserted rhyme: Rhyming pattern ABBA
- Irregular rhyme: No fixed pattern to the rhyming
- Sporadic rhyme or occasional rhyme: Unpredictable pattern
with mostly unrhymed lines
- Thorn line: A line that does not rhyme in a passage that usually rhymes
- Now you know all different types of rhymes.
❖ The concept of ‘rhythm and rhyme’ refers to a pattern of rhymes that is created by
using words that produce the same, or similar sounds. Rhythm and rhyme together
refer to the recurrence of similar sounds in prose and poetry, creating a musical,
gentle effect.

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➢ Sound Devices
There are many types of sound devices. For example,
1. Assonance: Assonance is the repetition of vowel sounds in the same line.
2. Consonance: Consonance is the repetition of consonant sounds in the same line.
3. Alliteration: Alliteration is the repetition of consonant sounds in the same line.
4. Meter: It is a unit of rhythm in poetry, the pattern of the beats.
5. Onomatopoeia: It refers to the word which imitates the natural sounds of the things.
Sound Devices Meaning and Function

- Sound devices are resources the poets use in their texts with a unique blend of sounds,
rhythm, and imagery.
- Their skillful use pertains to the senses and allows the readers to feel the effects of the
text.
- They are used in a variety of ways to enhance the meanings of the text.
- As music and musical notes comprise low and high-pitched tunes and meters, poets use
sound devices to create musical effects through these literary and poetic pieces.
Example #1
I heard a Fly Buzz – When I died
by Emily Dickinson
I heard a Fly buzz – when I died –

The Stillness in the Room
Was like the Stillness in the Air –
Between the Heaves of Storm –
The Eyes around – had wrung them dry –
And Breaths were gathering firm
For that last Onset – when the King
Be witnessed – in the Room –
I willed my Keepsakes – Signed away
What portion of me be
Assignable – and then it was
There interposed a Fly –
‘I Heard a Fly Buzz When I died’ is a simple and lucid poem, reflects the morbidity of death.
The dead speaker is transcribing the events that led to her death. Also, she explains what
she felt while dying. She says that she heard a fly buzz when taking her last breath, then
details the moments that led up to this event. Emily has used sound devices to make it a
pleasant literary piece.
- There is an assonance in the first line where /i/ sound is repeated in the same line. For
example, “I heard a Fly buzz – when I died.”
- Consonance is used in the sixth line where /r/ sound is repeated to create a special
effect such as, “The Eyes around – had wrung them dry.”
- Emily has also used Onomatopoeia “buzz” which is repeated in the first and last stanza
of the poem
➢ Imagery
- Imagery, in a literary or poetic sense, is the author's use of description and vivid
language, deepening the reader's understanding of the work, by appealing to the
senses.

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- Imagery means to use figurative language to represent objects, actions, and ideas in
such a way that it appeals to our physical senses. Read the following examples of
imagery carefully: ... It was dark and dim in the forest. The words “dark” and “dim”
are visual images.
There are different types of imagery. These include:

- Visual imagery which refers to sights and allows the reader to visualise the subject,
objects or events in the poem.
- Auditory imagery refers to sounds and reminds the reader of common or specific
sounds as a point of reference to deepen understanding.
- Kinaesthetic imagery is related to movement and reminds the reader of body
movement or positions that are familiar or imagined – such as the feeling of flying.
- Smells and tastes can be referred to as Olfactory or Gustatory imagery respectively.
- Tactile imagery refers to texture and feeling.
All imagery is aided through the use of other poetic devices, such as simile, metaphor,
personification, onomatopoeia, etc. The following poems contain examples of imagery:
Night Walker
Poem from Dark Sky Park by Philip Gross Just walk, she told me once. You'll see
There is a place (believe me, what owl-eyes, fox-eyes, know:
she said) where if, if there is a place behind the darkness.
you go beyond It's like coming home, she said, believe
the street lights, to the lane's end, me.
then (and don't look back) I hope it was true.
walk on...
Look up. The height of it!
(One flash could nix your night-sight, More stars than anyone has seen.
the spark of a car on the hill And once small speck called you
a mile away among the millions. And you're spinning
or a patio light's twitchy sensor upwards (she said, the last time we saw
shocking empty gardens her)
with fake day.) through the brilliant dark, the depth, of space.
Themes: The Natural, World Places, Science

Poetic Devices: Alliteration, Imagery, Rhyme, Rhythm
My November Guest
(By Robert Frost)
“My Sorrow, when she’s here with me,
Thinks these dark days of autumn rain
Are beautiful as days can be;
She loves the bare, the withered tree;
She walked the sodden pasture lane.”
- This poem by Robert Frost is yet another good example of imagery.

- In the second line, the poet uses dark days, which is an instance of the use of visual
imagery.
- In the fourth line, the bare, withered tree uses the imagery of sight.
- In the fifth line, the sodden pasture is also an instance of tactile imagery.

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Function of Imagery
- The function of imagery in literature is to generate a vibrant and graphic presentation
of a scene that appeals to as many of the reader’s senses as possible.
- It aids the reader’s imagination to envision the characters and scenes in the literary
piece clearly.
- Apart from the above-mentioned function, images drawn by using figures of speech
like metaphor, simile, personification, and onomatopoeia, serve the function of
beautifying a piece of literature.
Common Uses of Imagery

We use imagery in everyday speech to convey our meaning. Here are some examples of
imagery from each of the five senses:
- Taste: The familiar tang of his grandmother’s cranberry sauce reminded him of his
youth.
- Sound: The concert was so loud that her ears rang for days afterward.
- Sight: The sunset was the most gorgeous they’d ever seen; the clouds were edged
with pink and gold.
- Smell: After eating the curry, his breath reeked of garlic.
- Touch: The tree bark was rough against her skin.
Significance of Imagery in Literature

- Imagery examples are prevalent in all types of literature from cultures around the
world. Poets, novelists, and playwrights use imagery for many reasons.
- One of the key usages is that the imagery in a piece can help create mood, such as the
clichéd opening “It was a dark and stormy night.” While this line is too hackneyed for
any author to actually use it, it is a good example of imagery in that the reader
immediately pictures the kind of setting in which the story may take place.
- This particular imagery also creates a mood of foreboding. Indeed, even Shakespeare
used this type of opening for his famous play MacBeth: the three witches in the
beginning speak of the “thunder, lightning [and] rain” and the “fog and filthy air.”
➢ Figures of speech/Poetic Devices

Some of the most common used figurative language in poetry:
Don’t act like a Romeo in front of her. O, pardon me, thou bleeding piece of earth
The woods are lovely, dark and deep Deafening silence.
Moon landing instead of bald. Many are called, but few are chosen.

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➢ Symbols
Symbolism is the practice or art of using an object or a word to represent an abstract idea.
- An action, person, place, word, or object can all have a symbolic meaning.
- When an author wants to suggest a certain mood or emotion, he can also use
symbolism to hint at it, rather than just blatantly saying it.
- Metaphors and allegory are literary elements that help writers create symbolism in
their literary pieces.
- Colors, objects, seasons, people, situations and words are all types of symbolism that
might be used in a literary work.
- Symbols do shift their meanings depending on the context they are used in.
“A chain,” for example, may stand for “union” as well as “imprisonment”.
- Thus, symbolic meaning of an object or an action is understood by when, where, and
how it is used. It also depends on who reads the work.
To develop symbolism in his work, a writer utilizes other figures of speech, like
metaphors, similes, and allegory, as tools. Some symbolism examples in literature are
listed below with brief analysis:
Example #1: We find symbolic value in Shakespeare’s famous monologue in his play As
you Like It:

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As you Like It
(By William Shakespeare)
“All the world’s a stage,
And all the men and women merely players;
they have their exits and their entrances;
And one man in his time plays many parts,”
These lines are symbolic of the fact that men and

women, in the course of their lives, perform different roles.
“A stage” here symbolizes the world, and “players” is a symbol for human beings.
Function of Symbolism
- Symbolism gives a writer freedom to add double levels of meanings to his work: a
literal one that is self-evident, and the symbolic one whose meaning is far more
profound than the literal.
- Symbolism, therefore, gives universality to the characters and the themes of a piece
of literature.
- Symbolism in literature evokes interest in readers as they find an opportunity to get
an insight into the writer’s mind on how he views the world, and how he thinks of
common objects and actions, having broader implications.
➢ Sense or meaning
Literally, sensory language is a phrase of two words; sensory and language. It means using
language to create mental pictures that appeal to the sense of sight, hearing, smell, taste,
and touch.
Examples of Sensory Language from Literature
I Know Why the Caged Birds Sings by Maya Angelou
“But a bird that stalks The caged bird sings

Down his narrow cage With a fearful trill
Can seldom see through Of things unknown
His bars of rage But longed for still
His wings are clipped and And his tune is heard
His feet are tied On the distant hill
So he opens his throat to sing. For the caged bird
Sings of freedom.”
The poem is about the racial segregation and social discrimination prevalent in American
society against black people. Using the metaphor of free birds, she has put forth the ideas
of freedom, liberty, and justice. As sensory language pertains to the five senses, this poem
is loaded with different images. The images for example, “free bird” and “back of wind”
appeal to the sense of sight and feeling. Similarly, images such as, “orange sun rays” and
“throat to sing” appeals to the sense of sight and hearing.
Sensory Language Meaning and Function
- Sensory language is used to present a graphic presentation of an idea or thought.

- It provides readers with an opportunity to get absorbed in the text and experience as
a character or an action sequence is described using Sensory Language.
- Also, using sensory details help writers to sketch a vivid experience for the audience.
- Sense

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o rhyme or reason Sense, justification, explanation, cause, motivation; reasonableness,
reason.
o The rhyme of the phrase remains as a superfluous alliterative element, providing
added emphasis.
o Apparently it originally referred to amusement or entertainment, since works written
in verse were considered aimed toward those ends; the reason of the phrase meant
instruction or enlightenment, the supposed province of prose.
o Today the words usually appear in negative structures or contexts denoting their
absence: without rhyme or reason, neither rhyme nor reason, what possible rhyme
or reason?
o The expression was used in this sense of ‘reasonableness’ only as early as 1664 by
Henry More:
Against all the laws of prophetic interpretation, nay indeed against all rhyme and reason.
(Mystery of Iniquity)
- An anecdote frequently recounted about Sir Thomas More, however, indicates that
the phrase may have been in common parlance by the 15th century. A budding
author, on requesting the learned man’s opinion of a work, was told to convert it to
rhyme. Having done so, he submitted it to Sir Thomas’ judgment once again, upon
which the scholarly wit devastatingly remarked, “That will do. ’Tis rhyme now,
anyway, whereas before ’twas neither rhyme nor reason.”
- Picturesque Expressions: A Thematic Dictionary, 1st Edition. © 1980 The Gale Group,
Inc. All rights reserved.
5.2 How to Analyze Fiction
Fiction is a narrative that strings together events that are imaginary, not factual. A work
of fiction can be a book, a play, an opera or a film. Although there is little consensus as
to what the exact elements of fiction are, there are some basic ways to identify concepts
within fiction and analyze their meaning.
- Fiction is highly subjective, so your analysis could be different from someone
else's interpretation.
Steps:
1. Have the fictional work and paper available to take notes. Analyzing fiction involves
asking yourself a series of questions and possibly reviewing the material for content.
Although most of the work with analyzing fiction is done through thought, notes are
important if you plan to discuss or use the information.
2. Consider the main events of the story. This is called the plot.
- Ask yourself the following questions: What is the main series of the events that take
place in the story? Are these events in chronological order or do they flash back or
forward? What is the main conflict in the story? What is the turning point in the story?
- Plots can be unified, meaning they work in order with a beginning, middle or end.
They can be episodic, held together through how they affect the protagonist. Plots
can also be polyphonic, which means that smaller subplots are interwoven through
the main plot to enhance the overall meaning of the events.

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3. Identify the setting. Where does the story take place? What is the time period? How
does the setting affect the story? Could the story be told in another setting? How does
it affect the characters?
4. Choose the point of view of the narrator. This is an important step in analyzing the
viewpoint from which the events and the setting are recounted to you. Is it a
subjective or objective point of view?
- If the narrator uses the words "I" and "me" throughout the story, it is a first-person
narrative. Is your protagonist narrating the book, or is it an observer of the events? Is
the narrator reliable or unreliable? Is the character aware of narrating the book?
- If the narrator only uses "I" and "me" in dialog, then it is likely a third-person narrative.
Choose whether the third-person is omniscient, all-knowing of the events, or if it is
limited, or told from perspective of 1 character.
5. Identify the characters. You may want to write a list of all the characters in the story.
Which character changes most during the plot? This is called the protagonist. Who
causes the change in the character? This is called the antagonist. What do the
appearance, actions and dialog tell you about their interests and beliefs?
- Although the antagonist is sometimes called the villain, there is not always a good guy
and a bad guy in a story.
6. Establish the story's main themes. The theme is the main idea of the story, or the
unifying concept. There can be a number of themes in a story. Which theme do you
see as the most important?
- Take a look at the book in a larger context. What does the story's theme say about the
world, human experience or human values? What was the author trying to convey?
Themes are highly subjective.
7. Look at the words themselves. What imagery does the author use? This is easiest to
identify if you take notes throughout reading or watching the story since it can be a
chapter or just a few words. In what places does the author evoke your senses: touch,
taste, smell, sight and hearing?
8. Identify symbolism in the story. Symbolism means the use of objects, people or
elements of the story to represent something else. They often represent subjective
concepts, like greed, wisdom or motherhood. For example, the use of the color green
throughout a stockbroker's office could represent hidden greed in the character. A fox
can represent trickery or stealth.
- Do any of the characters symbolize something? Is the setting symbolic? Symbolism is
easier to spot the second time you watch or read a story, when you are already aware
of the general events of the story and can focus on the underlying meaning.
9. Consider the style and tone of the narrative. Is it formal or informal? Does the
narrator make you laugh or feel sad? The ways in which sentences and chapters are
structured can have a large effect on how you respond to the story.
10. Identify any figurative language. Figurative language is similar to imagery and
symbolism. It is a way that the author uses words to mean more than 1 thing. The
most common ways to do this are through simile, metaphor and personification.
Simile is to compare something using the words "like" or "as." Metaphor compares to
things without using "like" or "as." Personification is using human qualities to describe
inanimate things.
- An example of a simile is: the tree branches are like my mother's hair. An example of
metaphor is: trees are tangled strands of hair. An example of personification is: the
silky branches were braided together.

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11. Gather your notes together. If you are writing an analysis, you may want to choose
elements to write about or dwell on some more than others.
Guide Questions on How to Analyze a Work of Fiction
By analyzing a short story or novel, you gain a better understanding of the story. You also
acquire a better appreciation of fiction and literature. And, you can learn how the writer
used the elements of fiction and various literary techniques, such as simile, metaphor,
and imagery to create a memorable story. Analyzing fiction will also help you learn how
to write your own stories:
1. Plot. It refers to the main events that take place throughout the story.
- What are the series of events in the story?
- Does the writer use flashback? If so, how?
- Does the writer use flashforward? If so, how?
- How does the writer create suspense?
- What types of conflict occur throughout the story?
- What is the turning point of the story?
2. Setting. It refers to the time, place, and social and historical context.
What is the setting in the story?
- Does the setting function as an antagonist in the story? If so, how?
- How does the setting contribute to the story?
- How does the writer use setting to create a story that is believable?
- How does the setting impact the protagonist in the story?
- How does the setting impact the plot in the story?
- What is the mood throughout the story? How does the setting impact the mood of
the story?
3. Characters. It refers to the protagonist, villain, and secondary characters in the story.
The writer develops a character by what the character thinks, what the character
does, what the character says, what the character looks like, and by what others say
about the character. All stories include a protagonist. Many stories include an
antagonist or villain. Many stories also include secondary or minor characters.
- What does the character say and do? What does their dialogue or behaviour tell you
about their values, beliefs, interests, motives?
- What does the character look like? What does this suggest about the character?
- What conflicts does the character experience? How does the character deal with
these conflicts?
- How does the character change as the story progresses?
- Who is the villain in the story? Why?
- Who is the protagonist in the story? Why?
4. Theme. It refers to the main idea of the story. It is the truth the writer reveals. Often,
the writer doesn’t explicitly reveal the theme. Some stories don’t have a theme.
- What was the writer’s purpose in writing the story?
- What is the theme of the story? Is it implicit or explicit?
- Does the theme offer a new insight into the human condition or human experience?
- What message or lesson does the writer wish the reader to understand from the
story?

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5. Point of View. It refers to the person who is telling the story. This is the narrator of the
story. For instance, the story can be told from the first-person perspective, such as
the protagonist or eye witness. Or, the story can be told from the third-person
perspective, which means the narrator is not a character in the story. Remember that
the author and narrator are not the same. The narrator is the person who is telling
the story.
- What point of view does the writer use?
- What does the narrator know about the characters in the story?
- How does the point of view impact the story?
- Does the author use point of view to reveal or conceal?
- How does the narrator impact the story? For instance, the first-person narrator only
knows what he sees or hears. Bu the third-person-omniscient narrator is all knowing.
- Why did the author choose the particular point of view?
6. Imagery. It refers to the sensory images that the writer uses to develop the story.
Sensory images are word pictures that appeal to one or more of the senses, such as
sight, taste, smell, touch, and hearing.
- What types of imagery does the writer use? How does it make the story believable?
- Identify some passages where the writer uses imagery? What types of imagery does
the writer use? Why does the writer use it?
- How does the imagery affect the mood of the story?
7. Symbolism. The author uses a symbol to mean something other than its literal meaning.
For instance, an owl can represent wisdom.
- What sorts of symbols are used by the writer?
- Do any characters act as symbols? Why?
- Do elements of the story’s setting appear symbolic? Why?
- Is a one symbol used throughout the story? Or do the symbols change as the story
progresses?
8. Style and Tone. Style refers to the writer’s choice of language and the sentence types
and structures. The tone refers to writer’s attitude toward the subject and readers.
- What types of diction does the writer use? Slang? Formal? Profanity? How does it
impact the story? How does it impact you as the reader?
- What types of sentences does the writer use? Fragments? Simple? Complex?
Rhetorical? How does it impact the story?
- What is the writer’s attitude toward the events in the story?
- What is the writer’s attitude toward the readers? Condescending? Ironic? Comic?
- How does the tone of the story impact your reading? For instance, do you laugh?
9. Figurative Language. The writer uses language to mean something other than its literal
meaning, in order to produce a special effect or new meaning. Popular types of
figurative language are simile, metaphor, and personification.
- Does the writer use simile? Why is it used?
- Does the writer use metaphor? Why is it used?
- Does the writer use personification? Why is it used?
10. Other Questions: What does the title suggest about the book? What did you enjoy
about reading the book? What did you dislike about the book? Would you recommend
it?

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5.3 Analyzing Plot
When we lose ourselves in fiction, are we caught up in the story or its plot? Do plot and
story mean the same thing? In Aspects of the Novel, E.M. Forster distinguishes
between story and plot with this illustration:
“The king died, and then the queen died” is a story.
“The king died, and then the queen died of grief” is a plot.
- If an event takes place in a story, we say, “and then?”
- If it is in a plot we ask, “why?”
- A plot is the artful arrangement of incidents in a story, with each incident building on
the next in a series of causes and effects.
- The plot is not the action itself, but the way the author arranges the action toward a
specific end.
- The manner in which the events are told (i.e. chronologically or through flashbacks) is
important to pay attention to, for it can be a clue as to the writer’s purpose in the
writing.
- What happens and the order in which we are told it happens sets up a narrative
tensions.
When reading a work of fiction, always ask yourself:
- Why is this happening now?
- How does this event relate to what’s gone before?
- What expectations are being set up for what will happen next?
- How does the plot unfold? Does it include flashbacks? Is there any foreshadowing?
The meaning found in literary fiction arise out of some sort of conflict—a clash of actions,
ideas, desires, or wills.
- Characters may be pitted against some other person or group of persons (conflict of
person against person);
- they may be in conflict with some external force—physical nature, society, or “fate”
(conflict of person against environment);
- or they may be in conflict with some elements in their own natures (conflict of person
against himself or herself).
- The conflict may be physical, mention, emotional, or moral.
Because plot revolves around some kind of conflict (between characters, within in
characters, etc.), pay attention to the ways the conflict is resolved.
- This resolution or lack of resolution will give you a sense of a theme the writer is
exploring.
- A story with an indeterminate ending, one in which no definitive conclusions is
reached, may be intended to have us ponder the complexities of life.
Stages of Plot Development:
- In most stories the beginning sets up the problem or conflict;

- the middle is where the author introduces various complications that that prolong
suspense and make the struggle more meaningful;
- and the end resolves the conflict to a great or lesser degree.

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Here’s a more detailed breakdown of a typical plot structure:
1. exposition: introduces character,

scene, time and situation.
2. rising action: the dramatization of
events that complicate the
situation and gradually intensity
the conflict.
3. climax: the turning point of the
story, its emotional high point.
4. falling action: where the problem
or conflict presented in the earlier
sections proceeds toward
resolution.
5. conclusion/denouement/resolution: where author brings the sequence of related
events to an end. The conflict may or may not be resolved.
5.4 Analyzing Characterization
The characters in a work of fiction drive the story. Their personalities and conflicts set up
what happens.
- The way a narrator describes a character gives us a sense of who they are, but we also
learn about characters through their words and actions.
- As you read, look for consistency or lack of consistency in a character’s words or
actions.
o If the character seems to act differently, ask yourself why.
o How is this change of behavior reflected in other elements of the story?
o Is there irony in these contrasts?
Authors present their characters either directly or indirectly.

- In direct presentation, they tell us straight out, by exposition or analysis, what the
characters are like, or they have another character in the story describe them.
- In indirect presentation, the author shows us the characters through their actions; we
determine what they are like by what they say or do.
- The direct method usually has little emotional impact unless bolstered by the indirect.
- In almost all good fiction, therefore, the characters are dramatized.
o Most stories have at least one central character (also called main or major
character, hero/heroine, or protagonist), the persona around whom the story
revolves.
o The story’s conflict often revolves around this protagonist. Many stories also have
at least one minor character, who is not the focus of the story but who still plays
an important role.
o Sometimes characters provide contrasts with one another.
E.M Forster, the British novelist, in his book Aspects of the Novel (1927) he introduced
terms that have become standard in discussing types of characters;
o he wrote that a literary character is either “round” or “flat.”

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o Flat characters usually have only one or two predominant traits; they can be
summed up in a sentence or two.
o By contrast, round characters are complex and many-sided; they have the three-
dimensional quality of real people.
Fictional characters may also be classified as either static or developing.

- The static character remains essentially the same person from the beginning of
the story to the end.
- The developing (or dynamic) character, on the other hand, undergoes some
distinct change of character, personality, or outlook.
o The change may be a large or a small one;
o it may be positive or negative; but it is something significant and basic, not some
minor change of habit or opinion.
Examining if, how, and why the protagonist (or another character) in the story
develops or transforms throughout the course of the story can often be quite
revealing about the story’s key theme(s).
Asking Questions about Character
One of the best ways to achieve an understanding of characters can be to ask yourself a
series of questions. By answering some or all of the following questions about the
characters in a fictional story, you may discover an aspect of the story/novel that you
would like to analyze.
Note: Not all of the questions will apply to every story/novel you read.
Main character(s):
1. Who is the main character (or main characters, if there is more than one)?
a. What is significant about how the main character is described?
b. What are the main character’s significant actions? What motivates the character
to behave in this way?
c. What are the character’s significant spoken words? Why are they significant?
d. What are the main character’s inner thoughts and feelings?
e. What do the others characters in the story say or think about this character? How
do they react to the person?
Choices
2. Does the main character have choices?
a. If so, how do the choices help you understand the story?
b. If not, what is the significance of the lack of choice?
Conflicts
3. Is there an internal conflict, for example, is the character struggling with inner
impulses that are difficult to control? With a guilty conscience? Having conflict
feelings?
4. Is there an external conflict, for example, is the character struggling against another
character? Against nature? Against society? Against fate?

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Changes
5. Does the main character undergo changes?
a. If so, how do the changes help you understand the story?
b. If not, what is the significance of the lack of changes?
Minor character(s)
6. Who are the minor characters?
a. What is significant about how they react to the main character?
b. What is significant about how the main character reacts to the minor characters?
c. What is significant about what the minor characters say to or think about the main
character?
5.5 Analyzing Setting
- The term setting refers to a story’s place, time, social environment, and physical
environment.
- The setting is often connected to character development and/or to the values of the
society in which a story is set.
- Setting can even have a direct effect on characters and action.
o Characters’ attitude and behavior may be influenced by the time and place in
which they live.
o Characters’ emotional states can be affected by the physical environment.
- Setting is created primarily through images. Often an aspect of the setting is
actually a symbol representing something else.
For example,
o a wall can symbolize a barrier of communication between two people.
Therefore, when you discuss setting you often discuss imagery and symbolism.
Guide Questions in Analyzing Setting
- One effective way to generate ideas about a story’s setting can be to ask yourself a
series of questions.
- By answering some or all of the following questions about the setting in a story, you
may discover an aspect of the story that you would like to analyze.
Note: Not all of the questions will apply to every novel/story you read.
Place
- What is the significant about where the story takes place?
o The geographical location (i.e. the country or city)
o The size and type of location (i.e. a large city or a small village)
o The site of the action (i.e. indoors or outdoors, a room or a street)
Time
1. How long does it take for the action to occur (i.e. several years or only an hour)? Is
there anything significant about the length of time it takes the sequence of
events/thoughts to occur?

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2. What is significant about the time of day in which the story takes place (may be
revealed through actual clock time or through description of light, darkness, and
shadows, or through activities such as eating supper)?
3. What is significant about the time of year in which the story takes place (i.e. through
references to the seasons)?
4. What is significant about the year(s) or the historical period in which the story takes
place?
Social environment
6. What is significant about the manners, customs, rules, and/or moral codes of the
society in which the story takes place?
Physical environment
7. Which physical details reveal the emotional or moral state(s) of the character(s)?
(Examine references to nature, objects, buildings and rooms, clothing, climate and
weather, sounds, smells, and so on.)
8. Which physical details reveal the nature of the relationship between or among
characters?
5.6 Analyzing Point of View
- Point of view is a literary term that refers to the perspective from which a story is told.
- An author creates a narrator to tell the story, someone who may or may not be a
character in the story.
- It is through the narrator’s perspective (through the narrator’s eyes and mind) that
readers learn what happens in the story.
- Point of view is a technique and the narrator is a device that an author uses to
influence the way a reader interprets the story.
The narrator who tells the story from a first-person perspective

- may be the main character
- may be a minor character
- may be an adult looking back on childhood (resulting in a “dual” or “double” point of
view: the perspective of the child and the perspective of the adult narrator)
The narrator who tells the story from a third-person perspective

- may be all-knowing (omniscient): telling everything about all of the characters,
including their inner thoughts
- may have limited knowledge of the characters: telling the inner thoughts of only one
or two character
- may be only an external observer: describing events objectively from the outside
The narrator
- is not the author (even in a semi-autobiographical work, the narrator is not the same
as the author)
- may be unreliable
- does not necessarily hold or reflect the author’s view

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It is important to remember that even if the narrator knows almost everything about
every character, the narrator is still limited in some way (since all human beings are
limited in some way).
It is only by piercing together several or all of the elements of fiction that you can move
toward an understanding of the author’s view.
Guide Questions in Analyzing Point of View

One effective way to generate ideas about point of view can be to ask yourself a series of
questions. By answering some or all of the following questions about the point of view
of a story, you may discover an aspect of the story that you would like to analyze.
Note: Not all of the questions will apply to every story or novel you read.
Identifying point of view
1. Is the story told from a first-person point of view or from a third-person point of view?
2. Is the narrator a major character, a minor character, or a nonparticipant? Is there
more than one narrator?
3. If the narrator is the main character,
a. Is the story from the perspective of an adult, an adolescent, or a child?
b. Is the story from a dual point of view (for example, through the perspective of the
adult narrator and the child that the narrator used to be?
4. How much does the narrator know about the main character?
5. How much does the narrator know about the minor characters?
6. Does the narrator analyze or comment on the action and/or characters? Or is the
narrator simply an objective observer?
Analyzing point of view
7. How reliable is the narrator?

a. What is the narrator’s background?
b. What is the narrator’s relationship to the other characters?
c. How did the narrator acquire the information that is presented? Are the sources
reliable?
d. Is there anything unique or special about the way the narrator presents the
information that suggests something about the narrator’s character?
e. Does the narrator seem to be withholding information or ignoring significant facts?
f. Is the narrator emotionally involved in any of the situations?
g. Does the narrator reveal any prejudice toward any of the characters?
h. Does the narrator ever seem confused?
i. If the narrator comments on the characters or action, are the comments valid?
j. Does the narrator undergo any changes that affect the information?
k. What is your overall impression of the narrator?

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8. Why do you think the author has chosen this point of view? ? Do we gain something
from this the narrator’s perspective that we might not discover elsewhere? How
would the story be different if it were told from another point of view?
5.7 Analyzing Imagery
Imagery refers to the collection of images in a work of fiction: the mental pictures created
by the author’s words.
- These words often carry suggestive meaning in addition to their literal meaning;
writers use concrete images to go beyond physical description in order to express
feelings and states of mind.
- Most images are created through words that appeal to readers’ senses of sight, sound,
taste, smell, and touch. For example,
o a pink flower may appeal to a reader’s sense of sight or smell and bring forth
pleasant associations with springtime or a holiday memory.
Guide Questions in Analyzing Imagery:
1. Which words appeal to the sense of sight? Sound? Taste? Smell? Touch?
2. Does one type of image predominate? For example, are most of the images related
to sight, or to sound?
a. If one sense predominates, how is this connected to the rest of the story?
• Do the dominant sensory images reinforce a major idea or impression?
• Do the dominant sensory images conflict with a major idea or impression?
b. If there is a mixture of images, with no one sense predominating, how is this
connected to the rest of the story?
• Does the mixture of sensory images reinforce a major idea or impression?
• Does the mixture of sensory images conflict with a major idea or impression?
c. If there is a change from one type of image to another, how is this connected to
the rest of the story?
• Does the change reflect a change in a character or an idea?
• Does the change parallel a development in the plot?
• What does the change reveal about the story’s meanings?
d. If the images show a specific pattern (for example, images of color, or images of
natural scenes), what is the significance of this pattern?
3. Do the images have positive or negative connotations? How are these positive or
negative connotations connected to the story’s meanings?
5.8 Analyzing Symbolism
A symbol is something that represents something else.

- Often in a literary work, a symbol is an image of an event or a physical object (a thing,
person, or place) that is used to represent something invisible or abstract such as an
idea, a value, or an emotion.
- Authors use symbols to suggest meaning. One symbol may suggest more than one
meaning.

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- The setting can be a major source of symbols.
o Trees and grain growing near a river, for example, may suggest life or fertility.
o Areas without any growth may suggest decay or death.
o A sound of dance music may suggest joy; the sound of beating drums may signal
fear.
o Light may suggest knowledge;
o darkness may suggest ignorance.
- Although there are numerous possibilities, not all objects or events in stories are
symbols. Some objects or events are just what they are described or defined to be
and have no second or third meaning.
To determine whether an object is a symbol of something else, begin with the literal
meaning of the object. After you have determined the literal meaning, ask if the object
has some universal symbolism.
For example,
o rain after a long period of drought can symbolize rebirth or renewal or
regeneration in many parts of the world.
If you do not recognize universal symbolism, ask if the object has some cultural
symbolism. For example,
o a certain style of dress may represent a particular social class in a particular
culture.
If you do not discover cultural symbolism, ask yourself if the object has some unique
meaning within the context of the story. For example,
o a flashing light may represent a character’s sudden understanding of something.
If you do not discover any second meaning, you may assume that the object is not
necessarily a symbol of anything.
5.9 Analyzing Poetry (by Formalism)
Formalism refers to a general term for literary analysis. It is concerned with the properties
of the text itself. It started with Russian formalists in the early twentieth century and
extended with the Prague School in the 30s and New Criticism along the 40s and 50s and
Structuralism in the 50s and 60s. In their study of poetry and prose, Russian formalists
pursue literariness (the use of literary devices).
1. Rhythm.
Greek word “rhuthmos” which means measured motion(Scott,1967:247).
- It refers to the flow or movement of a line , Peck and Coyle (1984:61-62) assert , whether this
movement is slow or fast, calm or troubled.
- Yet, Drew(1959:41) believes that this flow is determined by meaning more than meter ,by
feeling more than feet .It refers to the “ freedom the poet can use within his own self-
imposed necessity. It is the personal voice speaking through the formal convention”.
2. Sound.
Sounds represent a very important aspect in literary texts because they convey senses
and express moods. They are not used only to encode meanings but they can be arranged
for aesthetic purposes as well.

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- Sounds are associated with senses.
- Some sounds express certain moods, imitate a natural phenomenon or define a movement.
- For example, the English consonant sounds /l/, /r/, /n/, and /n/ are associated with softness
(Leech,1969:98).
3. Syntax.
Syntax is the ground work of the poet’s art (Nowottny,1962:9) because poetic syntax
is the most powerful element that makes an utterance meaningful by controlling word
order and consequently the mental order of impressions .
1. Jacobson (1960) emphasizes the importance of parallelism ,reiteration and
repetition of syntactic structures in poetry.
2. Dillon (1978) also stresses the importance of parallel and repeated structures in
poetry .
3. The sentence pattern has its bearing on content as well .
4. To illustrate, the SVO or OVS patterns impart different messages and ,thus ,are
used for different purposes.
Trees
A tree that may in summer wear
I think that I shall never see A nest of robins in her hair;
A poem as lovely as a tree Upon whose bosom snow has lain;
A tree whose hungry mouth is pressed Who intimately lives with rain
Against the earth’s sweet flowing breast; Poems are made by fools like me ,
A tree that looks at God all day But only God can make a tree.
And lifts her leafy arms to pray;
❖ Joyce Kilmer’s “Trees” is a poem of 12 lines.

- Each line consists of 8 syllables in Iambic tetrameter except lines 2 and 11 which
possess 7 syllables.
- The poem is organized in rhyming couplets - aa bb cc dd ee aa.
- The poet uses many anthromorphic* imageries.
- The tree is depicted as a female that presses its mouth to the earth’s breast raising
leafy arms to pray to God.
- The earth also is personified as a female nursing the tree. The (human) female
physical attributes are given to both the tree and earth.
- The tree and earth are personified in a strange way.
5.11 How to Write a Reflection Paper
NAME: ______________________________________
SUBJECT PROFESSOR: __________________________
Email Ad/Phone No:____________________________
DATE: ________________________
TITLE: _________________________
I. SUMMARY:
In two to three paragraphs, you are to summarize the material to which you are reacting.
Do not merely repeat the text. Should you feel the need to selectively use quotations
from the material, put them in quotes and follow the end of the sentence with a
parenthetical citation (e.g., Apolinario, 2019).

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II. CRITIQUE:
In two paragraphs or more, you are to critically analyze the material to which you
are reacting. Note, critique does not mean simply saying something negative about
the text. Your analysis should address issues such as one or more of the following:
* Does the writer present these ideas fairly or are they slanted? How so?
* What are the strengths of the content of this Literary work? Weaknesses?
* What could be added to this material to make it better or more complete?
III. MEANING:
All papers will devote several paragraphs to this question: This is a major part of your
paper. Choose a major theme from the work and show how the author develops
the theme. Give specific examples (be sure to cite them). Show how the theme is
presented in various parts of the work.
IV. REACTION:
In two or more paragraphs, give your personal reaction to this material. Your reactions
could include any or all of these points:
* Why do you think this work was a good/bad choice for you to read?
* Did you like the reading? Dislike it? Explain.
* What did you find surprising about the reading?
*What angered or delighted you? Explain.
V. APPLICATION:
All papers should conclude with two or more paragraphs addressing this question:
*How does this material relate to your own life experience? Explain.

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Module 1 (Lit 111) Name: ____________________________________________
Activity No. 5 Program/Year: ____________Date Submitted: ___________
I. Carefully read the poem of the Filipino Poet, Jose Garcia Villa. Paraphrase the poem
using analysis of poetry according to Formalism. Use the free space below for your
answer.
First, A Poem Must Be Magical

(By Jose Garcia Villa)
First, a poem must be magical, And it must kneel like a rose.

Then musical as a seagull. It must be able to hear
It must be a brightness moving The luminance of dove and deer.
And hold secret a bird’s flowering It must be able to hide
It must be slender as a bell, What it seeks, like a bride.
And it must hold fire as well. And over all I would like to hover
It must have the wisdom of bows God, smiling from the poem’s cover.
II. Read and analyze the selection carefully and fill the following spaces up to
provide the story a relatively brief analysis. Write a reflective log using the
reflection format.
Why the Sun Shines More Brightly Than the Moon
Long, long ago there lived a fairy with two very beautiful daughters. Araw,
the older daughter, was very amiable and had a kind disposition; Buwan,
unlike her sister, was dishonest, cruel, and harsh. She was always finding fault
with Araw.
One night, when the fairy came home from her nocturnal rambles and
saw Buwan badly maltreating her elder sister, she asked God for help against
her unruly daughter. Before this time, God had prepared very valuable gifts
for the two sisters. These gifts were two enormous diamonds that could light
the whole universe. When God heard the prayer of the fairy, he descended
to Earth disguised as a beggar. Upon learning for himself how bad-tempered
Buwan was and how sweet and kind-hearted Araw was, God gave the older
sister her diamond as a reward. Buwan was greatly angered by this favoritism
on the part of the Almighty, so she went to the heavenly kingdom and stole
one of God's diamonds. Then she returned to earth with the precious stone,
but there she found that were jewel was not as brilliant as Araw's.
When God went back to heaven and learned what Buwan had done, he
sent two angels to punish her. But the angels abused their commission; they
seized both sisters and hurled them into the sea. They threw the two stones
upward into the sky and there they stuck. But Araw's diamond was bigger and
brighter than the one Buwan stole. Thereafter, the bigger jewel was called
Araw ("day" or "sun") and the smaller one, Buwan ("moon").

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HISTORICAL DEVELOPMENT OF
Module 2 PHILIPPINE LITERATURE
Chapter 6 Pre-Spanish Period (…BC - 1565)
1. Trace the historical development of literatures in the Philippines before, during and
after Spanish colonization
2. Describe the Philippine literature during the period.
3. Name the literary genres and literary pieces of the period.
4. Enumerate writers who contributed to the flourishing of literature during the period.
5. Analyze literary pieces.
Pre-Spanish Period (…BC - 1565)
In order to know the history of a nation’s

spirit, one must read its literature. Hence
it is, that to understand the real spirit of a
nation, one must “trace the little rills as
they course along down the ages,
broadening and deepening into the great
ocean of thought which men of the
present source are presently exploring.”
“Literature expresses the feelings of people to society, to the government, to his

surroundings, to his fellowmen and to his Divine Creator.” The expression of one’s
feelings may be through love, sorrow, happiness, hatred, anger, pity, contempt, or
revenge. Brother Azurin.
“True literature is a piece of written work which is undying. It expresses the
feelings and emotions of people in response to his everyday efforts to live, to be happy in
his environment and, after struggles, to reach his Creator.” PANITIKING PILIPINO by
Atienza, Ramos, Salazar and Nazal.
As Filipinos, who truly love and take pride in our own culture, we have to manifest
our deep concern for our own literature and this we can do by studying the literature of
our country.
The Literature of the Philippines dates back Before Christ until 1565 before the
Spaniards came to the Philippines, the people lived in small towns called barangays lead
by a “Datu”. Many barangays would cluster together for safety and protection. This way
of life could have had a great effect on the languages at this time (Bautista).
6.1 Historical Background
Many historians and scientists believe that the first inhabitants of the Philippine
islands emerged during the Pleistocene period. Copyright © 2005-2020 PHILIPPINE-HISTORY.ORG
There are two theories on where the inhabitants (first Filipinos) came from namely:
1. Beyer’s “Migration Theory”

Henry Otley Beyer - noted social scientist, who believes that Filipinos descended from
different groups that came from Southeast Asia in successive waves of migration.
Each group had a distinct culture, with its own customs and traditions.
2. Jocano’s “Evolution Theory”.
Felipe Landa Jocano - renowned Filipino anthropologist, who believes that Asians,
including Filipinos are the result of a lengthy process of evolution and migration.
Successive Waves of Migration (Henry Otley Beyer)
1. “Dawnmen” (or “cavemen” because

they lived in caves), the first migrants, the
Dawnmen resembled Java Man, Peking
Man, and other Asian Home sapiens who
existed about 250,000 years ago.
- No knowledge of agriculture
- lived by hunting and fishing
• It was precisely in search of food that
they came to the Philippines by way of the land bridges that connected the
Philippines and Indonesia.
• Owing perhaps to their migratory nature, they eventually left the Philippines for
destinations unknown.
2. “Aetas’ or “Negritoes”, (dark-skinned

pygmies), second group of migrants -
Negrito woman | Aeta woman About
30,000 years ago, they crossed the land
bridged from Malaya, Borneo, and
Australia until they reached Palawan,
Mindoro and Mindanao. They used
spears and small flint stones weapons.
- pygmies who went around practically naked
- were good at hunting, fishing and food gathering
• They were already in the Philippines when the land bridges disappeared due to
the thinning of the ice glaciers and the subsequent increase in seawater level. This
“forced” them to remain in the country and become its first permanent
inhabitants.
3. “Indonesians”, the third wave of

migrants was necessarily skilled in
seafaring
- who came to the islands in boats
- more advanced than the Aetas in that:
they had tools made out of stone and
steel, which enabled them to build
sturdier houses
- they engaged in farming and mining, and
- used materials made of brass;
- they wore clothing and other body
ornaments.
4. “Malays”, the last to migrate to the

Philippines, believed to have come from
Java, Sumatra, Borneo, and the Malay
Peninsula more than 2,000 years ago

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- Like the Indonesians, they also traveled in boats
- brown-skinned and of medium height
- with straight black hair and flat noses
- Their technology was said to be more advanced than that of their predecessors
o engaged in pottery
o weaving
o jewelry making
o metal smelting
o introduced the irrigation system in rice
planting
Lengthy Process of Evolution and Migration

Jocano’s Theory (Felipe Landa Jocano)
1. Negritoes and Malays - who migrated to the Philippines thousands of years ago.
According to Jocano, it is difficult to prove that Negritoes were the first inhabitants of
this country since based from fossil evidence, he says is that “the first men who came
to the Philippines also went to New Guinea, Java, Borneo, and Australia.
2. The “Tabon Man” is said to resemble Java Man

and Peking Man. (In 1962, a skullcap and a
portion of a jaw-presumed to be a human origin-
were found in the Tabon Caves of Palawan by
archaeologist Robert Fox and Manuel Santiago,
who both worked for the National Museum.
Carbon dating placed their age at 21,000 to
22,000 years.)
o He gathered fruits, leaves and plants for
his food.
o He hunted with weapons made of stone.
o Capable of using his brain in order to
survive and keep himself safe, (although
further research is still being done on his
life and culture)
3. First people of Southeast Asia were products of

a long process of evolution and migration. His
research indicates that:
- they shared more or less the same culture,
beliefs, practices an even similar tools and
implements.
- These people eventually went their separate
ways;
o some migrated to the Philippines,
o the others to New Guinea,
o Java and Borneo.
❖ Proof can be found in the fossils discovered in different parts of Southeast Asia, as
well as the recorded migrations of other peoples from the Asian mainland when
history began to unfold, says Jocano.
Instead of the Migration Theory, Jocano advances the Evolution Theory, as a
better explanation of how our country was first inhabited by human beings.

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6.2 Characteristics of Pre-Spanish Philippine literatures
The first period of the Philippine literary history is the longest. Long before the coming of
Spaniards and other immigrants settled on our land, our forefathers enjoyed their own
literature evident in the history of our race
that shows Filipino customs and traditions
as traced in our folk stories, old plays and
short stories.
1.Based on oral traditions
2.Crude on ideology and phraseology
• Our ancestors also had their own
alphabet which was similar to that of
the Malayo-Polynesian alphabet.
• Interesting Narratives were made to
define their world, to account for the realities in it, and to explain their feelings,
beliefs, and judgments in the form of:
- origin myths,
- legends,
- fables,
- tales of the supernatural, and
- humorous accounts about some trickster, like Pusong or Pilandok, or some
bungling character who got by in spite of or because of his lack of wit.
• And there were also metrical accounts of native Filipino gods and their deeds.
• Songs and verses filled early religious practices:
- to express devotion, - to minister to the sick, and
- to atone for sins, - to bury the dead.
- Verses were composed also to pray for abundance and happiness:
- in the home, - on the sea, and
- on the farm, - elsewhere.
- In like manner, verses aired love for and loyalty
to the barangay and its rulers.
- accounts of battle (kudanag),
- songs of victory (tagumpay, talindad),
- songs of hanging a captured enemy
(sambotan, tagulaylay), and
- songs expressive of manliness. From the
people’s social life evolved
- Records of our ancestors left were either burned by the Spanish friars in the belief
that they were works of the devil or were written on materials that easily perished,
like:
- the barks of trees,
- dried leaves and
- bamboo cylinders which could not have remained undestroyed even if efforts
were made to preserve them.
- Collectors, who attempted to compile the folk narratives:

- Fr. Jose Ma. Pavon (Las antiguas leyendas de la isla de Negros) during the Spanish
period
- Fay-Cooper Cole (Traditions of the Tinguian, 1915),
- Mable Cook Cole (Philippine Folk Tales, 1916), and

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- Dean S. Fansler (Filipino Popular Tales, 1921) during the early part of the American
regime, and
- some Filipino and American antropologists and folklorists in more recent times,
(many of the theme still remain in the memory of the folk, uncollected and
unwritten).
Mythology is an interwoven series of myths told by a given race. The word also means
the study of myths in general.
- (from the Greek mythos for story-of-the-people, and logos for word or speech, so
the spoken story of a people)
- it is the study and interpretation of often sacred tales or fables of a culture known
as myths or the collection of such stories which deal with various aspects of the
human condition:
o good and evil;
o the meaning of suffering;
o human origins;
o the origin of place-names, animals, cultural values, and traditions;
o the meaning of life and death;
o the afterlife; and
o the gods or a god.
Classifications of Mythology
1) Myth: an account of the deeds of a god or of a supernatural being;

: a kind of imaginative precursor of scientific investigation.
- are permanent, they deal with the greatest of all problems – the problems which
do not change because men and women do not change.
- Myths express the beliefs and values about these subjects held by a certain
culture.
- They deal with love (the romantic element), war, sin, tyranny, courage, and faith;
all in the same way in relation to man.
Origin of Bagobo (Mindanao)

In the beginning there lived one man and one
woman, Toglai and Toglibon. Their first children
were a boy and a girl. When they were old
enough, the boy and the girl went far away
across the waters seeking a good place to live in.
Nothing more was heard of them until their
children, the Spaniards and Americans, came
back. After the first boy and girl left, other children were born to the couple; but they all
remained at Cibolan on Mount Apo with their parents, unt il Toglai and Toglibon died and
became spirits. Soon after that there came a great drought which lasted for three years.
All the waters dried up, so that there were no rivers, and no plants could live.
"Surely," said the people, "Manama is punishing us, and we must go elsewhere to find
food and a place to dwell in."
So they started out. Two went in the direction of the sunset, carrying with them stones
from Cibolan River. After a long journey they reached a place where were broad fields of
cogon grass and an abundance of water, and there they made their home. Their children
still live in that place and are called Magindanau, because of the stones which the couple
carried when they left Cibolan.

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Two children of Toglai and Toglibon went to the south, seeking a home, and they
carried with them women's baskets (baraan). When they found a good spot, they settled
down. Their descendants, still dwelling at that place, are
called Baraan or Bilaan, because of the women's
baskets.
So two by two the children of the first couple left the
land of their birth. In the place where each settled a new
people developed, and thus it came about that all the
tribes in the world received their names from things that
the people carried out of Cibolan, or from the places
where they settled.
All the children left Mount Apo save two (a boy
and a girl), whom hunger and thirst had made too weak
to travel. One day when they were about to die the boy
crawled out to the field to see if there was one living thing, and to his surprise he found a
stalk of sugarcane growing lustily. He eagerly cut it, and enough water came out to refresh
him and his sister until the rains came. Because of this, their children are called Bagobo.
Examples of Myth:
1. How the World Was Made.
2. The Creation (Igorot).
3. How the Moon and the Stars Came to Be (Bukidnon).
4. Origin (Bagobo).
5. The Story of the Creation (Bilaan).
6. In the Beginning (Bilaan).
7. The Children of the Limokon (Mandaya).
8. The Creation Story (Tagalog).
2) Legend: a widely-accepted but unverified story of the origin of things, persons or

places.
- legends are a form of prose – Its aim is to entertain.
- the common theme of which is about the origin of a thing, place, location or name.
- the events are imaginary, devoid of truth and unbelievable.
- old Filipino customs are reflected in these legends.
Example of a legend: THE LEGEND OF THE TAGALOGS.
In a certain wide region of Luzon, there was a village frequented by

young men. The town was full of trees, beautiful flowers and a river
where clear waters flowed.
What attracted the young men more than the scenery was a beautiful
nymph- like maiden.
The maiden was Maria and she had lots of suitors who came from
afar and who fought for her hand. But Maria remained unconcerned
and very choosy. Because she was kind, her suitors remained
undaunted so Maria thought of a plan. She called all the men together and told them, "You are all
good and kind and it is difficult for me to choose one among you. Let me decide with a test. "I'll
marry the first man who can bring me a big, live and strong serpent," Maria said in jest. The young
men were dumbfounded.
After a while, the voice of Ilog broke the silence. "I promise to bring you one, Maria. Even if I
have to risk my like, I'll bring you what you wish." Ilog was a man known for his bravery. He left
immediately to fulfill his promise.

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The men whispered among themselves. They were sure that Ilog would never be able to return.
They waited for a long while but Ilog had not returned. Even Maria was saddened because she
also grieved the loss of a man as brave and accommodating as Ilog.
After many hours, Ilog returned. They crowded to see how Ilog would prove his bravery.
Ilog held a big snake by its nape and tail. While the men were thus occupied, two Spaniards passed
by. Their attention was caught not by what Ilog held but by the beauty of Maria.
"Maria," heroically called Ilog. "I've brought you the serpent
you wished for. What else do you want me to do to make you
happy?" The Spaniards were startled. They asked the people around
where they were and in what place they were in but nobody paid
attention for their attention were focused on the snake and on
Maria. When Maria saw that the snake was still struggling, she
shouted. "Taga, Ilog! Taga, Ilog!" (Cut, Ilog! Cut, Ilog!) which she
addressed to Ilog so he would cut the snake up again.
The two Spaniards, thinking that this was in answer to their
question repeated the words TAGAILOG, TAGAILOG which later
became TAGAL.
Myths and legends deal largely with

- gods,
- their deeds,
- adventures,
- dealing with supernatural beings and
- culture heroes with origins and explanation of things and phenomena in the
surrounding world.
3) Folktale: Pure fiction that seems to have no other origin than a desire to amuse and
interest.
– bring knowledge and understanding of men’s motives and tolerance that recognizes
faith where ignorance would only see superstition.
o It is especially necessary to have this knowledge now when modern science
and invention have brought the world into a closer community of nations.
– widely disseminated through all places in the world might bring to reality what we
all bring about our world.
– the folktales are shaped by the thoughts and the actions, the aspirations and fears
of a people.
o Often the outline of a story and sometimes even the characters are common
to several characters (epic and folklore).
- Folk tales– a tale or legend originating and traditional among a people or folk,
especially one forming part of the oral tradition of the common people.
- Folk tales are made up of stories about
o life,
o adventure,
o love,
o horror and
o humor where one can derive lessons about life.
o These are useful to us because they help us appreciate our environment,
evaluate our personalities and improve our perspectives in life.

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Example: THE MOON ANDTHE SUN.
Filipino folktale (features 61 folktales from the Philippines_
by Mabel Cook Cole (1916) A.C. McClurg & Co., Chicago
The Sun and the Moon were married, but the Sun was very ugly and
quarrelsome. One day he became angry at the Moon and started to chase
her. She ran very fast until she was some distance ahead of him, when she
grew tired and he almost caught her. Ever since he has been chasing her,
at times almost reaching her, and again falling far behind.
The first child of the Sun and Moon was a large star, and he was like
a man. One time the Sun, becoming angry at the star, cut him up into
small pieces and scattered him over the whole sky just as a woman
scatters rice, and ever since there have been many stars.
Another child of the Sun and Moon was a gigantic crab. He still lives and is so powerful that every time
he opens and closes his eyes there is a flash of lightning. Most of the time the crab lives in a large hole in the
bottom of the sea, and when he is there, we have high tide; but when he leaves the hole, the waters rush in
and there is low tide. His moving about also causes great waves on the surface of the sea.
The crab is quarrelsome like his father; and he sometimes becomes so angry with his mother, the Moon,
that he tries to swallow her. When the people on earth, who are fond of the Moon, see the crab near her,
they run out of doors and shout and beat on gongs until he is frightened away, and thus the Moon is saved.
Folk Narratives were compiled by such collectors as:

- Fr. Jose Ma. Pavon (Las antiguas leyendas de la isla de Negros) during the Spanish
period
- Fay-Cooper Cole (Traditions of the Tinguian, 1915),
- Mable Cook Cole (Philippine Folk Tales, 1916), and
- Dean S. Fansler (Filipino Popular Tales, 1921) during the early part of the American
regime, and some Filipino and American anthropologists and folklorists in more
recent times, many of the theme still remain in the memory of the folk,
uncollected and unwritten.
6.3 Literary Forms - Oral Literature
Riddles (bugtong or Palaisipan) – battle of wits among participants. These are made up of
one or more measured lines with rhyme and may consist of four to 12 syllables.
- a question or statement so framed as to exercise one’s ingenuity in answering it or
discovering its meaning;
- conundrum - these are made up of one or more measured lines with rhyme and may
consist of four to 12 syllables.
Example: MAY BINTI, WALNG HITA MAY TUKTOK, WALANG MUKHA.

- Tigmo –Cebu
Baboy sa lasang, ang tunok puro lansang.
……….NANGKA……
- Paktakon – Ilonggo
Ang dagat gin putos sang langit
Ang langit gin putos sang tul-an
Ang tul-an gin putos sang bulbol
Ang bulbol gin putos sang panit
…….. NIYOG……
- Patotdon – Bicol
Kun basog, tindog
Kun gutom, dup-og
…...….SAKO……

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Proverbs (salawikain) – wise sayings that contain a
metaphor used to teach as a food for thought etc. This
echo the values of the Philippines
- a piece of common-sense wisdom expressed in
practical, homely terms
Example:
o “A stitch in time saves nine”.
o Kung ano ang itinanim, siyang aanihin (you reap what you sow)
o Kapag maikli ang kumot, matutong mamaluktot (when the blanket is short, learn
to curl up)
o Daig ng maagap ang masipag (punctuality beats diligence)
o Matibay ang walis, palibhasa'y magkabigkis. People gain strength by standing
together.
Tanaga - a mono-riming hepta -syllabic quatrain expressing insights and lessons on life is
"more emotionally charged than the terse proverb and thus has affinities with the folk
lyric."
Folk Songs - is a form of folk lyric which expresses the hopes and aspirations, the people's
lifestyles as well as their loves.
- are one of the oldest forms of Philippine
literature that emerged in the pre-Spanish
period.
- a song originating among the people of a
country or area, passed by oral tradition
from one singer or generation to the next,
often existing in several versions, and
marked generally by simple, modal melody
and stanzaic, narrative verse.
- These are often repetitive and sonorous,
didactic and naïve
✓ Hele or oyayi – lullaby
✓ Ambahan (Mangyan) – 7-syllable per line
poem that are about human relationships and social entertainment
✓ Kalusan (Ivatan) - work songs that depict the livelihood of the peopled.
✓ Tagay (Cebuano and Waray) – drinking song.
✓ Kanogan (Cebuano) – song of lamentation for the dead

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-These songs mirrored the early forms of
culture. Many of these have 12 syllables.
Here are the examples:
o Kundiman – song of love
o Kumintang o Tagumpay – war song
o Ang Dalit o Imno – song to the God
o Ang Oyayi o Hele – lullaby
o Diana – wedding song
o Talindaw – boatman’s song
o Soliraning – song of the laborer
Characteristics of Pre-Spanish Era Music

- More conservative style of sacred music.
- They play music by using indigenous musical instruments.
o (bamboo canes, palm leaves, and bark of trees)
- Religious and musicality-salvation of self-expression
- Recitative: mostly simple two note music, music was composed of few notes.
Epics are long narrative poems in which a series of heroic achievements or events, usually
of a hero, are dealt with at length.
– noting or pertaining to a long poetic composition, usually centered upon a hero, in
which a series of great achievements or events is narrated in elevated style.
- Aside from the aforementioned epics, there are still other epics that can be read and
studied like the following epics.
o Bidasari-Moro epic o Parang Sabir-Moro epic
o Biag ni Lam-ang-Ilokano epic o “Dagoy” at “Sudsod”-Tagbanua epic
o Maragtas-Visayan epic o Tatuaang-Bagobo epic
o Haraya-Visayan epic o Indarapatra at Sulayman
o Lagda-Visayan epic o Bantugan
o Hari sa Bukid-Visayan epic o Daramoke-A-Babay – Moro epic
o Kumintang-Tagalog epic in“Darangan”
Tuwaang
Hero of theTuwaang epics of the Bagobo
TUWAANG is the hero of several epics or songs of the
Bagobo, indigenous group of southern Mindanao, which
has several sub- groups. Anthropologist E. Arsenio
Manuel was able to acquire and publish two songs in the
late 1950s to 1970s, The Maiden of the Buhong Sky, A
Complete Song from the Manuvu Bagobo Folk Epic
Tuwaang and Tuwaang Attends a Wedding, with key
informant Saddani Pagayaw, who learned the epics from the bard Inuk.
SYNOPSIS OF TUWAANG ATTENDS A WEDDING

After finishing some work, Tuwaang calls his aunt aside and informs her that the wind has brought
him a message. He is to attend the wedding of the Maiden of Mo:nawon. The aunt tries to dissuade him
from going because she foresees trouble. Tuwaang, however, is determined to go.
He picks the heart-shaped costume made by the goddess, arms himself with a long bl ade and a dagger,
and takes his shield and spear. He rides on a flash of lightning and arrives at the kawkawangan grassland.
While resting there a while, he hears a gungutan bird crowing. He decides to catch the fowl, but soon
sees the gungutan with a dagger-like spur. The gungutan tells Tuwaang he came to know of his coming in a
dream and that he wants to go with him to the wedding celebration. Tuwaang agrees to bring the gungutan
along. The two shake their shoulders and are carried into space.

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Upon arriving at Mo:nawon, Tuwaang is admitted into the hall. He sits on a golden stool, while the
gungutan perches on a cross-beam. In the meantime, enchanting sounds from afar
and flowering trees signal the arrival of the Young Man of Panayangan. Other
gallants— the Young Man of Liwanon and the Young Man of the Rising Sun—arrive.
Finally, the groom—the Young Man of Sakadna—arrives with a hundred
followers. He haughtily asks the owner of the house to clear the house “of dirt,”
implying the people in the house who do not count. To this insult, Tuwaang answers
there are “red leaves” (i.e. heroes) in the house.
Preliminaries of the wedding ceremony start. The savakan (bride-wealth consisting
of articles and wrapped food to be paid for by the groom’s kinsmen) are offered
one by one until two of the costliest remain. One is given the value of an ancient
gong with ten bosses and nine relief-rings; the other is redeemable only by a golden guitar and a golden
flute.
The groom confesses his inability to redeem these articles. Tuwaang saves the groom from the
embarrassing predicament by taking his place. Through his magic breath, he produces a more ancient gong,
which is accepted by the bride’s family. He also produces the golden flute and golden guitar.
The bride is now asked to come out of her room and serve the guests some areca nut chew. She
commands her areca nut box to serve everyone. Magically, the box obeys, with the areca nut chew jumping
into the mouths of the guests. After two areca nut chews leap into the groom’s mouth, the box moves on to
Tuwaang before whom it stops altogether. Tuwaang brushes it away, but the box doesn’t budge. The bride
decides to sit beside Tuwaang.
The groom blushes; he is shamed. He decides to challenge Tuwaang to a fight. He goes down the house
and challenges Tuwaang to ome down to the yard. After the bride unrolls and combs his hair, Tuwaang goes
down to fight. The gungutan, meanwhile, has been fighting the groom’s men and has slain a number of
them until only the six gallants remain. Tuwaang and the gungutan engage the six gallants.
Finally, only Tuwaang and the Young Man of Sakadna are left. Tuwaang is thrown against a boulder,
which turns into dust. Trees get bent and topple. Tuwaang gets hold of his foe and throws him down so hard
that he sinks into the earth.
The Young Man of Sakadna resurfaces quickly and confronts Tuwaang once more. Tuwaang is thrust
into the earth and sinks into the underworld where he talks to Tu-hawa, god of the underworld, who tells
him the secret in overcoming his foe.
Tuwaang surfaces and summons the golden flute in which the Young Man of Sakadna keeps his life.
Tuwaang asks his foe to become his vassal in exchange for his life. The groom prefers death. Tuwaang
therefore destroys the golden flute, ending his life.
Accompanied by the gungutan, Tu- waang takes the bride home to Kuaman, where he rules forever.
—E. Arsenio Manu- el, Tuwaang Attends a Wedding, (Ateneo de Manila University Press, Quezon City, 1975), recorded in 1957 as told
by Saddani Pagayaw
6.4 OTHER FORMS OF PRE-SPANISH POETRY
Epigrams (Salawikain).
– a short, often satirical poem dealing concisely with a
single subject and usually ending with a witty or
ingenious turn of thought.
- These have been customarily used and served as
laws or rules on good behavior by our ancestors. To others, these are like allegories
or parables that impart lessons for the young.
Example: AANHIN PA ANG DAMO KUNG PATAY NA ANG KABAYO.
- Ngipin sa ngipin
Mata sa mata
Kahulugan: ito ay hustisya, kapag gumawa ka ng masama, ang kaparusahan ay
naaangkop sa iyong krimen.
- Ang batang palalo at di napapalo
Pag lumaki ang kahalubilo
Sa mundo ng magugulo
Kahulugan: kapag hindi marunong mag-disiplina ang magulang sa kanilang anak, lalaki
itong barumbado.
- Gawing gabay sa buhay

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Ang aral ni nanay
Kanyang payo at mga turo
Nawa ay hindi maglalaho
Kahulugan: kahit na ang bata ay balang-araw tumanda na,
huwag kakalimutan ang mga payo ng magulang.
Chants (Bulong).
– a short, simple melody, especially one characterized by
single notes to which an indefinite number of syllables
are intoned, used in singing psalms, canticles, etc., in
church services.
- Used in witchcraft or enchantment.
- ito ay isang matandang katawagan sa orasyon noong sinaunang tao sa kapuluan ng
Pilipinas, anyong padasal. Example:
- Bulong ng mga Bagobo ng Mindanao - Tabi tabi po apo, alisin mo po ang sakit ng pamilya
"Nagnakaw ka ng bigas ko, ko
Umulwa sana mata mo, - Lumayo kayo, umalis kayo, at baka mabangga
mamaga ang katawan mo, kayo
patayin ka ng mga anito" - Huwang kayong maiinggit, nang hindi kayo
- Bulong sa Ilocos magipit
"Huwag magalit, kaibigan, - Pagaling ka, amang, mahirap ang may
aming pinuputol lamang karamdaman
ang sa amiy napagutusan" - Lumakas-sana sana ang ulan, upang mabasa ang
- Bulong sa Bicol lupang tigang.
"Dagang malaki, dagang maliit, - Huwag mananakit nang di ka rin mamilipit
ayto ang ngipin kong sira na't pangit. - Huwag manununtok nang di ka rin masapok
sana ay bigyan mo ng kapalit" - Ingat po sa biyahe.
- Pakabait ka.
- Pagpalain ka nawa.
- Kung lagi kang payapa, sakit mo'y di lulubha.
- Puso'y sumusulak, sa praning ang utak
Sayings (Kasabihan) A saying is a short, clever expression that usually contains advice
or expresses some obvious truth.
- Often used in teasing or to comment on a person’s actuations.
Example: maitutumbas sa “Mother Goose Rhymes”…maiigsing pahayag ng mga
pangkalahatang katotohanan, mga batayang tuntunin, o mga alituntunin ng kaasalan.
Maaaring patula o tuluyan, may himig pagbibiro o panunukso sa unang panahon.
o PUTAK, PUTAK BATANG DUWAG MATAPANG KA’T NASA PUGAD
o BATA, BATA PANTAY LUPA ASAWA NG PALAKA
o TIRIRIT NG MAYA, TIRIRIT NG IBON, IBIG MAG ASAWA’Y WALANG IPALAMON
o TIRIRIT NG IBON, TIRIRIT NG MAYA, KAYA LINGON NG
LINGON HANAP AY ASAWA
Sawikain (Sayings with no hidden meanings)
Example: NASA DIYOS ANG AWA NASA TAO ANG GAWA.
- Ginintuang tinig
Kahulugan: Maganda ang boses
Halimbawa: Kung ako lang ay may ginintuang tinig,
tiyak na lagi akong sasali sa mga kompetisyon ng awitan.
- Guhit ng tadhana
Kahulugan: Itinakdang kapalaran
Halimbawa: Ito na yata talaga ang aking guhit ng tadhana.
- Halang ang bituka
Kahulugan: Salbahe, desperado, hindi nangingiming pumatay ng tao
Halimbawa: Usap-usapan sa baryo na halang ang bituka ni Tonyo.

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Maxims. Some are rhyming couplets with verses of 5, 6 or 8 syllables, each line having the
same number of syllables.
- To qualify as a maxim, a statement must contain a truth that is revealed in a terse way.
- Writers, politicians, philosophers, artists, sportsmen, and individuals use such
sentences in their respective fields.
- These maxims bring a pinch of wit, making statements more appealing to the
audience.
- It is also that these adages, proverbs, clichés, and maxims are different types of
aphoristic sayings that become relevant to many people and situations, turning into
everyday sayings with the passage of time.
- Everyday Examples of Maxim
o It’s better to be safe than sorry.
o You’re never too old to learn.
o Opposites attract.
o You can’t teach an old dog new tricks.
o Nothing ventured, nothing gained.
o One man’s meat is another man’s poison.
o We promise according to our hopes, and perform according to our fears.
o It is easier to be wise for others than for ourselves.
Example:
(Francis Bacon has been very famous for compact, aphoristic, and concise sayings
as given above. All of these sayings have deep thought and ideas.)
Of Friendship
“For a crowd is not company and faces are but a gallery of pictures.”
Of Truth
“A mixture of lie doth ever add pleasure.”
Of Marriage and Single Life
“He that hath wife and children hath given hostages to fortune … Unmarried men are
best friends, best masters, best servants but not always best subjects.”
Romeo & Juliet (By William Shakespeare)
“Wisely and slow. They stumble that run fast …”
(The speaker suggests that it is wise to not be in hurry. Rather, one should look where he is going,
otherwise he might fall flat.)
Mending Wall (By Robert Frost)
“He will not go behind his father’s saying,
And he likes having thought of it so well…
Good fences make good neighbors.”
(This statement carries a moral code that serves to characterize a relationship history of two
neighbors or two men, who are brought together every spring by re-building the wall.)
Maxims during Pre-Hispanic Philippines
PAG HINDI UKOL HINDI BUBUKOL.
SA MARUNONG UMUNAWA SUKAT ANG ILANG SALITA.
SA PAGHAHANGAD NG KAGITNA ISANG SALOP ANG NAWALA
UTOS NA SA PUSA UTOS PA SA DAGA
ANG MANIWALA SA SABI SABI AY WALANG BAIT SA SARILI
MAY TAINGA ANG LUPA MAY PAKPAK ANG BALITA

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Module 1 (Lit 111) Name: ____________________________________________
𝑐𝑢𝑡 ℎ𝑒𝑟𝑒 Activity No. 6 Program/Year: ____________Date Submitted: ___________
I. What are the literary forms and themes during Pre-Spanish period?
II. Illustrate a simple literary map on the forms/genre of literature during the Pre-
Spanish period.

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Chapter 7 Spanish Period (1565 - 1898)
to:
1. Trace the historical development of literatures in the Philippines before, during
and after Spanish colonization
4. Enumerate writers who contributed to the flourishing of literature during the
period.
SPANISH PERIOD (1565 - 1898)
According to Mariñas (1974) Philippine Literature in Spanish can be divided into 5 stages
of development namely:
- Works of Spanish Religious About the Philippines
(1593–1800)
- Formative Stage (1800–1900)
- Nationalist Stage (1883–1903)
- The Golden Age (1903–1966)
- Modern Works (1966–present)

1300-1500 last century of the Middle Ages. The
Europeans were able to establish commerce with the
Orient through trade routes. Spices such as pepper,
ginger, nutmeg, onions and garlic were the most
important items of trade from the East, owing to the
desire of the Europeans to enhance the taste of food and
to preserve meat during winter time.
Spices is derived from the Latin term species- an
aromatic or pungent vegetable substance used to flavor
food, e.g. cloves, pepper, or cumin, etc., were once very
tightly guarded and generated immense wealth for those
who controlled them. The taste for and coveting of spices
goes back to the ancient world. Spices that were highly
valued were: Ginger, Sesame, Turmeric, Pepper,
Cinnamon and Cloves.
The spice trade began in the Middle East. Arabic
spice merchants would create a sense of mystery by
withholding the origins of their products. The spice trade
was the world’s biggest industry: it established and
destroyed empires, led to the discovery of new continents,
and in many ways helped lay the foundation for the
modern world.

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The conquests of Alexander the Great got the Greeks especially interested in spices of the
East:
- to enhance or mask food tastes
- cure medical problems
- provide antidotes to poison
- used in making fragrances
- part of magic and religion
• Under the Romans, they became sought after to provide emperors unusual food
recipes.
The Discovery of the Philippines
• The Silk Route, the overland Silk Road & ancient

routes cross the Asian continent, from China in
Asia, to Turkey and the Mediterranean, where
the routes extend by sea to Europe, Arabia, and
North Africa. (red lines)
• In 1453- The Fall of Constantinople and the
emergence of the Ottoman Turks closed the
former trade routes to the East.
o Causing the monarchs and navigators of Europe to find new trade routes across
the seas.
o The Portuguese were a few years ahead of the Spaniards in the discovery of new
trade routes
o The Portuguese were inspired by Prince Henry the Navigator. (blue lines)
• Bartolomeu Dias March 12, 1488 led the first European expedition to round the Cape of
Good Hope, opening the sea route to Asia via the Atlantic and Indian oceans. He is
usually considered to be the greatest of the Portuguese pioneers who explored the
Atlantic during the 15th century. The discovery of the passage around southern Africa
was significant because, for the first time, Europeans realized they could trade directly
with India and the other parts of Asia, bypassing the overland route through the Middle
East, with its expensive middlemen.
• In 1497- The Portuguese nobleman Vasco da Gama (1460-1524) sailed from Lisbon on
a mission to reach India and open a sea route from Europe to the East. He sailed down
the western coast of Africa and rounding the Cape of Good Hope. His expedition made
numerous stops in Africa. May 1498- he reached the trading post of Calicut, India. Da
Gama received a hero’s welcome back in Portugal. In 1502- he was sent on a second
expedition to India, during which he brutally clashed with Muslim traders in the region.
Two decades later, da Gama again returned to India, this time as Portuguese viceroy.
December 24, 1524- he died at India of an illness. In 1539- his body was taken back to
Portugal for burial.
• January 2, 1492- The kingdom of Granada falls to the Christian forces of King Ferdinand
V and Queen Isabella I. King Boabdil surrendered Granada to the Spanish forces. The
Moors lose their last foothold in Spain. The event paved the way of great voyages
including the discovery of Columbus of the New World (America) for Spain. After these
remarkable voyages, Portugal and Spain became keen rivals in colonizing new lands.
• Ferdinand Magellan was born in 1480, in Sabrosa, Portugal to Rui de Magalhaes and
Alda de Mesquita. His family had ties to the royal family, this allowed him the
opportunity to become educated and learn about the various Portuguese exploration
expeditions:

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o Magellan proposed to the king of Portugal, King Manuel his plan to travel a
westward route to the Moluccas.
o The king refused and even cancelled his promotion because of charges of financial
irregularities while he was in Morocco.
o Disgusted by the king’s response, he renounced his Portuguese citizenship. He
went to Spain in 1517 and offered his services to King Charles I.
o Encourage by the competition to win against Portugal in obtaining high priced
spices, Spain commissioned Magellan to find a route to Moluccas by sailing west.
o Such passage would be beneficial to Spain for Portugal controlled the eastward
route to the East Indies around Africa's Cape of Good Hope.
Preparation:
The Fleet September 20, 1519 - a royal
commission was sent, allowing Magellan to head the
expedition. The Spanish Armada de Molucca
consisted of five ships with 237 men:
• Santiago under Juan Rodriguez Serrano.
• San Antonio under Juan de Cartageña;
• Concepcion under Gaspar de Quesada;
• Trinidad (flagship) under Ferdinand Magellan
Captain General
• Victoria under Louis de Mendoza;
The Crew
• The crew of about 237 included men from several nations: including Portuguese,
Spanish, Italians, Germans, Flemish, Greeks, English and French. It included about 40
Portuguese, among them Magellan's brother-in-law Duarte Barbosa, João Serrão, a
relative of Francisco Serrão, Estêvão Gomes and also Magellan's indentured servant
Enrique of Malacca.
• Juan Sebastián del Cano, a Spanish merchant ship captain settled at Seville,
embarked seeking the king's pardon for previous misdeeds
• Antonio Pigafetta, a Venetian scholar and traveller, had asked to be on the voyage
accepting the title of "supernumerary" and a modest salary, becoming a strict assistant of
Magellan and keeping an accurate journal.
• Father Pedro de Valderrama, fleet Chaplain.
Significant Dates of the Expedition

o September 20, 1519- Departure from Sanlúcar de
Barrameda, Spain.
o March 16, 1521 - the expedition of Portuguese explorer
Ferdinand Magellan, consisting of the carracks Trinidad,
Concepcion and Victoria, sighted the coast of Samar
after a few days of travel from Guam and anchored at
Homonhon Island, which Magellan named Nueva
Providencia because of the hospitality of its natives. They
rested on the island for eight days and refurbished their
supplies. The expedition is considered the first group of
Europeans to arrive in the Philippines.
o March 28, 1521-the fleet landed at Limasawa (an island
at Southern Leyte). It was ruled by Rajah Kolambu. He was Fascinated by the suit of
armor of the Spaniards. They could help them win their battles against their enemies.

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o March 29, 1521- Rajah Kolambu decided to seal their new friendship and performed the
“kasi-kasi” or blood compact ceremony with Ferdinand Magellan.
o March 31, 1521- the first Catholic Mass was held at Limasawa with Rev. Father Pedro
De Valderama, officiating.
o April 7, 1521- Magellan together with Rajah Kolambu, the Spanish and native fleets
landed on Sugbu (now Cebu). On the same day, Humabon made a blood compact with
Magellan after the later had won his trust and friendship.
o April 14, 1521- a mass on the shore of Cebu was held with Rajah Humabon and his
people attending the ceremony. After the mass, Magellan
planted a huge wooden cross (Magellan’s Cross) and gave an
image of the Child Jesus as a gift to the wife of Rajah
Humabon (renamed Queen Juana after baptism taken from
the name of the mother of King Charles I of Spain).
There were about 800 Filipinos who participated in the mass
and underwent ritual baptism. As for Humabon (renamed
Carlos), Magellan made him the king's representative in Cebu and promised to unite the
local chieftains under his authority. Magellan likewise tried to impose Christianity and
Spanish sovereignty on local chieftains. The mass and baptism were officiated by Fr.
Pedro de Valderama. Meanwhile, Lapu Lapu - another chieftain of Mactan refused to
accept the new political system and pay tribute to the Spaniards. Humabon and Lapu
Lapu were enemies and he wanted Magellan to kill Lapu-Lapu while Magellan wanted
to convert Lapu-Lapu into Christianity.
The Battle of Mactan
APRIL 27, 1521 - Written documents from
Pigafetta and Ginés de Mafra "When morning
came, forty-nine of us leaped into the water
up to our thighs, and walked through water
for more than two cross-bow flights before we
could reach the shore. The boats could not
approach nearer because of certain rocks in
the water.
• The other eleven men remained behind to guard the boats. When we reached land,
the natives had formed in three divisions to the number of more than one thousand five
hundred people. When they saw us, they charged down upon us with exceeding loud cries.
The Spaniards were in full body armor. Nevertheless, a rain of arrows and javelins poured
down on them from the shore. Realizing he had misjudged the fighting skill of Lapu-Lapu
and his men, he called for a retreat but it was too late. Our large pieces of artillery which
were in the ships could not help us, because they were firing at too long range, so that we
continued to retreat for more than a good crossbow flight from the shore, still fighting,
and in water up to our knees. And they followed us, hurling poisoned arrows four or six
times; while, recognizing the captain, they turned toward him inasmuch they hurled
arrows very close to his head. So many turned upon him that they knocked his helmet off
his head twice. When the natives saw that, they pounce on him and killed him. The rest of
us made it to the boats and we went back to Cebu”.
• May 1, 1521- the natives of Cebu carried out the plan to massacre them. While the
Europeans were attending a banquet prepared for them by Rajah Humabon, the warriors
attacked them. Twenty-nine Spaniards were killed. The remaining members of the
expedition were forced to flee the islands before the Cebuanos could kill them all. They
burned the ship Concepcion for lack of men to operate the vessel. With two ships left -
Trinidad and Victoria they continued their voyage to Moluccas.

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• November 8, 1521- they landed in Tidore an island in Moluccas. They were able to
secure a rich cargo of spices. The survivors decided that the Trinidad, led by Gomez de
Espinosa, would sail back to Spain by crossing the Pacific to Panama, while the Victoria,
under Juan Sebastian del Cano's command would sail via Cape of Good Hope, but on lower
latitude to avoid the Portuguese. The Victoria crossed the Indian Ocean, rounded the Cape
of Good Hope.
• September 6, 1522- the Victoria reached San Lucar, Spain with only 18 survivors.
The voyage around the world lasted 2 years, 11 months, and 16 days. • The cargo of cloves
sold for such a high price that it was more than sufficient to pay for the expenses of
Magellan's expedition.
Significance of the Magellan Expedition
1. Magellan’s voyage vastly increased the geographical knowledge of mankind and
proved once and for all that the earth is round.
2. It showed that it was possible to sail around the world, and left a record of how to do
it.
3. Magellan´s voyage can be considered as the greatest single trip ever undertaken.
4. The route he took to reach the Philippines was entirely new, and the Venetian
monopoly of the trade route to the east was thus broken.
5. Spain became the supreme power in the building of a colonial empire
6. His discovery of the Philippines brought the archipelago into the awareness of Europe.
7. Finally, the voyage paved the way to Spanish colonization and Christianization of the
Philippines. The later voyages of Fernando de Villalobos and Miguel Lopez de Legaspi,
to a certain extent, owed their success to Magellan’s voyage to the Far East.
Spain Sends Other Expeditions
Five subsequent expeditions were sent to the Islands. These were led by:
– Garcia Jofre Loaisa (1525)
• Only the last two actually reached the
– Sebastian Cabot (1526)
Philippines; and Only Legazpi succeeded
– Alvaro de Saavedra (1527)
in colonizing the Islands.
– Rudy Lopez de Villalobos (1542)
– Miguel Lopez de Legazpi (1564)
The Villalobos Expedition

Ruy Lopez de Villalobos set sail for the Philippines from
Navidad, Mexico on November 1, 1542.
• He followed the route taken by Magellan and reached
Mindanao on February 2, 1543. He established a colony in
Sarangani but could not stay long because of insufficient food supply. His fleet left the
island and landed on Tidore in the Moluccas, where they were captured by the
Portuguese.
• Villalobos is remembered for naming our country “Islas Filipinas,” in honor of King
Charles’ son, Prince Philip, who later became king of Spain.
The Legazpi Expedition

Since none of the expedition after Magellan from Loaisa to Villalobos had succeeded in
taking over the Philippines, King Charles I stopped sending colonizers to the Islands.

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However, when Philip II succeeded his father to the throne in 1556, he instructed Luis de
Velasco, the viceroy of Mexico, to prepare a new
expedition.
• The King appointed Miguel Lopez de Lagazpi as
the head of the expedition. With four ships and about
380 men, Legazpi sailed from the Mexican port of
Natividad on 21 November 1564. Father Andres de
Urdaneta was the fleet chaplain. One of the ships got
lost on its way but was found later and ordered to head
back to Mexico after reaching Mindanao.
• The expedition reached Cebu in February 1565.
Later, Legazpi sailed to Cibabao (Leyte) then to Samar.
He concluded a blood compact with some of the
chieftains, one of whom was Bankaw, datu of Limasawa.
Early in March, he sailed to Camiguin Island, then to
Butuan in Mindanao, and then to Bohol where he
entered into a blood compact with Datu Si Katuna and Si
Gala. They went back to Cebu due to scarcity of food in Bohol.
• Legazpi and his men entered Cebu harbor on April 27. The Cebuanos were hostile
to him probably because in the past, some white men who looked like Spaniards
maltreated them. Legazpi explained to the Cebuanos that the white men who maltreated
them were not Spaniards but Portuguese. He also told them that he wanted the Filipinos
and the Spaniards to be friends.
• The Cebuano chieftain, Tupas, did not believe him and the Cebuanos and the
Spaniards found themselves in skirmishes. Legazpi appeared to be victorious. He applied
a policy of attraction- inviting Cebuanos to come down from the mountains and promising
not to harm any of them. Tupas and his men returned to the lowland and entered into an
agreement with Legazpi with the help of Tupas’ brothers, Si Makayo and Si Katapan.
The Agreement provided that:
(1) the Filipinos promised to be loyal to the King of Spain and to the Spaniards;
(2) the Filipinos promised to help the Spaniards in any battle against an enemy; and
vice versa;
(3) a Filipino who had committed a crime against a Spaniard should be turned over
to the Spanish authorities, while a Spaniard who committed a crime against a
Filipino should be turned over to the Filipino chieftain;
(4) goods to be sold should be moderately priced; and
(5) an armed Filipino would not be allowed to enter the Spanish settlement.
• With the conclusion of the agreement, peace reigned in Cebu. A land, donated by Tupas
and other Cebuano chieftains, was used as Spanish settlement. This was in the form of a
triangle on one side of which faced the land and the other sides faced the sea.
• A fort was constructed and the Spaniards called it For San Pedro. Initially, the Spanish
settlement was called San Miguel. But Legazpi remembered the unharmed image of the
Infant Jesus and renamed the settlement, “City of Most Holy Name of Jesus.”
Settlement in Panay
Legazpi was beset with many problems in Cebu. Some of his people robbed the graves of
Filipinos. He acted justly and punished all those who refused to cooperate with him. There
was also a conspiracy among the Spanish soldiers to seize the ship San Pablo. The captain

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of boat informed the Master of the Camp, Mateo del Saz, about it and the conspirators
were arrested. The leader was beheaded and the rest were pardoned.
• Legazpi also faced the hostility of the Portuguese as the latter realized that the
Philippines lay on their side of the demarcation line. The Portuguese captain, Gonzalo
de Pereira, harassed Legazpi by blockading Cebu in order to starve the Spaniards. With
the help of Cebuanos, Legazpi succeeded in forcing Pereira to leave the Philippines.
• Faced with these problems and upon hearing that there was plenty of food there, he
and some of his men sailed for Panay in 1569. On the banks of the Panay River, Legazpi
founded the second Spanish settlement in the Philippines. He won over the people of
Panay by convincing them of his peaceful intentions. The Spanish missionaries, the
Augustinian friars, converted some natives to Christianity.
• With Panay as his home base, Legazpi decided to spread Spanish rule to other islands in
the archipelago. He sent small expeditions to the other islands of the Visayas.
• Masbate, Burias, and Ticao were claimed to be in the name of the King of Spain. The
same expedition, headed by Captain Enrique de Guzman, sailed for Southern Luzon and
reached Albay. At almost the same time, Juan de Salcedo, Legazpi’s younger grandson,
led a small expedition to the north. With a few Spanish soldiers and about 500 visayans,
Salcedo sailed to Talim island and claimed it for Spain. Then he continued his voyage
until he reached Lubang Island, near Mindoro, and fought the Filipinos who refused to
recognize him. Defeating the people of Lubang, Salcedo returned to Panay after
reaching the outer rim of Manila Bay. He reported to Legazpi that Manila was a
prosperous Muslim kingdom.
• Legazpi then decided to send an expedition to Manila that left Panay for Mindoro on
May 8, 1570. The Spanish forces were divided into two: one was headed by Martin de
Goiti as new master of camp, and the other was commanded by Salcedo.
• When they reached Batangas, Salcedo explored the Bonbon river (Taal), while Goiti
explored Balayan. In Taal, Salcedo had an armed encounter with some Filipinos and won
the skirmish in the end. Then Salcedo rejoined Goiti and the two proceeded to Manila
by sea.
• At that time, Manila or Maynila, was a thriving Muslim kingdom ruled by Rajah
Sulayman. The kingdom was south of Pasig river (Fort Santiago).
• Goiti demanded that Sulayman paid him tribute, but the rule of Manila refused. On May
24, Goiti fired a cannon shot to recall a boat he had sent on an errand. Sulayman and
his men thought that it was a sign of Spanish hostility, and so they answered with shots
from their native cannons called lantaka. The superior fire power of the Spaniards led
the Filipinos to burn down their houses and left Manila in the hands of the enemy. But
Goiti did not stay in Manila, He returned to Panay to report to Legazpi what happened.
The Founding of Manila
• Legazpi was happy to hear from Goiti. He informed his men that the King of Spain
appointed him as governor and captain-general of the islands, which was equivalent to
governor- general. He was, therefore, the first governor- general of the Philippines.
• At this time, however, food became scarce in Panay. Father Diego de Herrera, an
Augustinian friar, suggested that they settle in Luzon instead. So Legazpi decided to
leave for Luzon on April 20, with Manila as the object of his expedition.
• In Manila, Rajah Sulayman, upon realizing the fire power of the enemy, ordered his
people to burn their houses and to retreat to the interior.

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• At the same time, he gathered a force of fierce
warriors from the barangays of Pampanga and
Bulacan, and fought the enemy in the Battle of
Bangkusay in Tondo. He and the warriors were
defeated.
• The Filipinos were defeated and Legazpi took over
Manila in 1571.
• Legazpi began laying the foundation of a new city. Manila was in ruins so he ordered his
men to build new houses. A church was also constructed for the missionaries, while a
big house was built as the governor’s official residence.
• On 24 June, 1571, Legazpi made Manila the capital of the Philippines. King Philip II later
called Manila, “Distinguished and Every Loyal City.”
• On that same day, a city government or ayuntamiento was organized. He appointed two
alcaldes or magistrates, an alguacil mayor or chief constable, twelve regidores or
legislative council members, and one escribano or court clerk.
• With the founding of Manila as the capital of the Philippines, the foundation of the
Spanish colonial empire in Asia had been laid.
• With Sulayman defeated and his uncle, Lakan Dula,
cooperating with the Spaniards, Legazpi thought of
sending expeditions to other parts of Luzon.
• He sent his grandson to town on the south of Manila,
while he sent Goiti to explore Central Luzon, as far as
Pangasinan.
• Salcedo conquered Taytay, Cainta and other towns of
what is now Rizal province. Then in 1572, he went to Northern Luzon and defeated the
Filipinos in Zambales, Pangasinan and, the Ilocos region.
• From the Ilocos, Salcedo proceeded to the northeastern coast of Luzon, marched along
the Pacific coast of what is now Quezon province, sailed to Polilo island, back to the
shore of Luzon, and from there returned to Manila over trails, hills, and mountains.
• Tragedy greeted him in Manila, for he was informed that his grandfather, Legazpi, had
died on 20 August, 1572.
Miguel Lopez de Legazpi (1565), the first Spanish governor-general in the Philippines. (It
is an accepted belief that the Spanish colonization of the Philippines started).
- Literature started to flourish during his time continued unabated until the Cavite
Revolt in 1872.
- The Spaniards colonized the Philippines for more than three centuries. During these
times, many changes occurred in the lives of Filipinos.
o They embraced the Catholic religion, changed their names, and were baptized.
o Their lifestyles changed too.
▪ They built houses mad of stones and bricks,
▪ used beautiful furniture like the piano and used kitchen utensils.
▪ Carriages, trains and boats were used as means of travel.
▪ They held fiestas to honor the saints, the pope and the governors.
▪ They had cockfights, horse races and the theater as means of recreation.
▪ This gave rise to the formation of the different classes of society like the rich
and the landlords.
▪ Some Filipinos finished courses like medicine, law, agriculture and teaching.

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Why was the Philippines Easily Conquered?
1. The natives lacked unity and a centralized
form of government. Although the
barangays already functioned as units of
governance, each one existed
independently of the other, and the powers
that each Datu enjoyed were confined only
to his own barangay.
2. No higher institution united the barangays,
and the Spaniards took advantage of this
situation.
3. They used the barangays that were friendly to them in order to subdue the barangays
that were not.
4. The Spaniards have superior fire power and knowledge in combat/war.
5. Spanish Colonization (results):
- The conversion of the natives to Christianity
- Accumulation of wealth by finding a new trade route , look for spices, desire for
greater profit
- Spain established sovereign power over the country
7.2 Spanish Influences on Philippine Literature
Strong influence on our literature due to the long period

of Spanish colonization in the Philippines:
1. The first Filipino alphabet called ALIBATA was replaced
by the ROMAN ALPHABET.
2. The teaching of the Christian Doctrine became the basis
of religious practices.
3. The Spanish language which became the literary
language during this time lent many of its words to our
language.
4. European legends and traditions brought here became assimilated in our songs,
corridos, and moro-moros.
5. Ancient literature was collected and translated to Tagalog and other dialects.
6. Many grammar books were printed in Filipino, like Tagalog, Ilocano and Visayan
7. Our periodicals during these times gained a religious tone.
The First Books
1. Ang Doctrina Cristiana (the Christian Doctrine).
This was the first book printed in the Philippines in 1593
in xylography, written by Fr. Juan de Placencia and Fr.
Domingo Nieva, in Tagalog and Spanish. It contained:
o the Pater Noster (Out Father),
o Ave Maria (Hail Mary),
o Regina Coeli (Hail Holy Queen),
o the Ten Commandments of God,
o the Commandments of the Catholic Church,
o the Seven Mortal Sins, How to Confess, and
o the Cathecism.

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- Three old original copies of this book can still be found at the Vatican, at the Madrid
Musem and at the US Congress. It contains only 87 pages but costs $5,000.0.
2. Nuestra Señora del Rosario.
The second book printed in the Philippines was written
by Fr. Blancas de San Jose in 1602, and printed at the UST
Printing Press with the help of Juan de Vera, a Chinese
mestizo.
It contains the biographies of :
o saints,
o novenas, and
o questions and answers on religion.
3. Libro de los Cuatro Postprimeras de Hombre
(in Spanish and Tagalog).
- This is the first book printed in typography.
- Written by Francisco Blancas de San Jose , was
a Dominican priest credited with installing the
first printing press in the Philippines in 1602.
- Known as the father of Tagalog grammarians,
he also produced significant treatises on the
tagalog language.
- His works include the first typographic book
which is the Libro de los Cuatro Postrimerias
4. Ang Barlaan at Josephat.

This is a Biblical story printed in the Philippines and
translated to Tagalog from Greek by Fr. Antonio de
Borja.
It is believed to be the first Tagalog novel published in
the Philippines even if it is only a translation.
The printed translation has only 556 pages. The Ilocano
translation in poetry was done by Fr. Agustin Mejia.
Josaphat and Barlaan is referred to as the Christianized
version of Buddha’s life, with Josaphat reaching enlightenment through the love of Jesus
Christ.
5. The Pasion.
This is the book about the life and sufferings of Jesus
Christ. It is read only during Lent.
There were 4 versions of this in Tagalog and each
version is according to the name of the writer.
These are:
o the Pilapil version (by Mariano Pilapil of Bulacan, 1814)
o the de Belen version (by Gaspar Aquino de Belen of Bat. in 1704)
o the de la Merced (by Aniceto de la Merced of Norzagaray, Bulacan in 1856)
o the de Guia version (by Luis de Guia in 1750)
- Critics did not agree whether it is the Pilapil or the de la Merced version is the most
popular.

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- The Pasion is a narrative of the passion, death and resurrection of Christ, which has
circulated in many versions.
6. Urbana at Felisa.
- A book by Modesto de Castro, the so-called Father of
Classic Prose in Tagalog.
- These are letters between two sisters Urbana at Felisa and
have influenced greatly the behavior of people in society
because the letters dealt with good behavior.
7. Ang Mga Dalit kay Maria (Psalms for Mary).

- A collection of songs praising the Virgin Mary.
- Fr. Mariano Sevilla, a Filipino priest, wrote this in 1865 and it was popular especially
during the Maytime “Flores de Mayo” festival.
7.3 Literary Compositions

1. Arte y Reglas de la Lengua Tagala (Art and rules of the Tagalog
language). Written by Fr. Blancas de San Jose and translated to
Tagalog and printed by Tomas Pinpin in 1610. First published in
1610, it was reprinted in a second edition in 1752 and a third
edition in 1832. Even today, it is regarded as the most
comprehensive codification of the Tagalog language.
- The book is written in Latin, Spanish, and Tagalog and its
material is rice paper.
- The book is organized into chapters on number, nouns,
adjectives, voice, verbs, and so on.
- Verbs are classified into the tenses present, future, accusative, ablative,
imperative, etc.
- The systematic division of Tagalog into a Latin grammatical framework and the
lack of Tagalog terms to describe the language make clear the author’s utilitarian
and western-oriented approach.
- Grammar books and dictionaries were instrumental in spreading the word of God
and conversion of the natives. Begins with an extensive “prayer with which to ask our
Lord God for help in order to obtain the language necessary for the dignified preaching of his
doctrine.” He continues, “Give me, Lord, energy and enthusiasm so that without impatience I
may learn the language of which the souls of those around me are in need …. I ask of you a fiery
language to embrace my breast, that your listeners may be inflamed by your love: and so that
they and I may love you: and in loving, deserve you in this life and I the other where we will reach
and see you. Amen.”

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2. Compendio de la Lengua Tagala (Understanding the Tagalog language).
Written by Fr. Gaspar de San Agustin in 1703.
- The first dictionary of the Tagalog language in the
Philippines.
- It was written by the Franciscan friar Pedro de
Buenaventura and published in Pila, Laguna in 1613.
He most probably used the Vocabulario tagalo left by
fray Juan de Plasencia as a source.
- The dictionary became a significant source of inspiration to the Czech-born
missionary Pablo Clain in the beginning of the 18th century.
- Further editions of the work were prepared by P. Juan de Noceda and P. Pedro de
Sanlucar; their second edition was published in Manila in 1754 and then repeatedly
re-edited with the latest edition being the 2013 edition.
3. Vocabulario de la Lengua Tagala (Tagalog vocabulary).
The first Tagalog dictionary written by Fr. Pedro

de San Buenaventura in 1613.
4. Vocabulario de la Lengua Pampanga (Pampanga

vocabulary).
The first book in Pampanga written by Fr. Diego
in 1732.
An invaluable source for the Kapampangan language, the tongue of
the "elites of Luzon Kingdom".
- This dictionary shows us most of the words, be it native or foreign,
included in the Kapampangan vocabulary.
- It also accounts several archaic, mostly "lost" Kapampangan words
not spoken nowadays, some of them talk about the unique
culture, psyche and philosophy the Kapampangans believe.
- Some of its entries testify that Kapampangan is much different
spoken 200 years ago; though in the research by Dr. Anicia del Corro, she proved that
in a certain Barrio Mabatang in Abucay, Bataan, the Kapampangan spoken by the
natives is the Kapampangan that Fray Bergano showcased in this "Vocabulario".
- Written in 1732 and later republished in 1860, the Vocabulario shows the decease of
the "final diphthongs" in some Kapampangan terms due to the
"monophthongization" happened as the Kapampangan language develops through
years.
- This book has been a reliable source for formal usage, especially for translators,
researchers, scholars, poets, language preservation advocates and
writers.
5. Vocabulario de la Lengua Bisaya (Bisayan vocabulary).

The best language book in Visayan
by Mateo Sanchez in 1711.
6. Arte de la Lengua Ilokana (The Art of the Ilocano language). The first
Ilocano grammar book by Francisco Lopez.
7. Arte de la Lengua Bicolana (The Art of the Bicol language).

The first book in the Bicol language and written by Fr. Marcos Lisbon in 1754.

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7.4 Folk Songs
Folk songs became
widespread in the
Philippines. Each region
had its national song from
the lowlands to the mountains of Luzon,
Visayas and Mindanao.
Folk songs truly manifest the artistic feelings of
the Filipinos.
Folk songs show the Filipinos’ innate
appreciation for and love of beauty.
o TheDandansoy,
examples bayaan
are: ta icao
- Leron-Leron Sinta, Pauli aco sa Payao
- Pamulinawen, Ugaling con icao hidlauon
- Atin Cu Pung Singsing Ang Payaw imo lang lantauon…
- Sarong Banggi
- Sa Ugoy ng Duyan Sa Ugoy Ng Duyan
- Magtanim ay Di Biro
- Dandansoy. Sana'y di nagmaliw ang dati kong araw
Nang munti pang bata sa piling ni nanay
MAGTANIM AY DI BIRO Nais kong maulit ang awit ni inang mahal
Magtanim ay di biro, Awit ng pag-ibig habang ako'y nasa duyan
Maghapong nakayuko.
Di man lang makaupo,
Sana'y di nagmaliw ang dati kong araw
Di man lang makatayo.
Nang munti pang bata sa piling ni nanay
Braso ko'y namamanhid, Nais kong maulit ang awit ni inang mahal
Baywang ko'y nangangawit. Awit ng pag-ibig habang ako'y nasa duyan
Binti ko'y namimitig,
Sa pagkababad sa tubig. Sa aking pagtulog na labis ang himbing
Ang bantay ko'y tala, ang tanod ko'y bituin
Sa umagang paggising, Sa piling ni nanay, langit ay buhay
Ang lahat iisipin. Puso kong may dusa sabik sa ugoy ng
Kung saan may patanim duyan
May masarap na pagkain.
Sana'y di nagmaliw ang dati kong araw

Braso ko'y namamanhid,
Baywang ko'y nangangawit. Nang munti pang bata sa piling ni nanay
Binti ko'y namimitig, Nais kong maulit ang awit ni inang…
7.5 Recreational Plays

There are many recreational plays performed by Filipinos during the Spanish times.
Almost all of them were in poetic form. Here are examples:
1. Tibag – the word tibag means to excavate.
- This ritual was brought here by the Spaniard to remind the people
about the search of St. Helena for the Cross on which Jesus died.

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2. Lagaylay – this is a special occasion for the Pilareños of Sorsogon during Maytime to
get together.
As early as April, the participating ladies are chosen and sometimes,
mothers volunteer their girls in order to fulfill a vow made during an
illness or for a favor received.
In some parts of Bicol, a different presentation is made but the objective is the same
praise, respect and offering of love to the Blessed Cross by St. Helen on the mound
she had dug in.
3. The Cenaculo – this is a dramatic performance to commemorate the passion and death
of Jesus Christ. There are two kinds:
- the Cantada and
- THE Hablada
Hablada the lines are spoken in a more deliberate manner showing
the rhythmic measure of each verse and the rhyming in each stanza
and is more dignified in theme. Cantada is chanted like the Pasion.
o The Cenaculo is written in octosyllabic verse, with 8 verses to the stanza.
o The full-length versions take about 3 nights of staging.
o Performers come in costumes with wigs and performers are carefully chosen for their
virtuous life.
o One performs the role of Jesus Christ and another the role of the Virgin Mary.
o famous Cenaculo players come from the Tagalog regions although there are also those
from Ilocos, Pampanga, Bicol and both Sibulanon and Hiligaynon.
4. Panunuluyan – this is presented before 12:00 on Christmas Eve.
This is a presentation of the search of the Virgin Mary and St.
Joseph for an inn wherein to deliver the baby Jesus.
It is a dramatization of the search for Bethlehem by Joseph and
Mary right before the birth of Jesus Christ.
It’s been proposed that the panunuluyan may have been derived
from the nine-day Mexican ritual called posadas.
5.The Salubong (or Panubong) - The Salubong is an Easter play that dramatizes the
meeting of the Risen Christ and his Mother. It is still
presented in many Philippine towns. Salubong is a Filipino
Easter tradition that has been observed in the country for a
long time. It is a Filipino word that translates to "meeting"
because it is a ritual that reenacts the meeting of Jesus Christ
and His mother, Mary after His resurrection.
6.
6. Carillo (Shadow Play) – this is a form of dramatic entertainment performed on a
moonless night during a town fiesta or on dark nights after
a harvest.
This shadow play is made by projecting cardboard figures
before a lamp against a white sheet.

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The figures are moved like marionettes whose dialogues are
produced by some experts. The dialogues are drawn from a
Corrido or Awit or some religious play interspersed with
songs.
These are called by various names in different places:

Carillo in Manila, Rizal and Batangas and Laguan;
o TITRES in Ilocos Norte, Pangasinan, Bataa, Capiz and Negros;
o TITIRI in Zambales;
o GAGALO or KIKIMUT in Pampanga and Tarlac; and
o ALIALA in La Union.
7. The Zarzuela – considered the father of the drama;

- it is a musical comedy or melodrama three acts which dealt
with man’s passions and emotions like love, hate, revenge,
cruelty, avarice or some social or political probe.
8. The Sainete – this was a short musical comedy popular

during the 18th century.
They were exaggerated comedies shown between acts of long
plays and were mostly performed by characters from the
lower classes.
Themes were taken from everyday life scenarios.
9.The Moro-Moro
Like the Cenaculo, the Moro-moro is presented also on a special stage. The term moro-
moro refers to a type of folk drama
performed in villages throughout the
Philippines, usually during fiestas.
Although each village's moro-moro is a
little different in terms of treatment, all
are full of romance and melodrama, and
the highpoint is always a battle between
Muslims and Christians.
This is performed during town fiestas to entertain the people
and to remind them of their Christian religion.
The plot is usually the same that of a Christian princess or a
nobleman’s daughter who is captured by the Mohammedans.
The father organizes a rescue party where fighting between
the Moros and the Christians ensues.

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The Mohammedans are defeated by some miracle or Divine
Intercession and the Mohammedans are converted to
Christianity.
- In some instances, the whole kingdom is baptized and
converted.
One example of this is PRINSIPE RODANTE
10. Karagatan
This is a poetic vehicle of a socio-religious nature celebrated
during the death of a person.
In this contest, more or less formal, a ritual is performed based
on a legend about a princess who dropped her ring into the
middle of the sea and who offered here hand in marriage to
anyone who can retrieve it. A leader starts off with an
extemporaneous poem announcing the purpose.
- He then spins a “lumbo” o “tabo” marked with a white line.
- Whoever comes in the direction of the white line when the
spinning stops gets his turn to “go into the sea to look for
the ring.”
o This means a girl will ask him a riddle and if he is able to answer, he will offer
the ring to the girl.
11. Duplo
The Duplo replaced the Karagatan.
- This is a poetic joust in speaking and reasoning. The
roles are taken from the Bible and from proverbs
and saying.
- It is usually played during wakes for the dead.
12. The Balagtasan

This is a poetic joust or a contest of skills in debate on a
particular topic or issue.
The Balagtasan replaced the DUPLO.
- It is held to honor Francisco “Balagtas” Baltazar.
13. The Dung-Aw

This is a chant in free verse by a bereaved person or his
representative beside the corpse of the dead.
No definite meter or rhyming scheme is used.
The person chanting it freely recites in poetic rhythm
according to his feelings, emotions and thoughts.
It is personalized and usually deals with the life, sufferings and sacrifices of the dead
and includes apologies for his misdeeds.

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14. The Awit and the Corrido
Awit *May labing dalawa (12) na
pantig sa bawat taludtod
*Tulang pasalaysay na kung saan
makatotohanan ang mga tauhan at
maaring maganap sa tunay na buhay
ang
kanilang pakikipagsapalaran
*Inaawit ang himig na mabagal o
adante.
Corrido *isang uri ng panitikang pilipino, isang uri ng tulang nakuha natin sa impluwensiya
ng mga Espanyol.
*Ito ay may sukat na walong pantig bawat linya at may apat na linya sa isang saknong.
* Ito ay binibigkas sa pamamagitan ng pakantang pagpapahayag ng mga tula.
* May walong (8) pantig sa bawat taludtod.
*Tulang pasalaysay na may kasamang kababalaghan;
*ang mga tauhan ay nagsasagawa ng mga bagay na di maaring magawa sa tunay na
buhay.
Pagkakaiba ng Awit sa Korido
- Mabilis ang bigkas ng korido, - may kabagalan naman ang awit;
- may walong pantig at binibigkas sa - may labindalawang pantig at inaawit
kumpas ng martsa “allegro”; na mabagal sa saliw ng gitara o
- ikinawiwili ng mga mambabasa ay ang bandurya “allegro”;
kuwento o kasaysayang napapaloob dito - ikinaganda ng awit ay sa mga aral na
ipinahihiwatig
Florante at Laura is written as an awit; the word in modern Filipino means "song", but at
that time referred to a standard poetic format with the following characteristics:
- four lines per stanza;
- twelve syllables per line;
- an assonantal rhyme scheme of AAAA (in the Filipino manner of rhyming described by
José Rizal in Tagalische Verskunst);
- a caesura or pause after the sixth syllable;
- each stanza is usually a complete, grammatically correct sentence;
- each stanza has figures of speech (according to Fernando Monleón, Balagtas used 28
types in 395 instances throughout the poem.)
Mr. Groblewski recited the excerpts in English Mrs. Evelyn Vega recited the excerpts in Pilipino
“Within and beyond my forsaken land “Sa loob at labas ng bayan kong sawi
Arrogance reigns Kaliluha’y siyang nangyayaring hari
Goodness and kindness are being buried Kagalinga’t bait ay ibinabaon
Buried in the grave of suffering and pain Ininis sa hukay ng dusa’t pighati
Good behavior is being tossed Ang magandang asal ay ipinupukol
Into the sea of scorn and contempt Sa laot ng dagat kutya’t lingatong
The good are being buried Balang magagaling ay ibinabaon
They are being interred without coffins At inililibing ng walang kabaong
But the arrogant and the evil-hearted Ngunit ay ang lilo’t masasamang loob
Are being seated in the throne of praise Sa trono ng puri ay iniluluklok
And the wicked beasts At sa balang sukab na may asal-hayop
Are being made to smell good with incense” Mabangong insenso ang isinusuob”

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Ibong
Adarna
(excerpts)

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Module 1 (Lit 111) Name: ____________________________________________
I. Write a Reflective Essay tracing the historical development of Philippine literature

as influenced by the Spanish colonialism, following the format in constructing a
reflection paper. Include the most significant influences in the lives of Filipinos
today. Use the space below for your answer.
Chapter 8 The Period of Enlightenment (1872-1898)

Chapter 8 The Period of Enlightenment (1872-1898)
to:
1. Trace the historical development of literatures in the Philippines before, during
and after Spanish colonization
period.
After 300 years of passivity under Spanish rule, the Filipino spirit reawakened
when the 3 priests Gomez, Burgos and Zamora were guillotined without sufficient
evidence of guilt, on the 17th of February. This was buttressed with the spirit of liberalism
when the Philippines opened its doors to world trade and with the coming of a liberal
leader in the person of Governor Carlos Maria de la Torre. The Spaniards were unable to
suppress the tide of rebellion among the Filipinos.
The once religious spirit transformed itself into one of nationalism and the Filipinos
demanded changes in the government and in the church.
8.2 The Propaganda Movement (1872-1896)

- This movement was spearheaded mostly by
the intellectual middle-class like Jose Rizal,
Marcelo del Pilar; Graciano Lopez Jaena,
Antonio Luna, Mariano Ponce, Jose Ma.
Panganiban, and Pedro Paterno.
- The objectives of this movement were to
seek reforms and changes like the following:
o To get equal treatment for the
Filipinos and the Spaniards under the
law.
o To make the Philippines a colony of Spain.
o To restore Filipino representation in the Spanish Cortes.
o To Filipinize the parishes.
o To give the Filipinos freedom of speech, of the press, assembly and for redress
of grievances.
8.3 Highlights of the Propaganda Movement

There were three principal leaders of the Propaganda movement. They were
1. Jose P. Rizal,
2. Marcelo H. del Pilar and
3. Graciano Lopez Jaena.

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Here are highlights about them and what they have done for our country.
DR. JOSE P. RIZAL
- Jose Protacio Rizal Mercado Alonzo y Realonda
- He was born on June 19, 1861 at Calamba, Laguna.
- His first teacher was his mother Teodora Alonzo.
- He studied at the Ateneo de Manila,
- He started medicine at UST and finished at the Universidad Central
of Madrid
- He also studied at the University of Berlin,
Leipzig and Heidelberg.
- He died by musketry in the hands of the
Spaniards on December 30, 1896 on
charges of sedition and rebellion
against the Spaniards.
- His pen-name was Laong Laan and
Dimasalang.
- “the pen is mightier than the sword.”
Through his literary masterpieces, he voiced
strong opposition to the abuse of Spaniards and conveyed messages that he hoped
would inspire his fellow countrymen.
His books and writings:
1. NOLI ME TANGERE.
- the NOLI exposed the evils in society
- the NOLI has been dubbed as the novel of society
- This was the novel that gave spirit to the propaganda movement and paved the way to
the revolution against Spain.
- In this book, he courageously exposed the evils in the Spanish-run government in the
Philippines. The Spaniards prohibited the reading of this novel but a lot of translations
were able to enter stealthily in the country even if it means death to those caught in
possession of them.
- The NOLI gave Philippine literature the immortal characters Maria Clara, Juan
Crisostomo Ibarra, Elias, Sisa, Pilosopong Tasio, Doña Victorina, Kapitana Maria, Basilio
and Crispin, Rizal had a powerful pen in the delineation of these characters.
2. EL FILIBUSTERISMO.
- the FILI exposed those in the government and in the church.
- This is a sequel to the NOLI.
- The FILI has been dubbed as the novel of that of politics
3. MI ULTIMO ADIOS (My Last Farewell).
- This was a poem by Rizal while he was incarcerated at Fort Santiago and is one that
can compare favorably with the best in the world.
- It was only after his death when his name was affixed to the poem.
4. SOBRE LA INDOLENCIA DE LOS FILIPINOS (On the Indolence of the Filipinos).
- An essay on the so-called Filipino indolence and an evaluation of the reasons for such
allegations.
5. FILIPINAS DENTRO DE CIEN AÑOS (The Philippines within a Century).
- An essay predicting the increasing influence of the US in the Philippines and the
decreasing interest of Europe here.
- Rizal predicted that if there is any other colonizer of the Philippines in the future, it
would be the US.

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6. A LA JUVENTUD FILIPINA (To the Filipino Youth).
- A poem Rizal dedicated to the Filipino youth studying at UST.
- Originally written in Spanish (A la Juventud Filipina), Rizal submitted this piece for a
poem contest organized for Filipinos by the Manila Lyceum of Art and Literature. At
the age of 18,
- this work is beaming with strong messages to convince readers, the youth in particular,
that they are the hope of the nation.
- He also stresses the importance of education to one’s future. Rizal won the first prize
and was rewarded with a feather-shaped silver pen and a diploma.
7. EL CONSEJO DE LES DIOSES (The Council of the Gods).
- An allegorical play manifesting admiration for Cervantes.
8. JUNTO AL PASIG (Beside the Pasig River).
- Written by Rizal when he was 14 years of age.
9. Two poems manifesting Rizal’s unusual depth of emotion.
- ME PIDEN VERSOS (You asked Me for Verses); 1882 and
- A LAS FLORES DE HEIDELBERG (To the Flowers of Heidelberg).
10. NOTAS A LA OBRA SUCESOS DE LAS FILIPINAS FOR EL DR. ANTONIO DE MORGA
(Notes on Philippine Events by Dr. Antonio de Morga): 1889
11. P. JACINTO: MEMORIAS DE UN ESTUDIANTE DE MANILA (P. Jacinto: Memoirs of a
Student of Manila) 1882
12. DIARIO DE VIAJE DE NORTE AMERICA (Diary of a Voyage to North America)
13. TO THE YOUNG WOMEN OF MALOLOS, a letter that reflects his inheritance and issues
reminders to Filipino women. In his letter,
- he addresses all kinds of Filipino women – mothers, wives, and even the single
women. Throughout this literary piece,
- he highlights the qualities that Filipino mothers should possess, the duties of wives to
their husbands and children, and a counsel on how young women should choose their
lifetime partners.
- The idea behind this letter sparked after he was impressed by the women of Malolos
who won the battle they fought.
- Rizal advises women to educate themselves, protect their dignity and honor, and live
with good manners – setting up as a role model.
14. KUNDIMAN- Jose Rizal wrote “Kundiman” in Tagalog on September 12th 1891. The
theme of Rizal’s “Kundiman” is his intense love for his Motherland.
His words reflected his optimism that the Philippines would be freed from injustice and
bondage.
KUNDIMAN by Jose Rizal
Tunay ngayong umid yaring dila't puso Magbabalik mandin at muling iiral
Sinta'y umiilag, tuwa'y lumalayo, Ang ngalang Tagalog sa sandaigdigan.
Bayan palibhasa'y lupig at sumuko
Sa kapabayaan ng nagturong puno. Ibubuhos namin ang dugo't babaha
Matubos nga lamang ang sa amang lupa
Datapuwa't muling sisikat ang araw, Habang di ninilang panahong tadhana,
Pilit maliligtas ang inaping bayan Sinta'y tatahimik, iidlip ang nasa.
Quotes of Dr. Jose Rizal

- The youth is the hope of our future.
- He who does not know how to look back at where he came from will never get to
his destination.
- There can be no tyrants where there are no slaves.

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Other Writings of Jose Rizal
Novels and essays

- "El amor patrio", 1882 essay[61]
- "Toast to Juan Luna and Felix Hidalgo", 1884 speech given at Restaurante Ingles,
Madrid
- Alin Mang Lahi ("Whate'er the Race"), a Kundiman attributed to Dr. José Rizal[63]
- Annotations to Antonio de Morga's Sucesos de las Islas Filipinas, 1889
- "Filipinas dentro de cien años" (The Philippines a Century Hence), 1889–90 essay
- "Como se gobiernan las Filipinas" (Governing the Philippine islands), 1890 essay
- Una visita del Señor a Filipinas, also known as Friars and Filipinos, 14-page unfinished
novel written in 1889[65]
- Memorias de un Gallo, 2-page unfinished satire[65]
- Makamisa, unfinished Tagalog-language novel written in 1892
- The Triumph of Science over Death, by Rizal
Poetry
- "Felicitación" (1874/75)
- "El Embarque"[66] (The Embarkation, 1875)
- "Por La Educación Recibe Lustre La Patria" (1876)
- "Un Recuerdo á Mi Pueblo" (1876)
- "Al Niño Jesús" (c. 1876)
- "A La Juventud Filipina" (To The Philippine Youth, 1879)
- "Me Piden Versos!" (1882)
- "Canto de María Clara" (from Noli Me Tángere, 1887)
- "Himno al Trabajo" (Dalit sa Paggawa, 1888)
- "Kundiman" (disputed, 1889) - also attributed to Pedro Paterno
- "A Mi Musa" (To My Muse, 1890)
- "El Canto Del Viajero" (1892–96)
- "Mi Retiro" (1895)
- "Mi Último Adiós" (1896)
- "Mi Primera Inspiracion" (Disputed) - Also Attributed To Antonio Lopez, Rizal's
nephew
Plays
El Consejo de los Dioses (The Council of Gods)
Junto al Pasig (Along the Pasig)[67]:381
San Euistaquio, Mártyr (Saint Eustache, the martyr)[68]
Artworks
Spanish coat of Dapitan church A painting on a pair Oyang Dapitana The Triumph of Bust of Father
arms curtains of Mother of Pearl Death Over Gerico
Life/Science Over
Death

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MARCELO H. DEL PILAR
Marcelo H. del Pilar is popularly known for his pen names: Plaridel,
Pupdoh, Piping Dilat and Dolores Manapat.
He was born at Cupang, San Nicolas, Bulacan on August 30, 1850.
His parents were Julian H. del Pilar, noted Filipino writer and Biasa
Gatmaita.
His brother was the priest Fr. Toribio del Pilar who was banished to
Marianas in 1872. Because there were many children in the family, Marcelo gave up
his share of his inheritance for his other brothers and sisters.
- Marcelo started schooling at the school of Mr. Flores and then transferred to that of
San Jose before UST.
- His last year in law school was interrupted for 8 years after he had quarrel with the
parish priest during a baptism at San Miguel, Manila in 1880.
- He established the Diariong Tagalog in 1883 where he exposed the evils of the Spanish
government in the Philippines and in order to avoid the false accusations hurled at
him by the priests.
- To avoid banishment, he was forced to travel to Spain in 1888.
o He was assisted by Fr. Serrano Laktaw in publishing a different Catechism and
Passion Book wherein they made fun of the priests.
o They also made the DASALAN AT TOCSOHAN and KAIINGAT KAYO taken from the
word IGAT, a kind of snake fish caught in politics.
- he replaced Graciano Lopez Jaena (upon his arrival in Spain) as editor of LA
SOLIDARIDAD, a paper which became the vehicle thru which reforms in the
government could be worked out.
- This did not last long for he got sick and even to reach Hong Kong from where he could
arouse his countrymen.
- He died of tuberculosis in Spain but before he died, he asked his companions to tell
his wife and children that he was sorry he wasn’t able to bid them goodbye; to tell
others about the fate of our countrymen and to continue helping the country.
- Plaridel has truly earned a niche in the history of our nation. Even today, countless
streets have been named after him.
o The former Kingwa has been named Plaridel,
o the Malolos High School is now Marcelo H. del Pilar High School and above all, his
patriotism and bravery will remain alive in our memories.
Writings of Marcelo H. del Pilar
1. PAGIBIG SA TINUBUANG LUPA (Love of Country).

- Translated from the Spanish AMOR PATRIA of Rizal, published on August 20, 1882,
in Diariong Tagalog.
2. KAIINGAT KAYO (Be Careful).
- A humorous and sarcastic dig in answer to Fr. Jose Rodriquez in the novel NOLI of
Rizal, published in Barcelona in 1888. He used Dolores Manapat as pen-name here.
3. DASALAN AT TOCSOHAN (Prayers and Jokes).
- Similar to a catechism but sarcastically done against the parish priests, published
in Barcelona in 1888. Because of this, del Pilar was called “filibuster.” (Done in
admirable tone of supplication and excellent use of Tagalog.)
4. ANG CADAQUILAAN NG DIOS (God’s Goodness).
- Published in Barcelona, it was also like a cathecism sarcastically aimed against the
parish priests but also contains a philosophy of the power and intelligence of God
and an appreciation for and love for nature.

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5. SAGOT SA ESPANYA SA HIBIK NG PILIPINAS (Answer to Spain on the Plea of the
Filipinos).
- A poem pleading for change from Spain but that Spain is already old and weak to
grant any aid to the Philippines.
- This poem is in answer to that of Hermenigildo Flores’ Hibik sa Pilipinas (A Plea
from the Philippines).
6. DUPLUHAN…DALIT…MGA BUGTONG (A poetical contest in narrative sequence,
psalms, riddles). A compilation of poems on the oppression by the priests in the
Philippines.
7. LA SOBERANIA EN PILIPINAS (Sovereignty in the Philippines).
- This shows the injustices of the friars to the Pilipinos.
8. POR TELEFONO (By Telephone)
9. PASIONG DAPAT IPAG-ALAB NG PUSO NG TAONG BABASA (Passion that should
arouse the hearts of the readers)
GRACIANO LOPEZ JAENA (1856-1896)
- A most notable hero and genius of the Philippines was

born on December 18, 1856 and died on January 20, 1896.
- The pride of Jaro, Iloilo, he won the admiration of the
Spaniards and Europeans.
- He is a known writer and orator in the Philippines.
- He wrote 100 speeches which were published by Remigio
Garcia, former bookstore owner in Manila Filatica and
which are still read up to no by modern Filipinos.
- Lopez Jaena left the Philippines in 1887 with the help of
Don Claudio Lopez, a rich uncle, in order to escape
punishment from his enemies and arrived at Valencia, the
center of the Republican movement of the Spaniards. He gained the acquaintance of
the high officials like Piy Margall, Morayta, Moret, Castelar, and Salmeron.
- From Valencia, he moved to Barcelona where he established the first magazine LA
SOLIDARIDAD.
o This later became the official voice of the Association Hispano de Filipinas (a
Filipino-Spanish Association) composed of Filipinos and Spaniards who worked for
reforms in the Philippines.
o Because of this, Jaena successfully showed the Spaniards and the people of the
world how a newspaperman can introduce changes in law and reforms towards a
better life and progress.
o Jaena, although he didn’t become a professor, was also a teacher in a sense to his
friends and relatives in the Philippines.
- Like Antonio Maria Regidor, Tomas G. del Rosario and Felipe Calderon, he stood for
the separation of church and state for free education, better government and schools,
freedom of worship and for an independent and free university.
- He sided with Rizal in the controversy between Rizal and del Pilar over who should
head the Association Hispano de Filipinas in Madrid.
- He returned to the Philippines to ask for donations to continue a new government
called El Latigo Nacional or Pambansang Latigo.
- He sold the rights of La Solidaridad ot del Pilar who had become a lawyer and had
brought in money from his sojourn in Spain.

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- Graciano Lopez Jaena died in a charity hospital in Barcelona on January 20, 1896,
eleven months before his best friend Rizal was shot at the Luneta on December 30,
1896.
The Works of Graciano Lopez Jaena

1. ANG FRAY BOTOD (Friar Botod). One of his works written in Jaro, Iloilo in 1876, six years
after the Cavite Revolt attacking the friars in the Philippines. He exposed how some of the
friars were greedy, ambitious and immoral.
2. LA HIJA DEL FRAILE (The Child of the Friar) and EVERYTING IS HAMBUG (Everything is
mere show). Here Jaena explains the tragedy of marrying a Spaniard.
3. SA MGA PILIPINO...1891… A speech which aimed to improve the condition of the
Filipinos to become free and progressive.
4. TALUMPATING PAGUNITA KAY KOLUMBUS (An Oration to Commemorate Columbus).
A speech he delivered in Madrid on the 39th anniversary of the discovery of America
5. EN HONOR DEL PRESIDENTE MORAYTA DE LA ASSOCIACION HISPANO FILIPINO 1884.
Here he praised Gen. Morayta for his equal treatment of the Filipinos.
6. EN HONOR DE LOS ARTISTAS LUNA Y RESURRECCION HIDALGO. A sincere expression of
praise for the paintings of Hidalgo on the condition of the Filipinos under the Spaniards.
7. AMOR A ESPAÑA O A LAS JOVENES DE MALOLOS (Love for Spain or To the Youth of
Malolos). The theme is about how girls were taught Spanish in schools and whose
teachers were the governors-general of the place.
8. EL BANDOLERISMO EN PILIPINAS (Banditry in the Philippines). Jaena refuted the
existence of banditry in the Philippines and of how there should be laws on robbery and
other reforms.
9. HONOR EN PILIPINAS (Honor in the Philippines). The triumphant exposition of Luna,
Resurrecion, Pardo de Tavera of the thesis that intellect or knowledge gives honor to the
Philippines.
10. PAG-ALIS SA BUWIS SA PILIPINAS (Abolition of Taxes in the Philippines)
11. INSTITUCION NG PILIPINAS (Sufferings of the Philippines). Jaena refers here to the
wrong management of education in the Philippines 1887.
Other Propagandists
ANTONIO LUNA
Antonio Luna was a pharmacist who was banished by the Spaniards to
Spain. He joined the Propaganda Movement and contributed his
writings to LA SOLIDARIDAD.
Most of his works dealt with Filipino customs and others were
accusations about how the Spaniards ran the government. His pen
name was Tagailog.
He died at the age of 33 in June 1899. He was put to death by the soldiers of Aguinaldo
because of his instant rise to fame which became a threat to Aguinaldo.

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Some of his works are:
1. NOCHE BUENA (Christmas Eve). It pictured true Filipino life.
2. SE DEVIERTEN (How They Diverted Themselves). A dig at a dance of the Spaniards
where the people were very crowded.
3. LA TERTULIA FILIPINA (A Filipino Conference or Feast). Depicts a Filipino custom
which he believed was much better than the Spanish.
4. POR MADRID (For Madrid). A denouncement of Spaniards who claim that the
Philippines is a colony of Spain but who think of Filipinos as foreigners when it
comes to collecting taxes for stamps.
5. LA CASA DE HUEPEDES (The Landlady’s House). Depicts a landlady who looks for
boarders not for money but in order to get a husband for her child.
MARIANO PONCE
Mariano Ponce became an editor-in-chief, biographer and
researcher of the Propaganda Movement.
He used Tikbalang, Kalipulako, and Naning as pennames.
The common themes of his works were the values of education.
He also wrote about how the Filipinos were oppressed by the
foreigners and of the problems of his countrymen.
Among his writings were:
1. MGA ALAMAT NG BULACAN (Legend of Bulacan). Contains
legends, and folklores of his native town.
2. PAGPUGOT KAY LONGINOS (The Beheading of Longinos). A play
shown at the plaza of Malolos, Bulacan.
3. SOBRE FILIPINOS (About the Filipinos)
4. ANG MGA PILIPINO SA INDO-TSINA (The Filipinos in Indo-China)
PEDRO PATERNO
Pedro Paterno was a scholar, dramatic, researcher and

novelist of the Propaganda Movement.
He also joined the Confraternity of Masons and the
Asociacion Hispano-Pilipino in order to further the aims of the Movement.
- He was the first Filipino writer who escaped censorship of the press during the last
day of the Spanish colonization.
The following were a few of his wrtings:
1. NINAY. The first social novel in Spanish by a Filipino.
2. A MI MADRE (To My Mother). Shows the importance of a mother especially in the
home.
3. SAMPAGUITA Y POESIAS VARIAS (Sampaguitas and Varied Poems). A collection of
his poems.

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JOSE MA. PANGANIBAN
Jose Ma. Panganiban hid his identity behind his penname JORMAPA. He
was also known for having photographic mind. He was a member of a
number of movements for the country.
Some of his writings were:

1. ANG LUPANG TINUBUAN (My Native Land)
2. ANG AKING BUHAY (My Life)
3. SU PLANO DE ESTUDIO (Your Study Plan)
4. EL PENSAMIENTO (The Thinking)
8.4 Period of Active Revolution (1896-1898)

Historical Background. The Filipinos did not get the reforms demanded by the
propagandists. The government turned deaf ears to these
petitions; oppression continued and the church and the
government became even more oppressive to the Filipinos.
The good intentions of Spain were reversed by the friars who
were lording it over in the Philippines.
La Liga Filipina (a civic organization suspected of being revolutionary and which triggered
Rizal’s banishment to Dapitan). Few of the Filipinos affiliated with La Liga Filipina decided
that there was no other way except to revolt were:
1. Andres Bonifacio,
2. Emilio Jacinto,
3. Apolinario Mabini,
4. Jose Palma,
5. Pio Valenzuela.
The gist of literature contained mostly accusations against the government and was
meant to arouse the people to unite and to prepare for independence.
8.5 Highlights of the Active Revolution

The noted leaders of this period and their contributions to our
country were:
1. Andres Bonifacio,
2. Emilio Jacinto and
3. Apolinario Mabini.
ANDRES BONIFACIO
Andres Bonifacio is best known as the Father of Filipino Democracy,
but more than others, as the Father of the Katipunan because he led
in establishing the Kataas-taasan, Kagalang- galanga Katipunan ng mga
Anak ng Bayan (KKK).
- Andres Bonifacio came from a poor family and it is said that what
he learned he got from the school of experience.

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-He was a voracious reader and among those he loved to read which aroused his
revolutionary spirit were the NOLI and the FILI of Rizal.
- He joined the La Liga Filipina founded by Rizal in 1892.
- He established the Katipunan which triggered the spirit of freedom especially
when Rizal was banished to Dapitan, Mindanao.
- Bonifacio is better known as the great Revolutionary rather than a writer but he
also wrote things which paved the way for the revolution and which also became
part of our literature.
Among his works were:
1. ANG DAPAT MABATID NG MGA TAGALOG (What the Tagalogs Should Know)
2. KATUNGKULANG GAGAWIN NG MGA ANA NG BAYAN (Obligations of Our
Countrymen). This is an outline of obligations just like the 10 commandments of
God.
3. PAG-IBIG SA TINUBUAN LUPA (Love of One’s Native Land). A poem with a title
similar to that of Marcelo H. del Pilar.
4. HULING PAALAM (Last Farewell). A translation of Mi Ultimo Adios of Rizal in
Tagalog.
APOLINARIO MABINI
Apolinario Mabini is known in literature and history as the Sublime
Paralytic and the Brains of the Revolution.
EMILIO JACINTO
Emilio Jacinto was the intelligent assistant of Andres Bonifacio in
the establishment of the Katipunan.
He is called the Brains of the Katipunan.
He edited Kalayaan (Freedom) a Katipunan newspaper.
Bonifacio withdrew his writing of the Kartilya in deference to
Jacinto’s work as secretary of the Katipunan.
His Kartilya was the one followed by the members of the organization.
Here are few of his writings:
1. KARTILYA NG KATIPUNAN (A primer book on the Katipunan)
2. LIWANAG AT DILIM (Light and Darkness). A collection of essays on different subjects
like freedom, work, faith, government, love of country.
3. A MI MADRE (To My Mother). A touching ode to his mother.
4. A LA PATRIA (To My Country). His masterpiece.
- He was born in Talaga, Tanauan, Batangas on July 22, 1864.
- Because he was born of a poor family he had to work in order to study.
- He became known to his professors and classmates at Letran and the UST because of
his sharp memory and the simple clothes he used to wear throughout his schooling.
- He became the right-hand of Emilio Aguinaldo when the latter founded his Republic
in Malolos.
- His contributions to literature were writing on government society, philosophy and
politics.

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Here are some of his works:
1. EL VERDADERO DECALOGO (The True Decalogue or Ten Commandments). This was
his masterpiece and his aim here was to propagate the spirit of nationalism.
2. EL DESAROLLO Y CAIDA DE LA REPUBLICA (The Rise and Fall of the Philippine
Republic)
3. SA BAYANG PILIPINO (To the Filipino Nation)
4. PAHAYAG (News)
Other Revolutionists
JOSE PALMA
Jose Palma became popular because of his Himno
Nacional Filipino (The Philippine National Anthem)
which was set to music by Julian Felipe.
- He was born in Tondo, Manila on June 6, 1876.
- His brother Rafael Palma became the president of
the UP.
- He joined the revolution against the Americans
together with Gregorio del Pilar, the youngest Filipino
general who died during the revolution.
Aside from the National Anthem, here are his other
works:
1. MELANCOLIAS (Melancholies). A collection of his poems.
2. DE MI JARDIN (In My Garden). A poem expressing one’s longings for his sweetheart.
8.6 Newspapers During the Revolution

In the effort of the Revolutionists to spread to the world their longings for
their country, many newspapers were put up during the Revolutionary
period. They were:
1. HERALDO DE LA REVOLUCION. Printed the decrees of the
Revolutiary Government, news and works in Tagalog that aroused
nationalism.
2. LA INDEPENDENCIA (Independence). Edited by Antonio Luna and whose

aim were for Philippine Independence.
3. LA REPUBLICA PILIPINA (The Philippine Republic). Established by Pedro

Paterno in 1898.
4. LA LIBERTAD (Liberty). Edited by Clemente Zulueta

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Module 1 (Write Course No) Name: ____________________________________________
I. Paraphrase the poem of Dr. Jose Rizal, “To the Filipino Youth”, that depicts the life
of the youth based from the following rubric.
Standard Not Met (1) Progressing (2) Proficient (3) Exemplary (4)
Student is in minor Student uses effective

violation of one of the Student uses effective paraphrasing
paraphrasing rules paraphrasing strategies, does not
(order, phrasing, strategies and does violate any of the
ideas), but the text not violate any of the paraphrasing rules
The text is plagiarized
cannot be considered paraphrasing rules (order, phrasing,
due to a major
Paraphrasing plagiarized. (order, phrasing, ideas), and develops a
violation of
OR ideas), but the smooth, natural
paraphrasing rules.
The paraphrased text paraphrased text is sounding paraphrase
fits in the Proficient not completely of the original text
category, but is smooth and with grade level
awkward and fairly controlled. appropriate
uncontrolled. conventions.

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Chapter 9 American Regime (1898 - 1941)
to:
period.
5. Track the themes off the literary pieces that depicted good values and influences
the Filipino life.
The Filipino Revolutionists won against the

Spaniards who colonized us for more than
300 years. Our flag was hoisted on June 12,
1898 as a symbol of our independence.
Gen. Emilio Aguinaldo was elected the first
President of the Philippine Republic, but
this was short-lived.
The Fil-American war resulted in the defeat
of Gen. Miguel Malvar in 1903. The peace
movements started as early as 1900. Many
Filipinos started writing again and the nationalism of the people remained undaunted.
Filipino writers went into all forms of literature like news, reporting, poetry, stories, plays,
essays, and novels. Their writings clearly depicted their love of country and their longings
for independence.
The active arousal in the field of literature started to be felt in the following newspapers:
1. EL NUEVO DIA (The New Day); established by Sergio Osmeña in 1900. The American
censors twice banned this and threatened Osmeña with banishment because of his
nationalistic writings.
2. EL GRITO DEL PUEBLO (The Call of the Nation): established by Pascual Poblete in
1900.
3. EL RENACIMIENTO (The Rebirth): founded by Rafael Palma in 1901.
There were also plays written then but after the first and second presentations, the
Americans put a stop to this because of the consistent theme of nationalism. Included
here were the following:
1. KAHAPON, NGAYON AT BUKAS (Yesterday, Today and Tomorrow). Written by
Aurelio Tolentino depicting the suppression done by the Americans and their
plan to colonize the Philippines.
2. TANIKALANG GINTO of Juan Abad.
3. MALAYA by Tomas Remigio.
4. WALANG SUGAT by Severino Reyes.

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9.2 Characteristics of Literature during This Period
Three groups of writers contributed to Philippine Literature during this period.
• During the first year of the American period, the languages used in writing were
Spanish and Tagalog and the dialects of the different regions, but Spanish and Tagalog
predominated.
• In 1910, a new group started to write in English. Hence, Spanish, Tagalog, the
Vernaculars and finally, English, were the mediums used in literature during these
times. While the three groups were one in their ideas and spirit, they differed in their
methods of reporting.
1. The writers in Spanish were accustomed to write on nationalism like honoring Rizal
and other heroes.
2. The writers in Tagalog continued in their lamentations on the conditions of the
country and their attempts to arouse love for one’s native tongue.
3. The writers in English imitated the themes and methods of the Americans.
9.3 Literature in Spanish
The inspiration of our Filipino writers in Spanish was Rizal not only because of his
being a national leader but also because of his novels NOLI and FILI. These two novels
contained the best qualities of a novel ever written, in English or in Filipino. Those who
were inspired to write in praise of him were Cecilio Apostol, Fernando Ma. Guerrero, Jesus
Balmori, Manuel Bernabe and Claro M. Recto.
CECILIO APOSTOL
Cecilio Apostol wrote poems dedicated to Rizal, Jacinto, Mabini and

all other heroes but his poem dedicated to Rizal is considered the
best poem in praise of the hero of Bagumbayan. Here is what he
wrote:
To Rizal (Translation in English)
Immortal hero, whose

greatness is legendary, Sleep peacefully in the
You emerged from the shadows of the other life
hollow of the grave, Redemptor of an oppressed Glory to Rizal! Your sacred name
nation Like the fires of Thabor inflames
Where you slumber in
Don’t cry, in the tomb is the The talent of a genius, you’re the
glorious dreams
mystery light of the mind
Come, our love which your Of the momentary triumph off A song for the harp
memory inflames the Spaniards In marble, life.
From eternal darkness we Even if a bullet destroyed your
call to you brain
To crown your memory with Your spirit destroyed an
flowers. empire.

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FERNANDO MA. GUERRERO
It is believed that A Call to Rizal (Translation in English)
Fernando Ma. Guerrero
shared with Apostol the I call on you – why not, I need
reign in the Balagtasan in In this fierce illness that destroy my flesh
Spanish during their time. To talk with you, you who left imprinted
He also dedicated a poem The gospel of the freedom of your race.
to Rizal but he
collected the best of his Our country, yours, ay, still suffering
poems in a book called CRISALIDAS, meaning, The social cancer that you combatted
a kind of black, wooly caterpillar. Here are a Has returned, irritating, getting bigger
few stanzas of his call to Rizal which he wrote Like yesterday’s – dark and sad.
on June 19, 1901 to commemorate Rizal’s
birthday.
JESUS BALMORI
Jesus Balmori is well-known for his pen name of Batikuling.
He and Manuel Bernabe participated in a debate on the topic –
(Remembrance and Forgetfulness). He was elected Poet Laureate in
Spanish besting Manuel Bernabe.
Here is a stanza from the said debate: (English Translation)
My topic is about remembrance, my motto is nobility

My symbol is a laurel, my heart is heavy stone
In front of me is a white poetic pen
That I wave above the golden eagle of my boat.
MANUEL BERNABE
Manuel Bernabe is a lyric poet and the fierceness of his nationalistic
spirit was unchanged in any topic he wrote about. In his debate with
Balmori, he was more attractive to the public because of the melodious
words he used.
He defended OLVIDO (Forgetfulness) and here is an excerpt from his
piece: (English Translation)
To remember! Poor soul that records

The sufferings you underwent in illusion
Memory is the fire that snared
My poor heart.
CLARO M. RECTO
In nobility of speech and theme, Claro M. Recto can compare with the
other writers of Spanish. He collected his poems in a book entitled BAJO
LOS COCOTEROS (Under The Coconut Trees). Here is a part of what he
wrote to Rizal in an article entitled: Before the Martyr (English
Translation)
Tagalog Redemptor! The holy idea
That you planted in the Filipino soul
Is now a robust plant
That springs in every soul and which grows
That flowers into patriotic doctrines.

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Other Writers in Spanish
1. Adelina Guerrea was the first woman poet in the Philippines who was good in
Spanish. She obtained the Zobel prize in her song El Nido. (The Nest).
2. Isidro Marpori became famous for his four books entitled Aromas de Ensueño (Scents
of Dreams).
3. Macario Adriatico wrote of a legend of Mindoro entitled La Punta de Salto (The Place
of Origin).
4. Epifanio de los Santos (known as Don Panyong). He was a good leader and biographer
during the whole period of Spanish literature.
5. Pedro Aunario wrote the Decalogo del Proteccionismo.
9.4 Literature in Filipino

The inspiration of the Tagalog writers was:
1. FLORANTE AT LAURA of Francisco Balagtas

2. URBANA AT FELISA of Modesto de Castro became.
Tagalog poets, classified into three kinds by Julian Cruz Balmaceda, they were:
1. Poet of the Heart (Makata ng Puso). These included Lope K. Santos, Iñigo Ed.
Regalado, Carlos Gatmaitan, Pedro Gatmaitan, Jose Corazon de Jesus, Cirili H.
Panganiban, Deogracias del Rosario, Ildefonso Santos, Amado V. Hernandez,
Nemecio Carabana, and Mar Antonio.
2. Poets of Life (Makata ng Buhay): led by Lope K Santos, Jose Corazon de Jesus,
Florentino Collantes, Patricio Mariano, Carlos Garmaitan, and Amado V.
Hernandez.
3. Poets of the Stage (Makata ng Tanghalan): led by Aurelio Tolentino, Patricio

Mariano, Severino Reyes, and Tomas Remigio.
In the realm of short stories that started to appear in the column Pangsandaliang
Libangan (Short-time Leisure) and Dagli (Fast) we find here the names of Lope K. Santos,
Patricio Mariano, and Rosauro Almario. In the Liwayway Publications, we find Deogracias
Rosario, Teodoro Gener, and Cirio H. Panganiban. Noted novelists or biographers were
Valeriano Hernandez Peña, Lope K. Santos, Iñigo Ed. Regalado, Faustino Aguilar, etc.
Here are the autobiographies of some of the writers mentioned:
LOPE K. SANTOS
Lope K. Santos, novelist, poet and author, and grammarian covered
three periods of Tagalog literature – American, Japanese and the
contemporary period. If Manuel L. Quezon is called the Father of the
National Language, Lope K. Santos is called the Father of the National
Language Grammar. He was also called the “Apo” of the Tagalog
writers. BANAAG AT SIKAT was his masterpiece.

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JOSE CORAZON DE JESUS
Jose Corazon de Jesus is very popularly known as Huseng Batute. He

was also called the Poet of Love in his time. ANG ISANG PUNONG KAHOY
(A TREE), an elegy, is believed to be his masterpiece.
AMADO V. HERNANDEZ
Amado V. Hernandez was dubbed Makata ng mga Manggagawa (Poet
of the Laborers) in our literature because he pictures in his poem the
intense love for the poor worker or laborer. To him, a poem is a scent,
bittersweet memories, and a murmur of flowing water. The pen is
powerful and according to him, even a king can be bent by the pen. He
contributed a lot of writings to literature like ISANG DIPANG LANGIT (A
Stretch of Heaven), BAYANG MALAYA (A Free Nation), ANG PANDAY
(The Blakcsmith), and MUNTING LUPA (A Small Plot), but his masterpiece is ANG
PANDAY.
VALERIANO HERNANDEZ PEÑA
Valeriano Hernandez Peña Together with Lope K. Santos he reached the

summit of his novel-writing.
He was known as Tandang Anong and his pen name was Kuntil Butil
(Small Grain).
He considers NENA AT NENENG his masterpiece.
IÑIGO ED. REGALADO

Iñigo Ed. Regalado was a son of a popular writer during the Spanish
time known as Odalager.
He proved that he not only followed the footsteps of his father but also
reached the peak of his success by the “sumpong” (whim) of his pen.
He also became a popular story-teller, novelist and newspaperman.
The Tagalog Drama
During the advent of the American period, Severino Reyes and Hermogenes Ilagan
started the movement against the moro-moro (a play on the Spanish struggles against
the Muslims) and struggled to show the people the values one can get from the zarzuela
and the simple plays.
The people one should not forget in the field of writing are the following:
1. Severino Reyes. Father of the Tagalog drama and author of the immortal WALANG
SUGAT.
2. Aurelio Tolentino: The dramatist in whom the Kapampangans take pride. Included in
his writings were LUHANG TAGALOG, his masterpiece, and KAHAPON, NGAYONG
AT BUKAS that resulted in his incarceration.

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3. Hermogenes Ilagan: founded the group Campaña Ilagan that presented many dramas
in Central Luzon.
4. Patricio Mariano: wrote the novel NINAY and ANAK NG DAGAT (Son of the Sea), his
masterpiece.
5. Julian Cruz Balmaceda: wrote BUNGANGA NG PATING (Shark’s Mouth). This gave him
much honor and fame.
The Tagalog Short Story
Two collections of Tagalog stories were published during the American Period.
1. MGA KUWENTONG GINTO (Golden Stories) published in 1936
written by Alejandro Abadilla and Clodualdo del Mundo that contained the 25 best
stories according to them.
2. 50 KUWENTONG GINTO ng 50 BATIKANG KUWENTISTA (50 Golden Stories by 50
Noted Storytellers) in 1939 written by Pedrito Reyes.
3. PAROLANG GINTO (Golden Lantern) and TALAANG BUGHAW (Blue List) of Abadilla
became popular during this period.
Tagalog Poetry
Almost all Tagalog writers during the American Period were able to compose
beautiful poems which made it difficult to select the best. Even if poetry writing is as old
as history, poetry still surfaces with its sweetness, beauty, and melody.
Other Forms of Literature
The following are those recognized in the field of Ilocano Literature:
1. Pedro Bukaneg: Father of Ilocano Literature. From his name was derived the word
Bukanegan, which means Balagtasan (a poetic contest) in Ilocano.
2. Claro Caluya: Prince of Ilocano Poets. Known as poet and novelist.
3. Leon Pichay: known as the best Bukanegero (from Bukaneg). Also a poet, novelist, short
story writer, dramatist and essayist.
Kapampangan Literature (Pampango Literature)
Two stalwarts in the literature of the Kapampangans stand out: they are:
1. Juan Crisostomo Soto: (Father of Kapampangan Literature). The word CRISOTAN

(meaning Balagtasan) in Tagalog is taken from his name.
2. Aurelio Tolentino: He truly proved his being a Kapampangan in his translation of
KAHAPON, NGAYON AT BUKAS into Kapampangan which he called NAPON, NGENI
AT BUKAS.
Visayan Literature
The following are the top men in Visayan literature:

1. Eriberto Gumban: (Father of Visayan Literature). He wrote a zarzuela, moro-moro and
a play in Visayan.
2. Magdalena Jalandoni: She devoted her talent to the novel. She wrote ANG MGA TUNUK
SAN ISA CA BULACLAC.

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9.5 Literature in English
In a way, we can say that we can trace the beginnings of Philippine literature in
English with the coming of the Americans. For this purpose, we can divide this period into
three time frames, namely:
1. The Period of Re-orientation: 1898-1910
2. The Period of Imitation: 1910-1925
3. The Period of Self-Discovery: 1925-1941
The Period of Re-orientation (1898-1910)
• English as a literary vehicle came with the American occupation in August 13, 1898
and as they say, a choice bestowed on us by history. By 1900, English came to be used
as a medium of instruction in the public schools. From the American forces were
recruited the first teachers of English.
• By 1908, the primary and intermediate grades were using English. It was also about
this time when UP, the forerunner in the use of English in higher education, was
founded.
• Writers of this period were still adjusting to the newfound freedom after the
paralyzing effect of repression of thought and speech under the Spanish regime. They
were adjusting the idea of democracy, to the new phraseology of the English language
and to the standards of the English literary style. Writers had to learn direct expression
as conditioned by direct thinking. They had to learn that sentence constructions,
sounds and speech in English were not the same as in the vernacular. They had to
discard sentimentality and floridity of language for the more direct and precise English
language.
• Not much was produced during this period and what literature was produced was not
much of literary worth. The first attempts in English were in two periodicals of this
time:
(a) El Renacimiento: founded in Manila by Rafael Palma in 1901.
(b) Philippines Free Press: established in Manila in 1905 by R. McCullough Dick and D.
Theo Rogers.
POETRY
• In 1907, Justo Juliano’s SURSUM CORDA which appeared in the Renacimiento was
the first work to be published in English.
• In 1909, Jan F. Salazar’s MY MOTHER and his AIR CASTLES were also published in this
paper.
• It was also in 1909 when Proceso Sebastian followed with his poem TO MY LADY IN
LAOAG, also in this same paper.
The Period of Imitation (1910-1924)
By 1919, the UP-College Folio published the literary compositions of the first Filipino
writers in English. They were the pioneers in short story writing. They were then groping
their way into imitating American and British models which resulted in a stilted, artificial
and unnatural style, lacking vitality and spontaneity. Their models included Longfellow
and Hawthorne, Emerson and Thoreau, Wordsworth and Tennyson, Thackeray and

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Macaulay, Longfellow, Allan Poe, Irving and other American writers of the Romantic
School.
Writers of this folio included Fernando Maramag (the best editorial writer of this
period) Juan F. Salazar, Jose M. Hernandez, Vicente del Fierro, and Francisco Tonogbanua
Maximo Kalaw, Vidal A. Tan, Francisco M. Africa and Victoriano Yamzon. They pioneered
in English poetry.
ESSAYS
The noted essayists of this time were: Carlos P. Romulo, Jorge C. Bocobo, Mauro
Mendez, and Vicente Hilario. Their essays were truly scholarly characterized by sobriety,
substance and structure. They excelled in the serious essay, especially the editorial type.
The next group of writers introduced the informal essay, criticism and the
journalistic column. They spiced their work with humor, wit and satire. These group
included Ignacio Manlapaz, Godefredo Rivera, Federico Mangahas, Francisco B. Icasiano,
Salvador P. Lopez, Jose Lansang and Amando G. Dayrit.
SHORT STORIES
In the field of short stories, DEAD STARS by Paz Marquez Benitez written in the early
1920’s stand out as a model of perfection in character delineation, local color, plot and
message. Other short stories published during this time were but poor imitations of their
foreign models.
The UP-College Folio was later replaced by the Philippine Collegian. Newspapers
and periodicals also saw print during this time like the Bulletin, the Philippines Herald
(1920), the Philippine Review, the Independent, Rising Philippines and Citizens, and the
Philippine Education Magazine 1924.
Period of Self-Discovery and Growth (1925-1941)
By this time, Filipino writers had acquired the mastery of English writing. They now
confidently and competently wrote on a lot of subjects although the old-time favorites
of love and youth persisted. They went into all forms of writing like the novel and the
drama.
1. POETRY
Noteworthy names in this field include Marcelo de Gracia Concepcion, Jose Garcia Villa,
Angela Manalang Gloria, Abelardo Subido, Trinidad Tarrosa Subido and Rafael Zulueta
da Costa. They turned out not only love poems but patriotic, religious, descriptive and
reflective poems as well. They wrote in free verse, in odes and sonnets and in other
types. Poetry was original, spontaneous, competently written and later, incorporated
social consciousness.
2. THE SHORT STORY (1925-1941)
Probably because of the incentives provided by publications like the Philippine Free Press,
The Graphic, The Philippine Magazine and college publications like the UP Literary
Apprentice, poetry and the short story flourished during these times.

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Other writers during this time include Osmundo Sta. Romana, Arturo Rotor, Paz
Latorena’s Sunset, and Jose Garcia Villa’s Mir- in-isa.
From 1930 to 1940, the Golden Era of Filipino writing in English saw the short story writers
“who have arrived,” like Jose Lansang’s The Broken Parasol, Sinai C. Hamada’s
Talanata’s Wife, Fausto Dugenio’s Wanderlust, Amando G. Dayrit’s His Gift and
Yesterday, Amador T. Daugio’s The Woman Who Looked Out of the Window.
Characteristics of the short stories during these times:
There were still remnants of Spanish influence in the use of expressions that were
florid, sentimental, exaggerated and bombastic. The influence of the Western culture also
was already evident.
3. ESSAYS AND OTHER PROSE STYLES (1925-1941)
Essays during this period improved with the years in quality and quantity, in
content, subject and style. Essayists like Carlos P. Romulo became even more eminent
editorial writers.
The notable writers of essays during this period were:
a. Political, social reflective essays: Through their newspaper columns the following
became very popular: Federico Mangahas, Salvador P. Lopez, Pura S.
Castrence, Vicente Albano Pacis, Ariston Estrada and Jose A. Lansang.
b. Critical essays were espoused by Salvador P. Lopez, I.V. Mallari, Ignacio Manlapaz,
Jose Garcia Villa, Arturo B. Rotor, and Leopoldo Y. Yabes. An example of
this is Maximo V. Soliven’s THEY CALLED IT BROTHERHOOD.
c. Personal or Familiar essays were written by F.B. Icasiano (Mang Kiko), Alfredo E.
Litiatco, Solomon V. Arnaldo, Amando G. Dayrit and Consuelo Gar (Catuca).
Some of the notable works during this time were:
1940: Salvador P. Lopez’ LITERATURE AND SOCIETY which is a collection of critical

reflections and serious essays and which won first prize in the
Commonwealth Literary Contest of 1940.
1940: Camilo Osias published THE FILIPINO WAY OF LIFE, a series of essays on the
Filipino way of life as drawn from history, folkways, philosophy and
psychology of the Philippines.
1941: F.B. Icasiano (Mang Kiko) were reprints of the best of Icasiano’s essays in
the Sunday Times Magazine under the column From My Nipa Hut. It is an essay
of the common “tao” and is written with humor and sympathy.
August 16, 1941: Carlos P. Romulo had an editorial printed in the Philippines Herald.
Entitled I AM A FILIPINO, it was reprinted in his book MY BORTHER AMERICANS
in 1945 in New York by Doubleday & Co.
OTHER ESSAYISTS INCLUDE:
- Ignacio Manlapaz, - Vicente Albano Pacis, - I.V. Mallari,

- Jose M. Fernandez, - Leopoldo Y. Yabes, - Isidro L. Ritizos,
- Pura Santillan

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❖ The Philippine Writer’s League put out a collection of essays called Literature
Under the Commonwealth.
❖ Amando G. Dayrit with his column Good Morning Judge led others, like:
o Leon Ma. Guerrero,
o Salvador P. Lopez,
o Vicente Albano Pacis,
o Jose A. Lansang
o Federico Mangahas
4. BIOGRAPHY 1925-1941
- In 1935, I.P. Caballero and Marcelo de Gracia Concepcion wrote about QUEZON.
- In 1938, THE GREAT MALAYAN won a prize in the national contest
sponsored by the Commonwealth of the Philippines. This was
written by Carlos Quirino, the most famous biographer of the
period. He also wrote Quezon, the Man of Destiny. The Great
Malayan by Carlos Quirino
o First penned for the 1938 Commonwealth Biography contest,
Carlos Quirino's The Great Malayan is a sweeping and majestic
life story of the Philippine national patriot, Jose Rizal.
o Epic in scope, brimming with drama and insight, the novel is a
masterful study of Rizal's brief but brilliant life, from Calamba to Bagumbayan. In
his book, Mr. Quirino paints the many faces of Rizal in stark and colorful hues
against the tumultuous backdrop of a nation in search of its identity and
ultimately, its freedom. In 1940, I.V. Mallari’s “The Birth of Discontent” revealed
the sensitive touch of a writer who in simple language was able to reveal his
profound thoughts and feelings.
5. HISTORY
Not much about history has been written by Filipino writers. In 1937, with regard
to literary history, we can cite Teofilo del Castillo’s The Brief History of the
Philippine Islands.
6. PUBLICATIONS
The Philippine Free Press provided the first incentives to Filipino writers in English
by offering prizes to worthwhile contributions. Other publications followed suit.
7. THE DRAMA (1925-1941)
Drama during this period did not reach the heights attained by the novel or the
short story. The UP provided the incentives when they introduced playwriting as
a course and established the UP Little Theater.

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Module 1 (LIT 111) Name: ____________________________________________
I. Watch a documentary of KAHAPON, NGAYON AT BUKAS (Yesterday, Today and

Tomorrow) written by Aurelio Tolentino depicting the suppression done by the
Americans and their plan to colonize the Philippines. Write a Reflection Paper
based from your analysis.

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Chapter 10 The Japanese Period (1941 - 1945)
to:
period.
5. Track the themes off the literary pieces that depicted good values and influences
the Filipino life.
Between 1941-1945, Philippine Literature was

interrupted in its development when the
Philippines was again conquered by another
foreign country, Japan. Philippine literature in
English came to a halt. Except for the TRIBUNE and
the PHILIPPINE REVIEW, almost all newspapers in
English were stopped by the Japanese.
This had an advantageous effect on Filipino
Literature, which experienced renewed attention because writers in English turned to
writing in Filipino.
Juan Laya, who used to write in English, turned to Filipino because of the strict
prohibitions of the Japanese regarding any writing in English.
Ishiwara, a Japanese, managed the weekly LIWAYWAY after it was placed under strict
surveillance
❖ Filipino literature was given a break during this period.
❖ Many wrote plays, poems, short stories, etc.
❖ Topics and themes were often about life in the provinces.
10.2 Filipino Poetry

The common theme of most poems during the Japanese occupation were:
- nationalism, - country, - love, - faith,
- life in the barrios, - religion - the arts
Three types of poems emerged during this period were:

1. Haiku – a poem of free verse that the Japanese like. It was made up of 17 syllables
divided into three lines. The first line had 5 syllables, the second, 7 syllables, and
the third, five. The Haiku is allegorical in meaning, is short and covers a wide
scope in meaning.
2. Tanaga – like the Haiku, is short but it had measure and rhyme. Each line had 17
syllables and it’s also allegorical in meaning.

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3. Karaniwang Anyo (Usual Form) – like those mentioned earlier in the beginning
chapters of this book.
Here are examples of the HAIKU and the USUAL FORMS (Liwaway, June, 1943)
HAIKU (by Gonzalo K. Flores)
TUTUBI Dragonfly
(Dragonfly)
Hila mo’y tabak… You’re pulling a saber
Ang bulaklak nanginig The flowers shivered
Sa paglapit mo. When you approached
ANYAYA Invitation
Ulilang damo Lonely grass

Sa tahimik na ilog By the quite river
Halika sinta. Come, love.
TANAGA ni Ildefonso Santos

(Liwayway, Oktubre 10, 1943)
PALAY PALAY
Palay siyang matino She’s behaved palay

Nang humangi’y yumuko, Who bowed when the wind blew
Ngunit muling tumayo, But stood up again
Nagkabunga ng ginto And bore gold.
KULTURA Kalikasan
Angkinin natin ito Ganito nga ang hangin
Yamang gaya ng ginto Simoy na lalanghapin
Nakawi’y imposible Pilit panatilihin
Iba ‘pag kultura eh Para sa buhay natin
10.3 FILIPINO DRAMA

The drama experienced a lull during the Japanese period because movie houses
showing American films were closed. The big movie houses were just made to show stage
shows.
Many of the plays were reproductions of English plays to Tagalog. The translators who
also founded the organization of Filipino players named Dramatic Philippines were:
o Francisco Soc Rodrigo,
o Alberto Concio, and
o Narciso Pimentel
A few of playwriters were:
1. Jose Ma. Hernandez – wrote PANDAY PIRA
2. Francisco Soc Rodrigo – wrote sa PULA, SA PUTI
3. Clodualdo del Mundo – wrote BULAGA (an expression in
the game Hide and Seek).
4. Julian Cruz Balmaceda – wrote SINO BA KAYO?,
- DAHIL SA ANAK, and
- HIGANTE NG PATAY

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10.4 Filipino Short Story
The field of the short story widened during the Japanese Occupation. Many wrote short
stories. Among them were:
- Brigido Batungbakal, - Macario Pineda, - Serafin Guinigindo,
- Liwayway Arceo, - Narciso Ramos, - NVM Gonzales,
- Alicia Lopez Lim, - Ligaya Perez, - Gloria Guzman
The best writings in 1945 were selected by a group of judges

composed of:
- Francisco Icasiano,
- Jose Esperanza Cruz,
- Antonio Rosales,
- Clodualdo del Mundo
- Teodoro Santos.
As a result of this selection, the following got the first three

prizes:
1st Prize: Narciso Reyes’ LUPANG TINUBUAN
2nd Prize: Liwayway Arceo’s UHAW ANG TIGANG NA LUPA
3rd Prize: NVM Gonzales’ LUNSOD NAYON AT DAGAT-DAGATAN
10.5 Philippine Literature in English (1941-1945)
Because of the strict prohibitions imposed by the Japanese in the writing and publishing of
works in English, Philippine literature in English experienced a dark period. The few who
dared to write did so for their bread and butter or for propaganda.
Writings that came out during this period were journalistic in nature. Writers felt
suppressed but slowly, the spirit of nationalism started to seep into their consciousness.
While some continued to write, the majority waited for a
better climate to publish their works.
Carlos P. Romulo, noteworthy writer of the period, who won

the Pulitzer Prize for his bestsellers:
I SAW THE FALL OF THE PHILIPPINES;
I SEE THE PHILIPPINES RISE AND HIS
MOTHER AMERICA AND MY BROTHER AMERICANS.
Journalists include:
1. Salvador P. Lopez,
2. Leon Ma. Geurrero,
3. Raul Manglapuz and
4. Carlos Bulosan
5. Nick Joaquin produced THE WOMAN WHO LOOKED LIKE LAZARUS.
6. Fred Ruiz Castro wrote a few poems.
7. F.B. Icasiano wrote essays in The Philippine Review.
8. Carlos Bulosan’s works included:

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o THE LAUGHTER OF MY FATHER (1944),
o THE VOICE OF BATAAN,
o 1943,
o SIX FILIPINO POETS,
o 1942, among others.
9. Alfredo Litiatco published With Harp and Sling
and in 1943,
10. Jose P. Laurel published Forces that Make a
Nation Great.
The Commonwealth Literary Awards gave prizes to

meritorious writers. Those who won were:
1. LIKE THE MOLAVE – by Rafael Zulueta da Costa
(Poetry)
2. HOW MY BROTHER LEON BROUGTH HOME A WIFE
– by Manuel E. Arguilla (Short Story)
3. LITERATURE AND SOCIETY – by Salvador P. Lopez
(Essay)
4. HIS NATIVE SOIL – by Juan Laya (Novel)
President Manuel L. Quezon’s autobiography THE GOOD FIGHT was published

posthumously. Radio broadcasts echoed the mingled fear and doubts in the hearts of the
people.
Other writers of this period were:

1. Juan Collas (1940),
2. Tomas Confesor (1945),
3. Roman A. de la Cruz and
4. Elisa Tabuñar.

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Module 1 (Lit 111) Name: ____________________________________________
I. The Commonwealth Literary Awards gave prizes to meritorious writers. Those who
won were: LIKE THE MOLAVE – by Rafael Zulueta da Costa (Poetry), HOW MY
BROTHER LEON BROUGTH HOME A WIFE – by Manuel E. Arguilla (Short Story),
LITERATURE AND SOCIETY – by Salvador P. Lopez (Essay), and HIS NATIVE SOIL – by
Juan Laya (Novel). Choose one (1) genre of these literatures to analyze and write a
Reflection Paper.

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Chapter 11 The Rebirth of Freedom (1946-1970)
1. Trace the historical development of literatures in the Philippines during this

period.
period.
The Americans returned in 1945. Filipinos rejoiced and

guerrillas who fled to the mountains joined the
liberating American Army.
On July 4, 1946, the flag of the United States of America

is lowered while the flag of the Philippines is raised. The
Philippines regained its freedom and the Filipino flag
waved joyously alone. The chains were broken.
11.2 The State of Literature During This Period
The early post-liberation period was marked by a kind of "struggle of mind and
spirit" posed by the sudden emancipation from the enemy and the wild desire to see
print. Filipinos had, by this time, learned to express themselves more confidently but post-
war problems beyond language and print-like economic stability, the threat of new ideas
and mortality - had to be grappled with side by side.
Proliferation of Newspapers which proved that there were more readers in English than
in any other vernaculars like Tagalog, Ilocano or Hiligaynon like:
- FREE PRESS, MORNING SUN, of Sergio Osmeña Sr.,
- DAILY NEWS of Manuel Roxas,
- MANILA TIMES and
- DAILY MIRROR of Joaquin Roces,
- EVENING NEWS of Ramon Roces,
- PHILIPPINE HERALD of Soriano,
- CHRONICLE of the Lopezes and
- the BULLETIN of Menzi.

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❖ Journalists had their day. They indulged in more militant attitude in their reportings
which bordered on the libelous. Gradually, as normality was restored, the tones and
themes of the writings turned to the less pressing problems of economic survival.
o Some Filipino writers who had gone abroad and had written during the
interim came back to publish their works.
o Not all the books published during the period reflected the war years;
some were compilations or second editions of what had been written
before.
Some of the writers and their works of the periods are:
1. THE VOICE OF THE VETERAN - a compilation of the best works of some

Ex-USAFFE men like:
- Amante Bigornia, - Roman de la Cruz,
- Ramon de Jesus and - J.F. Rodriquez
2. TWILIGHT IN TOKYO and PASSION and DEATH OF THE USAFFE - by Leon Ma.
Guerrero
3. FOR FREEDOM AND DEMOCRACY - by S.P. Lopez
4. BETRAYAL IN THE PHILIPPINES - by Hernando Abaya
5. SEVEN HILLS AWAY - by NVM Gonzales
11.3 Poetry in English During This Period
For the first twenty years, many books were published... both in Filipino and in
English. Among the writers during this time were: Fred Ruiz Castro, Dominador I. Ilio, and
C.B. Rigor.
Some notable works of the period include the following:
1. HEART OF THE ISLANDS (1947) a collection of poems by Manuel Viray

2. PHILIPPINES CROSS SECTION (1950) a collection of prose and poetry by Maximo
Ramos and Florentino Valeros
3. PROSE AND POEMS (1952) by Nick Joaquin
4. PHILIPPINE WRITING (1953) by T.D. AGCAOILI
5. PHILIPPINE HARVEST by Amador Daguio 6. HORIZONS LEAST (1967) a collection of
works by the professors of UE, mostly in English (short stories, essays, research
papers, poems and drama) by Artemio Patacsil and Silverio Baltazar
7. WHO SPOKE OF COURAGE IN HIS SLEEP by NVM Gonzales
8. SPEAK NOT, SPEAK ALSO by Conrado V. Pedroche
9. Other poets were Toribia Maño and Edith L. Tiempo
10. Jose Garcia Villa's HAVE COME, AM HERE won acclaim both here and abroad. The
themes of most poems dealt with the usual love of nature, and of social and
political problems. Toribia Maño's poems showed deep emotional intensity.

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“Lyric 12,” from Have Come, Am Here by José Garcia Villa
am so very am and is among the kings

speak so very speak in that danger steeple
and look my every hand
is for each all lovers’ sake where each air breathed
is a love to glow to sing
and nowherever time and each love wreathed
can farther never go is but God’s beginning
tomorrow cannot climb
over each least lovers’ brow because He can not be
until Am is Am in flame
my every vein rings fire is His dancing augury
now’s lifest rose: my skull to give love His name
11.4 Novels and Short Stories in English
Longer and longer pieces were being written by writers of

the period.
Stevan Javellana's WITHOUT SEEING THE DAWN tells of
the grim experiences of war during the Japanese Occupation. The
title of Stevan Javellana's only novel in English Without Seeing the
Dawn was derived from one of José Rizal's character in the
Spanish-language novel Noli Me Tangere or Touch Me Not.
Javellana's 368-paged book has two parts, namely Day and Night.
The first part, Day, narrates the story of a pre-war barrio
and its people in the Panay Island particularly in Iloilo. The second
part, Night, begins with the start of World War II in both the U.S.
and the Philippines, and retells the story of the resistance
movement against the occupying Japanese military forces of the
barrio people first seen in Day.
In 1946, the Barangay Writer's Project whose aim was to
publish works in English by Filipinos was established.
In 1958, the PEN Center of the Philippines (Poets,
essayists, novelists) was inaugurated. In the same year Francisco
Arcellana published his PEN ANTHOLOGY OF SHORT STORIES.
In 1961, Kerima Polotan's novel THE HAND OF THE ENEMY
won the Stonehill Award for the Filipino novel in English.
In 1968, Luis V. Teodoro Jr.'s short story THE ADVERSARY
won the Philippines Free Press short story award;
in 1969, his story THE TRAIL OF PROFESSOR RIEGO won
second prize in the Palanca Memorial Awards for Literature and
in 1970, his short story THE DISTANT CITY won the GRAPHIC short
story award.
11.5 The New Filipino Literature During This Period
Philippine literature in Tagalog was revived during this period. Most themes in the
writings dealt with Japanese brutalities, of the poverty of life under the Japanese
government and the brave guerrilla exploits.

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Newspapers and magazine publications were re-opened like the Bulaklak, Liwayway,
Ilang Ilang, and Sinag Tala, Tagalog poetry acquired not only rhyme but substance and
meaning. Short stories had better characters and events based on facts and realities and
themes were more meaningful. Novels became common but were still read by the people
for recreation. The people's love for listening to poetic jousts increased more than before
and people started to flock to places to hear poetic debates.
Many books were published during this time, among which were:
1. Mga Piling Katha (1947-48) by Alejandro Abadilla

2. Ang Maikling Kuwentong Tagalog (1886-1948) by Teodoro Agoncillo
3. Ako'y Isang Tinig (1952) collection of poems and stories by Genoveva Edroza Matute
4. Mga Piling Sanaysay (1952) by Al ejandro Abadilla
5. Maikling Katha ng Dalawampung Pangunahing Autor (1962) by A.G. Abadilla and
Ponciano E. P. Pineda
6. Parnasong Tagalog (1964) collection of selected poems byHuseng Sisiw and Balagtas,
collected by A. G. Abadilla
7. Sining at Pamamaraan ng Pag-aaral ng Panitikan (1965) by Rufino Alejandro. He
prepared this book for teaching in reading and appreciation of poems, dramas, short
stories and novels
8. Manlilikha, Mga Piling Tula (1961-1967) by Rogelio G. Mangahas
9. Mga Piling Akda ng Kadipan (Kapisanang Aklat ng Diwa at Panitik) 1965 by Efren Abueg
10. Makata (1967) first cooperative effort to publish the poems of 16 poets in Pilipino
11. Pitong Dula (1968) by Dionisio Salazar
12. Manunulat: Mga Piling Akdang Pilipino (1970) by Efren Abueg. In this book, Abueg
proved that it is possible to have a national integration of ethnic culture in our country.
13. Mga Aklat ni Rizal: Many books about Rizal came out during this period. The law
ordering the additional study of the life of Rizal helped a lot in activating our writers to
write books about Rizal.
11.6 The Palanca Awards
The Palanca Awards or Don Carlos Palanca Memorial Awards for

Literature are a set of literary awards for Philippine writers. Usually
referred to as the "Pulitzer Prize" of the Philippines, it is the country's
highest literary honor in terms of prestige.
Another inspiration for writers in Filipino was the launching of the

Palanca Memorial Awards for literature headed by Carlos Palanca Sr.
in 1950. (until now, the awards are still being given although the man
who founded it has passed away). The awards are given to writers of
short stories, plays and poetry.
The first awardees in its first year, 1950-51 in the field of the short
story were the following:
First: Prize: KUWENTO NI MABUTI by Genoveva Edroza
Second Prize: MABANGIS NA KAMAY... MAAMONG KAMAY by Pedro S. Dandan
Third Prize: PLANETA, BUWAN AT MGA BITUIN by Elpidio P. Kapulong.

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KUWENTO NI MABUTI
By Genoveva Edroza
This story is about a teacher who was much admired by her students. In spite of
her problems and frustrations in life, she firmly carried out her duties as teacher and as a
mother. She was nicknamed Mabuti by her students because this was her favorite
expression.
An excerpt: (in Filipino)

...Lagi ko siyang iuugnay sa kariktan ng buhay. Saan
man may kagandahan, sa isang tanawin, sa isang isipan,
o sa isang katotohanan kaya, nakikita ko siya at ako'y
lumiligaya. Nguni't walang anumang maganda sa
kanyang anyo ... at sa kanyang buhay.
...Siya ay isa sa pinakakaraniwang guro noon. Walang sinumang nag-uukol sa kaniya ng pansin.
Mula sa kaniyang pananamit hanggang sa paraan ng pag-dadala niya sa pananagutan sa
paaralan, walang masasabing anumang di-pangkaraniwan sa kaniya.
Translation in English:
I'll always relate her with the beauty of life. Anywhere I see beauty - in a scene, an idea, or in a
truth, I see her and I'm overjoyed, but there was nothing beautiful in her looks and in her life.
.... She was one of the most ordinary teachers there. Nobody paid attention to her. From the way
she dressed, to the way she managed her problems in school, there was nothing one can say was
extraordinary about her.
Amado V. Hernandez, writing from his cell in Ft. Bonifacio (former Ft. McKinley) in 1956
is an example of the poet who is "partisan," and who espoused causes as shown in his
poem below:
ISANG DIPANG LANGIT (Selections)
BARTOLINA NG MUNTINLUPA 22 ng Abril 1952
At ito ang tanging daigdig ko ngayon- Ang tao't Bathala ay di natutulog

bilangguang mandi'y libingan ng buhay; at di habang araw ang api ay api
sampu, dalawampu, at lahat ng taon tanang paniniil ay may pagtutuos
ng buong buhay ko'y dito mapipigtal. habang may Bastilya'y may
Nguni't yaring diwa'y walang bayang gaganti.
takot-hirap at matitiis pa rin At bukas, diyan din, aking matatanaw
nitong aking puso; sa sandipang langit na wala nang luha
piita'y bahaging pakikilamas sisikat ang gintong araw ng tagumpay...
mapiit ay tanda ng hindi pagsuko. layang sasalubong ako sa paglaya.
KILATIS (1956)
Palalong nanaog sa kanyang Cadillac Nang siya'y lumabas, kiming nilapitan
ang mayamang ginang na mayasong kilik ng isang babaing may kilik na sanggol
nasok sa balitang tindahan ng hiyas hihingi ng limos na pantawid -
bumili ng singsing na sampung kilatis. buhay.. .ang tanging tinanggap
ay sa asong kahol.

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11.7 Republic Cultural Heritage Awardees (1960-1971)
(Awards given on 12 June, Philippine

Independence Day)
1960: NVM Gonzales - poet and fictionist

1961: Nick Joaquin - poet, fictionist,
playwright, essayist, critic, Cesar Adib
Majul – historian
1962: Amado V. Hernandez - poet and
fictionist, Jose Garcia Villa- poet and
short story writer
1963: Kerima Polotan - fictionist
Teo S. Baylen - poet and fictionist
1964: Carlos A. Angeles - poet
Carlos Quirino – historian
1965: Carlos P. Romulo - essayist, novelist,
playwright
Horacio de la Costa - historian
Alejandrino G. Hufana- poet
Bienvenido N. Santos - poet and fictionist
1966: Inigo Ed. Regalado - novelist,
Alejandro G. Abadilla poet
Arturo B. Rotor - short story writer
1967: (no writer awardee)
1968: Domingo Abella historian, Ricardo Demetillo - poet
1970: Lazaro Francisco – novelist
1969: Nicolas Zafra – historian
1971: Lope K. Santos - novelist
F. Landa Jocano -anthropologist – writer

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Module 1 (Lit 111) Name: ____________________________________________
I. Paraphrase and Write a reflective essay on the following poetry.
“Lyric 12,” from Have Come, Am Here by José Garcia Villa
am so very am and is among the kings

speak so very speak in that danger steeple
and look my every hand
is for each all lovers’ sake where each air breathed
is a love to glow to sing
and nowherever time and each love wreathed
can farther never go is but God’s beginning
tomorrow cannot climb
over each least lovers’ brow because He can not be
until Am is Am in flame
my every vein rings fire is His dancing augury
now’s lifest rose: my skull to give love His name

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Chapter 12 Period of Activism (1970 - 1972)
tended Learninng Outcomes: At the end of this chapter, the students are expected to:
to:

period.
period.

According to Ponciano Pineda, youth activism in
1970-72 was due to domestic and worldwide causes.
Activism is connected with the history of our Filipino
youth.
- Because of the ills of society, the youth moved
to seek reforms. Some continued to believe that
the democratic government is stable and that it
is only the people running the government who
is at fault. Some believed that socialism or communism should replace democracy.
Some armed groups were formed to bring down the democratic form of government.
- Many young people became activists to ask for changes in the government. In the
expression of this desire for change, keen were the writings of some youth who were
fired with nationalism in order to emphasize the importance of their petitions.
- Many young activists were imprisoned in military camps together with rebel writers.
As early as this period of history, we can say that many of those writers who were
imprisoned were true nationalists and heroes of their time.
- Many books aptly record and embody these times but many of these are not known
to many and many of these writers still have to be interviewed. We just leave to
scholars and researchers the giving of credit where credit is due.
12.2 The Seeds of Activism
The seeds of activism resulted in the declaration of Martial

Law in 1972. We can, however, say that the seeds were earlier sown
from the times of Lapu-lapu, Lakandula, and Rizal. The revolution
against the powerful forces in the Philippines can be said to be the
monopoly of the youth in whose veins flow the fire in their blood.
What Rizal said of the youth being the hope of the Fatherland - is still
valid even today.

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12.3 Period of The Bloody Placards
The 1st quarter of 1970, it was a glorious time, a time of

terror and of wrath, but also a time for hope. The signs of
change were on the horizon. A powerful storm was
sweeping the land, a storm whose inexorable advance no
earthy force could stop, and the name of the storm was
history (Jose Lacaba).
Pineda also said that this was the time when the
youth once more proved that it is not the constant
evasions that shape our race and nationalism.
There is a limit to one's patience. It may explode like a
volcano if over strained.
12.4 The Literary Revolution
The youth became completely rebellious during this period. This

was proven not only in the bloody demonstrations and in the
sidewalk expressions but also in literature.
Campus newspapers showed rebellious emotions.
The once aristocratic writers developed awareness for society.
They held pens and wrote on placards in red paint the equivalent
of the word MAKIBAKA (To dare!).
They attacked the ills of society and politics. Any establishment
became the symbol of the ills that had to be changed.
The frustrations of youth could be felt in churches and schools.
Even the priests, teachers and parents, as authorities who should be respected became
targets of the radical youths and were thoughts of as hindrances to the changes they
sought.
The literature of the activists reached a point where they stated boldly what should be
done to effect these changes. Some of those who rallied to this revolutionary form of
literature were Rolando Tinio, Rogelio Mangahas, Efren Abueg, Rio Alma, and Clemente
Bautista.
12.5 Writings During the Period of Activism
The following is an example of the writings that prevailed during this period.
"Marahil dahop ang dila ko upang isaulo't ipaliwanag

Ang panaginip at kamatayan ng sanglaksang anak-pawis
Saksi ako sa palahaw ng mga dalagitang tila kinakatay na baboy
habang ginagahasa ng mga hayok na pulitiko't negosyante
Sa sabuyan ng putik ng mga kongresistang pagkuan, kapiling ang kani-kaniyang
alipores at Tagapayong Puti ay naguunahang ibenta ang bayan
Ano ang silbi ng kabayanihan? Ng limos na laurel at ginto?
Ipangangalan sa iyo'y isang kalyeng baku-bako o kaya'y
lumuting monumentong ihian ng mga lasenggo?"

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(A translation)…
Maybe my mind is impoverished to explain, to put to memory
The dreams and deaths of the poor
I'm witness to the cries of young girls butchered like pigs
While being raped by greedy politicians and businessmen.
In the mudslinging of congressmen, who at once join
their followers and alien advisers who compete to sell country
What price heroism? Of laurel and golden alms?
They'll name you after a crooked street or a mossy
monument which drunkards use for throwing.
The irreverence for the poor reached its peak during this period of the mass
revolution. These few stanzas written in English from a poem of Federico Licsi Espino will
prove this:
"Hands that broadcast sweat Why should they who roast
Brandish placards of protest The suckling grown loan on verbiage?
In the haciendas of Negros Why should they who plant and grind
Sugar cane turns bitter The corn grows thin on grit and homing?
In the rice granaries of Luzon Strike! Strike! Strike!
Hatred, hammers, sickles, A dormant hate errupts
On old newspapers Bundok Buntis, Arayat! Kanlaon!
Students write the rubrica of dissent
It was also during this period that Bomba films that discredit our ways as Filipinos
started to come out.
12.6 Palanca Awardees for Literature in English
(Established in 1950, the Palanca Memorial Awards for Literature had been
giving cash prizes for short story, poetry and one-act play writing as an
incentive to Filipino writers.
The prizes come from La Tondena, Inc., the firm founded by the late Carlos
Palanca Sr. For the list of winners from 1950 51 to 1960-70, we
recommended Alberto S. Florentino's "Twenty Years of Palanca Awards.")
ENGLISH SHORT STORY

1970-71
First Prize - "THE RITUAL" - Cirilo F. Bautista
Second Prize - "BEAST IN THE FIELDS" - Resil Mojares
Third Prize - "CHILDREN OF THE CITY" - Amadis Ma. Guerrero
1970-71
First Prize - "THE ARCHIPELAGO" - Cirilo F. Bautista
Second Prize - "FIVE POEMS" - Wilfredo Pascua Sanchez
Third Prize "FROM MACTAN TO MENDIOLA" - Federico Licsi Espino, Jr.
ENGLISH POETRY
1971-72
First Prize - "THE TOMATO GAME" - N.V.M. Gonzales
Second Prize - "THE APOLLO CENTENNIAL" - Gregorio C. Brillantes
Third Prize - "AFTER THIS, OUR EXILE" - Elsa Martinez Coscolluela

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1971-72
First Prize - "BATIK MAKER AND OTHER POEMS" – Virginia R. Moreno
Second Prize - "THE EDGE OF THE WIND" - Artemio Tadena
Third Prize - "TINIKLING (A SHEAF OF POEMS)" – Federico Licsi Espino, Jr.
ENGLISH ONE-ACT PLAY

1970-71
First Prize - "THE GROTESQUE AMONG US" - Maiden Flores
Second Prize - "AGE OF PROMETHEUS" - Jesus T. Peralta
Third Prize - "OPERATION PACIFICATION" - Alfredo O. Cuenco, Jr.
1971-72
First Prize - "GRAVE FOR BLUE FLOWER" - Jesus T. Peralt
Second Prize - "THE UNDISCOVERED COUNTRY" - Manuel M. Martell
Third Prize - The judges recommend that in as much as the three third prize winners are
especially deserving, the prize of P1,000.00 be divided among these three:
"THE BOXES" - Rolando S. Tinio
"NOW IS THE TIME FOR ALL GOOD MEN TO COME TO THE AID OF THEIR
COUNTRY"
- Julian E. Dacanay
"THE RENEGADE" - Elsa Martinez Coscolluela
12.7 Writers During This Period
Jose F. Lacaba, in his book DAYS OF

DISQUIET, NIGHTS OF RAGE; THE FIRST
QUARTERS STORM AND RELATED EVENTS,
wrote of the tragic and tumultuous
moments in our country's history.
• Describing this period, he writes:
"That first quarter of the year 1970. It was a glorious
time, a time of terror and of wrath, but also a time for
hope. The signs of change were on the horizon. A
powerful storm was sweeping the land, a storm
whose inexorable advance no earthly force could stop,
and the name of the storm was history."
• He mentions that those students demonstrating at
that time knew and were aware that what they were
doing would be crucial to our country's history. Student leaders thought up grandiose
names for their organizations and hence, the proliferation of acronyms like SUCCOR,
YDS, KTPD, SAGUPA, SMP, KKK, KM, MDP, and SDK.
• Politicians endorsed bills for those who interfered with student demonstrators. Mayor
Antonio Villegas himself, on Feb. 18, 1970, led demonstrators away from angry
policemen.
• Other politicians wrote about condemnation of police brutalities, like:
Eva Estrada Kalaw,
Salvador Laurel,
Benigno Aquino Jr.
• Lacaba's book is truly representative of writers who were eyewitnesses to this time
"of terror and wrath."

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Other writers strove to pour out their anguish and frustrations in words describing
themselves as "gasping for the air, thirsting for the water of freedom." Thus, the
Philippine enter for the International PEN (Poets, Essayists, and novelists) held a
conference centering on the "writer's lack of freedom in a climate of fear.” For a day they
denounced restrictions on artistic freedom and passionately led a plea for freedom.
Among the writers in his group were:
Nick Joaquin, S. P. Lopez, Gregorio Brillantes,
F. Sionil Jose, Petronilo Daroy, Letty Jimenez Magsanoc,
Mauro Avelina, Jose W. Diokno.
People in the other media participated in this quest for freedom.

- Journalists Jose Burgos Jr., Antonio Ma. Nieva,;
- movie director Lino Brocka,
- art critic Leonidas Benesa,
- book publisher Gloria Rodriquez and
- music critic Anna Leah S. de Leon were battling head - on against censorship.
• They came up with resolutions that pleaded for causes her than their own - like
the general amnesty for political prisoners, and other secret decrees restricting
free expression.
• They requested editors and publishers to publish the real names of writers in their
columns.
• It called on media to disseminate information on national interest without
partisan leanings and resolved to be united with all causes decrying oppression
and repression.

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Module 1 (Lit 111) Name: ____________________________________________
I. Choose at lest one (1) Palanca award winning genre of literature during the period
of the Rebirth of Freedom to view or read and analyze. Below, write a Reflection
Paper following the Reflection Format, as your guide.

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Chapter 13 Period of the New Society (1972-1980)
Intended Learning Outcomes:At the end of this chapter, the students are expected to:
1.Trace the historical development of literatures in the Philippines during this period;
2. Describe the Philippine literature during the period;
3. Name the literary genres and literary pieces of the period;
4. Enumerate writers who contributed to the flourishing of literature during the priod;
5. Analyze literary pieces;
The period of the New Society started on

September 21, 1972. The Carlos Palanca
Awards continued to give annual
awards. Almost all themes in most writings
dealt with the development or progress of
the country –like the Green Revolution,
family planning, proper nutrition,
environment, drug addiction and pollution.
- The New Society tried to stop

pornography or those writings giving bad
influences on the morals of the people. All school newspapers were temporarily
stopped and so with school organizations.
- The military government established a new office called the Ministry of Public Affairs
that supervised the newspapers, books and other publications. The government took
part in reviving old plays like the Cenaculo, the Zarzuela and the Embayoka of the
Muslims.
- The Cultural Center of the Philippines, the Folk Arts Theater and even the old
Metropolitan Theater were rebuilt in order to have a place for these plays. Singing
both Filipino and English songs received fresh incentives. Those sent abroad promoted
many Filipino songs.
- The weekly publications like KISLAP, and LIWAYWAY helped a lot in the development
of literature. These became outlets for our writers to publish many of their works.
13.2 Filipino Poetry During the Period of the New Society
Themes of most poems:

- dealt with patience,
- regard for native culture,
- customs and the beauties of nature and surroundings.

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Those who wrote poetry during this period were:
1. Ponciano Pineda,
2. Aniceto Silvestre,
3. Jose Garcia Revelo,
4. Bienvenido Ramos,
5. Vicente Dimasalang,
6. Cir Lopez Francisco, and
7. Pelagio Sulit Cruz.
Many more composers added their bit during this period. Among them were
Freddie Aguilar, Jose Marie Chan and the group Tito, Vic and Joey. ANAK of Freddie Aguilar
became an instant success because of the spirit and emotions revealed in the song. There
were even translations in Japanese and in other languages.
13.3 The Play Under the New Society
The government led in reviving old plays and dramas, like the Tagalog Zarzuela, Cenaculo
and the Embayoka of the Muslims which were presented in the rebuilt Metropolitan
Theater, the Folk Arts Theater and the Cultural Center of the Philippines.
- Many schools and organizations also presented varied plays. The Mindanao State
University presented a play Sining Embayoka at the Cultural Center of the Philippines.
- In 1977, the Tales of Manuvu, a new style of rock of the ballet opera was also added
to these presentations. This was performed by Celeste Legaspi, Lea Navarro, Hadji
Alejandro, Boy Camara, Anthony Castello, Rey Dizon and choreographed by Alic
Reyes. Even the President’s daughter at the time participated as a performing artist
in the principal role of Santa Juana of Koral and in The Diary of Anne Frank.
The following organizations contributed a lot to the development of plays
1. PETA of Cecille Guidote and Lino Brocka

2. Repertory Philippines: of Rebecca Godines and Zenaida Amador
3. UP Repertory of Behn Cervantes
4. Teatro Filipino by Rolando Tinio
13.4 Radio and Television
Radio continued to be patronized during this period.

The play series like SI MATAR, DAHLIA, ITO AND PALAD
KO, and MR. LONELY were the forms of recreation of
those without television.
- Even the new songs were first heard over the

airwaves. However, many performing artists in
radio moved over to television because of higher pay. Among these were Augusto
Victa, Gene Palomo, Mely Tagasa, Lina Pusing, and Ester Chavez.
- Popular television plays were GULONG NG PALAD, FLOR DE LUNA, and ANNA LIZA.
SUPERMAN AND TARZAN were also popular with the youth

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13.5 Filipino Films
A yearly “Pista ng mga Pelikulng Pilipino” (Yearly Filipino Film Festival)

was held during this time. During the festival which lasted usually for a
month, only Filipino films were shown in all theaters in Metro Manila.
Prizes and trophies were awarded at the end of the festival in recognition
of excellence in film making and in role performances.
New kinds of films without sex or romance started to be made but which were
nevertheless well-received by the public.
Among these were:
1. MAYNILA…SA MGA KUKO NG LIWANAG written by Edgardo Reyes and filmed

under the direction of Lino Brocka. Bembol Roco was the lead role.
2. MINSA’Y ISANG GAMU-GAMO; Nora Aunor was the principal performer here.
3. GANITO KAMI NOON…PAANO KAYO NGAYON: led by Christopher de Leon and
Gloria Diaz.
4. INSIANG: by Hilda Koronel
5. AGUILA: led by Fernando Poe Jr., Jay Ilagan and Christopher de Leon
Sex films could not be shelved. Foreign, as well as local films

dealing the bold themes were the vehicles of producers to earn
more money.
13.6 Comics, Magazines and Other Publications
During this period of the New Society, newspapers donned new

forms. News on economic progress, discipline, culture, tourism
and the like were favored more than the sensationalized
reporting of killings, rape and robberies.
The leading papers during this period were:
1. BULLETIN TODAY 5. PILIPINO EXPRESS

2. TIMES JOURNAL 6. PHILIPPINE DAILY EXPRESS
3. PEOPLES JOURNAL 7. EVENING POST
4. BALITA 8. EVENING EXPRESS
LIWAYWAY had been an old-time favorite of the Filipinos since

1920. Other magazines were:
1. KISLAP 3. EXTRA HOT

2. BULAKLAK 4. JINGLE SENSATION
Like mushrooms, comics also proliferated

everywhere and were enjoyed by the masses. Among
these were:
1. PILIPINO 4. HIWAGA
2. EXTRA 5. KLASIK
3. LOVE LIFE 6. ESPESYAL

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13.7 Palanca Awardees
SHORT STORY CATEGORY

1972-73
First Prize – “SPOTS ON THEIR WINGS AND OTHER STORIES”–Antonio
Enriquez
Second Prize – “ON FRIENDS YOU PIN SUCH HOPES”–Ines Taccad Camayo
Third Prize – “THE LIBERATION OF MRS. FIDELA MAGSILANG”–Jaime A. Lim
1973-74
First Prize –“THE CRIES OF CHILDREN ON AN APRIL AFTERNOON IN THE YEAR 1957”–
Gregorio C. Brillantes
Second Prize –“THE WHITE DRESS”–Estrella D. Alfon
Third Prize –“TELL ME WHO CLEFT THE DEVIL’S FOOT”–Luning Bonifacio Ira
Honorable Mention –“SCORING”–Joy T. Dayrit
1974-75
First Prize –co-winners
1. “THE DAY OF THE LOCUSTS”–Leoncio P. Deriada
2. “ROMANCE AND FAITH ON MOUNT BANAHAW”–Alfred A. Yuson
Second Prize –co-winners

1. “THE MAN WHO MADE A COVENANT WITH THE WIND”– Cirilo F. Bautista
2. “ONCE UPON A CRUISE: GENERATIONS AND OTHER LANDSCAPES”
– Luning Bonifacio Ira
3. “AGCALAN POINT”–Jose Y. Dalisay, Jr.
Third Prize –co-winners

1. “THE DOG EATERS”–Leoncio P. Deriada
2. “THE PEOPLE’S PRISON”–Mauro R. Avena
3. “DISCOVERY”–Dr. Porfirio F. Villarin, Jr.
4. “A SUMMER GOODBYE”–Linda Ledesma and Benjamin Bautista
PLAY CATEGORY
1972-73
First Prize –“THE HEART OF EMPTINESS IS BLACK”–Ricardo Demetillo
Second Prize –“GO, RIDER!”–Azucena Crajo Uranza
Third Prize –“THE RICEBIRD HAS BROWN WINGS”–Federico Licsi Espino, Jr.
1973-74
First Prize (No Award)
Second Prize –“AFTERCAFE –Juan H. Alegre
Third Prize –“DULCE EXTRANJERA”–Wilfredo D. Nollede
1974-75
First Prize –“A LIFE IN THE SLUMS”–Rolando S. Tinio
Second Prize –“PASSWORD –Paul Stephen Lim
Third Prize –“THE MINERVA FOUNDATION”–Maidan Flores

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POETRY CATEGORY
1972-73
First Prize –“CHARTS”–Cirilo F. Bautista
Second Prize –“A TRICK OF MIRRORS”–Rolando S. Tinio
Third Prize –“ALAPAAP’S MOUNTAIN”–Erwin E. Castillo
1973-74
First Prize –co-winners
1. “MONTAGE”–Ophelia A. Dimalanta
2. “IDENTITIES”–Artemio Tadena
Second Prize –co-winners

1. “BOXES”–Ricardo de Ungria
2. “GLASS OF LIQUID TRUTHS”–Gilbert A. Luis Centina III
Third Prize –co-winners

1. “A LIEGE OF DATUS AND OTHER POEMS”–Jose N. Carreon
2. “RITUALS AND METAPHORS”–Celestino M. Vega
1974-75
First Prize –“TELEX MOON”–Cirilo F. Bautista
Second Prize –“ADARNA: SIX POEMS FROM A LARGER CORPUS”
–Wilfredo Pascua Sanchez
Third Prize –“THE CITY AND THE THREAD OF LIGHT”–Ricardo Demetillo
13.8 Republic Cultural Heritage Awardees (1960-1971)
National Artists
1973 Amado V. Hernandez (Posthumous)/(Literature)

Jose Garcia Villa (Literature)
Francisco Reyes Aquino (Dance)
Carlos V. Francisco (Posthumous) (Painting)
Antonio J. Molina (Music)
Guillermo Tolentino (Sculpture)
1976 Nick Joaquin (Literature)

Napoleon V. Abueva (Sculpture)
Pablo Antonio (Posthumous) (Architecture)
Lamberto V. Avellana (Movies)
Victorio G. Edades (Painting)
Jovita Fuentes (Music)

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Module 1 (Lit 111) Name: ____________________________________________
I. Track the themes of the literary pieces during the Period of the New Society that
depicted good values and influences to Filipino life. Choose at least five (5) different
genres. Write a Reflection Paper based from the themes being tracked.

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tended Learninng Outcomes:Period
At the endof thechapter,
of this Thirdthe
Republic (1981-1985)
students are expected to:
Chapter
1.
14
period.
period.
After ten years of military rule and some changes in the life of
the Filipino which started under the New Society, Martial Rule
was at last lifted on January 2, 1981. To those in government,
the lifting of military rule heralded a change. To their
perceptions, the Philippines became a new nation and this;
former President Marcos called “The New Republic of the
Philippines.”
A historian called this as the Third Republic.

The First Republic he claimed was during the Philippine Republic
of Emilio Aguinaldo when we first got our independence form
the Spaniards on June 12, 1898.
The Second was when the Americans granted us our

independence on July 4, 1946. This period, January 2, 1981, was
the Third Republic when we were freed from Military Rule.
During this period, it cannot be denied that many people
seethed with rebellion and protest because of the continued
oppression and suppression.
This was further aggravated when former Senator Benigno S. Aquno Jr., the idol of the
Filipino masses, whom they hoped to be the next president, was president, was brutally
murdered on August 21, 1983. This stage of the nation had its effect on our literature.
- After the Aquino assassination, the people’s voices could no long be contained.
- Both the public and private sectors in government were chanting, and shouting;
women, men and the youth became bolder and their voices were raised in dissent.
- We can say that Philippine literature, in spite of the many restrictions, still
surreptitiously retained its luster.

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14.2 The Palanca Awards
The Don Carlos Palanca Memorial Awards for literature which was
launched in 1950, continued its recognition of the best in the literary fields
–poetry, short story, essays, and the one and three-act plays. In 1984, the
Palanca Awards started choosing the best in novel writing. This contest,
held every three years, gives time for local writers to write more beautiful and quality
works. The next contest on the best novel was held in 1987. La Tondeña continues to be
its sponsor.
In 1981, the winners were the following:

First Prize: Jessie B. Garcia’s –“In Hog Heaven”
Second Prize: Luning Bonifacio – Ira’s “The Party Hopper”
Third Prize: Jesus Q. Cruz – “In These Hallowed Halls”
In 1982, those who won were:
First Prize: “Heart Island” by Jose Dalisay Jr.
Second Prize: “Pas de Deux” by Azucena Grajo Uranza
Third Prize: “The Sky Is Always Blue” by Joe Marie A. Abueg
In 1983, the mood was restive, characteristics of the times. The nation was angry after
the murder of opposition leader Benigno Aquino but the awards ceremonies continued
after a delay. The winners are:
First Prize: “Oldtimer” by Jose Dalisay Jr.
Second Prize: “Games” by Jesus O. Cruz
Third Prize: “Perfect Sunday” by Jose Y. Ayala
First Prize in poetry (Pilipino): Jose F. Lacaba
Second Prize (English essay): Gregorio Brillantes
Third Prize (English essay): Adrian Cristobal
In 1984, the winners were:

First Prize: “The Reprieve” by Susan S. Lara
Second Prize: “The Tangerine Gumamela” by Sylvia Mendez Ventura
Third Prize co-winner: “The Little Wars of Filemon Sayre” by Lemuel Torrevillas
Third Prize: “Stranger in an Asian City” by Gregorio Brillantes
In 1985, those who won were:

First Prize: “The Hand of God” by Conrado de Quiros
First Prize: “A Novel Prize for Jorge” by Eli Ang Barroso
No awards for second prize
Third Prize: “Mecca of the East” by Charles Loong
In 1984, the Palanca Awards started choosing the best in novel writing. This contest, held
every three years, gives time for local writers to write more beautiful and quality works.
The next contest on the best novel was held in 1987. La Tondeña continues to be its
sponsor.

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14.3 Filipino Poetry
Poems during this period of the Third Republic were romantic and revolutionary. Writers
wrote openly of their criticism against the government. The supplications of the people
were coached in fiery, colorful, violent, profane and insulting language.
Example: Death Like Stone for Benigno S. Aquino Jr. from Philippine Panorama
Filipino Songs
Many Filipino songs dealt with themes that were really true-to-life like those of grief,
poverty, aspirations for freedom, love of God, of country and of fellowmen. Many
composers, grieved over Ninoy Aquino’s treacherous assassination composed songs.
Among them were Coritha, Eric and Freddie Aguilar. Coritha and Eric composed a song
titled LABAN NG BAYAN KO and this was first sung by Coritha during the National
Unification Conference of the Opposition in March, 1985.
This was also sung during the Presidential Campaign Movement for Cory Aquino to inspire
the movement against Marcos in February 1986. Freddie Aguilar revived the song BAYAN
KO which was written by Jose Corazon de Jesus and C. de Guzman during the American
period.
Tagalog lyrics:
English translation: English translation:
Bayan Ko My Country (literal translation) My Country (melodic translation)
My country, the Philippines, Philippines, my country, my

land of gold and flowers, homeland,
Ang bayan kong Pilipinas, It was Love that, as per her fate, Gold and flowers in her heart
lupain ng ginto’t bulaklak. Offered up beauty and splendor. abound,
Pag-ibig ang sa kaniyáng And with her refinement and Blessings on her fate did love
palad, beauty, bestow,
nag-alay ng ganda’t dilág. The foreigner was enticed; Sweet beauty's grace and
At sa kaniyáng yumi at ganda, My country, you were made splendor's glow.
dayuhan ay nahalina. captive, How her charms so kind and
Bayan ko, binihag ka, Mired in suffering. tender
nasadlak sa dusa. Drove the stranger to desire her;
Even the bird that is free to fly, Land of mine, in fetters kept,
Ibon mang may layang cage it and it cries! You suffered as we wept.
What more for the country most
lumipad,
splendid, Birds that freely claim the skies to
kulungin mo at umiiyak!
would she not yearn to break fly
Bayan pa kayáng sakdal-dilag, free? When imprisoned mourn, protest
ang ‘di magnasang makaalpas? Philippines, which I treasure, and cry!
Pilipinas kong minumutya, Nest of my tears and suffering; How more deeply will a land most
pugad ng luhá ko’t dalita, My aspiration: fair,
aking adhika: to see you absolutely free! Yearn to break the chains of sad
makita kang sakdal laya! despair?
Philippines, my life's sole burning
fire,
Cradle of my tears, my misery;
All that I desire:
To see you rise, forever free!

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Philippine Films
The yearly Festival of Filipino Films continued to be held

during this period. The people’s love for sex films also was
unabated. Many producers took advantage of this at the expense
of public morality. Example: Scorpio Nights (1985)- an erotic thriller
film directed by Peque Gallaga for Regal Films. It was written by T.E.
Pagaspas and Romel Bernardino and screenplay by Rosauro "Uro" dela
Cruz.
Poetry in English
Most especially, during the wake of the tragic BenignoAquino Jr.’incident, people
reacted with shock, appalled by the suddenness and the unexpectedness of events.
Alfredo Navarro Salanga, a consistent writer of Philippines Panorama Magazine in his
column “Post-Prandal Reflections” aptly said it: “darkness in the mind and soul is how
some forgotten poet puts it. Its suddenness was so profound that we couldn’t but react
to it in any other way.”Elemental to us (poets or writers) was how to grasp to some
meaning –in a symbol, a phrase or word –in the language of heart and tongue, the poet’s
only candles. So, we tried to reach out in the next and perhaps the only way we could: by
putting pen to paper and speaking out –as partisans in a human drama. Poets,
surprisingly, by common consent, found themselves writing on a common subject.
Reproduction of some of them is reprinted here. We aptly call them Protest Poetry of the
‘80’s.
❖ The themes of most poetry during this time dealt with courage, shock and grief
over the “treachery inflicted upon Aquino.”
14.4 Media of 1983
Sheila S. Coronel, a PANORAMA staff stalwart, reporting on the state of the media during
these times said: it was a year of ferment, and change, of old problems made more
oppressive by the new throbbing beat of the times.” For journalists, it was a year loaded
with libel charges, lawsuits and seditious trials which they gallantly bore as harassment
suits.
JAJA (Justice for Aquino, Justice for All) Movement called for a boycott of
government –controlled newspapers in protest of media suppression.
- People picketed newspapers offices with coffins to symbolize the death of press
freedom.
- In campuses, newspapers were set afire to protest lack of free expression.
Journalists suffered physically and otherwise.
- Journalists of 3 major dailies demanded a dialogue with their publishers to
“restore credibility and respectability”to newspapers.

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- Opposition tabloids flourished. They sold our papers with the red news to the
starved public; hence, smut magazines like the TIKTIK, PLAYBOY SCENE, and
SAKDAL also played the sidewalks.
- Radio led by RADIO VERITAS started reporting coverage of demonstrations.
Information Minister Gregorio Cendañacalled the tabloids the “mosquito
press”and called their new “political pornography.” However, there was a
perceptible liberalization of editorial policies in the major newspapers.
14.5 Children’s Books
Among the well-loved forms of writing which abounded during this period were
those of children’s stories. The Children’s Communication Center (CCC) directed by poet
and writer Virgilio S. Almario already has built up an impressive collection of these kinds
of books. The following are some of the books of the period.
- 1982: PLAYS FOR CHILDREN by JameB. Reuter S.J. (New Day Pub.)
- 1983: STORY TELLING FOR YOUNG CHILDREN 1983: JOSE AND CARDO by Peggy Corr
Manuel
(PROSE)FABLES
The people’s cry of protest found outlets not only in poetry but also in veiled prose
fables which transparently satirized the occupants of Malacañang. Among those that saw
prints were:
1. The Crown Jewels of Heezenhurstby Sylvia Mendez Ventura
2. The Emperor’s New Underwear by MeynardoA. Macaraig
3. The King’s Cold by BabethLolarga
4.The Case of the Missing Charisma (unfinished) by Sylvia L. Mayuga.
In all the fables, the king, differently referred to as Totus Markus or the king or
Haring Matinik was meant to poke fun at the ruler at Malacañang; similarly, Reyna
Maganda or the Queen, was a veiled thrust at his queen. They were both drunk with
power and were punished in the end for their misdeeds.
14.6 The State of Philippine Literature in English
Isagani Cruz, writing about Philippine literature in the “Age of Ninoy,” makes the
following observations: “Philippines literature is definitely changing,”and he summarizes
these as follows:
1. Change in the direction of greater consciousness in content and form.
2. Change in the number of readers and the number of writers and the kind of class of
writers. Writers who joined the ranks came not only from the established or
professional groups but from all ranks –clerks, secretaries, drivers, housewives,
students; in short, the masses.
3. The resurgence of Balagtasismoand the continued dominance of Modernismo. While
Balagtas is turned its back on the American challenge to Philippine literature its

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conservative conventions, Modernismoadapted Americanization for its own
ends.
4. The birth of a new poetic movement still dims in outline.
5. The apparent merging of the erstwhile separate streams of oral and written
literature.
14.7 Contemporary Period (1986- present)
14.7.1 Characteristics
Contemporary literature reflects current trends in life and culture, these things
change often, contemporary literature changes as well. It reflects the author’s
perspective and can come across as cynical. It questions facts, historical perspectives and
presents two contradictory arguments side by side
Contemporary literature features a somewhat modern narrative, but it also contains a
harsher reality.
- Daring or controversial choice of subject matter.

- Very innovative in structure and style.
- Influence of different –isms and literary trends from the West .
- Characters have become more three-dimensional.
- Characters, plot structure and narrative techniques are more complex.
- Gay and lesbian literature came out.
- Excellent mastery of the English language and literary forms is evident.
- TV and films have become more popular.
- Filipino writer has become more conscious of his art with the proliferation of writers
workshops here and abroad and the bulk of literature available to him via the mass
media including the internet.
- Filipino writers continue to write poetry, short stories, novellas, novels and essays
whether these are socially committed, gender/ethnic related or are personal in
intention or not.
A new reality blossomed in the post-war mind, and it included a personal cynicism,
disillusionment, and frustration that is common to this literary period. Typical
characteristics of the contemporary period include:
- reality-based stories with strong characters and a believable story.
- Settings usually keep to the current or modern era, so futuristic and science fiction
novels are rarely included in this category.
- Well-defined, realistic, and highly developed characters are important in classifying a
written work as contemporary, and
- most writing in this category features stories that are more character driven than plot
driven.
- English and Filipino continue to be the major media of literature.
- Literature as a venue for socio-politico-economic-religious discussions and a vehicle
for personal thoughts and feelings has become more marked.
- Literary themes cover a wide range of subjects most outstanding among which are
existentialism and the search for identity in varying levels and settings, deception and
violence.
- According to critics, the essays, short stories and poems written subsequently have
proved “tending”.

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- The literary style and content of the literature written during this period have become
more Filipino than ever before.
14.7.2 Literary Forms and Examples
Essay
Filipino essays address societal issues, are freer and daring, manifesting a more
liberated atmosphere, however pointing out moral degradation, indicating injustice,
suggesting alternatives, and directing thought.
Short story
The contemporary Filipino short story writers are now at their highest point of
self-assertion. The writers have gradually shifted from themes of personal problems and
rural life to themes of national problems and city life. They showed a growing mastery of
a well-handled conflict, effective technique, imaginative expression, and compelling
characterization. The Filipino writers succeeded in discovering a style by which they can
express Filipino psychology in a foreign language as medium.
Examples:
1. “A Song in the Wind.” Paterno, Maria Elena. 1992

2. “Green Rose.” Remoto, Danton. 1994
3. “Fixing a Flat.” Ong, Charlson. 1996
4. “Fish Dealer’s Tale.” Montes, Timothy. 1996
5. “The Faithful Old Lady.” Syjuco, Miguel. 1997
6. “Fish Hair Woman.” Bobis, Merlinda. 1999
7. “Sanded Soles.” Gonzales, Ma. Romina. 1999
8. “Happy Endings.” Katigbak, Luis Joaquin. 1999
9. “Portents.” Zafra, Jessica. 2000
10. “Skin Art.” Pasion, Andrea. 1998
11. “Reconnaissance.” Sering, Tara FT. 2001
12. “Corporeality.” Cuyugan, Tina. 2003
13. “The Death of Fray Salvador Montano, Conquistador of Negros.” Lucero, Rosario
Cruz. 2001
14. “Old Movies.” Casocot, Ian. 2002
15. “Weight.” Sitoy, Lakambini. 2004
16. “Tenacity.” Groyon, Vicente Garcia. 2004
17. “Failure to Punctuate.” Eliserio, U. Z. 2005
18. “The Woman in the Box.” Dalisay, Jose, Jr. 2008
19. “Six from Downtown.” Alfar, Dean Francis. 2010
20. “Professor Quemada’s Last Words.” Gamalinda, Eric. 2010
21. Ang Pinakahuling Kwento ni Huli (The Very Last Story of Huli)
22. The Execution – Charlson Ong
23. Kabilang sa mga Nawawala (Among the Disappeared) – Ricardo Lee
24. Geyluv – Honorio Bartolome de Dios

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Poetry
Filipino poets showed further development in skill and originality in the Modern
Period. The Filipino poet has displayed considerable consciousness which has led him
toward artistic originality and a growing sense of creative sensibility. “Contemporary
poetry ’says Teodoro Locsin is definitely symbolic. It avoids direct statement. It does not
say what it means, it merely hints, suggests, through the use of symbols”.
1. “Elemental.” Evasco, Marjorie.

2. “Queen.” Baytan, Ronald.
3. “Glue Children.” Realuyo, Bino.
4. “Sturm and Drang.” Macansantos, Francis.
5. “Ghost Pain.” Dimalanta, Ophelia.
1. “The Year of the Comet.” Arvin Mangohig.
2. “On This Site Will Soon Rise a Shopping Mall.” Yuson, Alfred.
3. “Postscript.” Katigbak, Mookie.
4. “Echolalia.” Manalo, Paolo.
5. “Fishbone.” Nezhukumatathil, Aimee.
6. “The Muse This Time.” Linmark, R. Zamora.
7. “hi-density.” de Veyra, Lourd Ernest.
8. “Double Takes.” Valdellon, Naya.
9. “Flood.” Suarez, Angelo.
10. “Too Many Movies.” Reyes, Isabelita.
11. “Apology.” Garcia, J. Neil.
12. “Geography Lesson.” Cruz, Conchitina.
13. “Letterpress.” David, Mabi.
14. “Baguio, the Return.” Galan, Ralph Semino.
15. “The Cave.” Toledo, Joel.
Drama
During the contemporary period, the drama has become alive because of the
formation of various theater groups like the Barangay Theater, Dramatic Philippines,
Manila Theater Guild and others. The Palanca Awards which other substantial prizes in
literary contests continue to stimulate Filipino playwrights. Philippine drama in English
has gained firmer hold with the teaching of drama in the colleges and the production of
plays as concrete achievement thereafter.
Play
Scriptwriting, a popular and developing literature form is probably due to the

growing interest in TV and the visual arts.
14.7.3 Writers and their works
JOEY DALISAY JR.

List of works:
Novels
-Killing Time in a Warm Place,1992

– Soledad’s Sister, 2008

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Plays
– Madilimang Gabi sa Laot at Iba Pang Mga Dulang Ligaw na Pag-Ibig, 1993
– Pagsabog ng Liwanag/ Aninag, Anino, 1996
-Ang Butihing Babaeng Timog/Mac Malicsi, TNT, 1997
Screenplays
-Tayong Dalawa, 1994

-Miguelito, 1995
-Saranggola, 1999
Nonfiction
-The Best of Barfly, 1997 – The Lavas: A Filipino Family, 1999

– Man Overboard, 2005 -“Wash: Only a Book keeper”, 2009
– “Builder of Bridges: The Rudy Cuenca Story,” 2010 other books
-(As editor) Kasaysayan: The Story of the Filipino People, 1998
– The Filipino Flag, 2004
-Journeys with Light: The Vision of Jaime Zobel, 2005
KATRINA TUVERA
Books:
– The Jupiter Effect

-Testament and Other Story
MIGUEL SYJUCO
Miguel Syjuco (born November 17, 1976) is a Filipino writer from Manila
and the grand prize winner of the 2008 Man Asian Literary Prize for his first
novel Ilustrado.
Book:
- Ilustrado
LOUIE MAR GANGCUAGCO
Books:
--Gee, My Grades Are Terrific: A Student’s Guide to
Academic Excellence

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Orosa-Nakpil, Malate
is a self-published novel by a student named Louie Mar Gangcuangco in
2006.
The story revolves around Dave, a young medical student who frequently
goes to Malate. In Barn, a bar that houses a dark room, he meets the men
who entangle him in a web of love, vengeance, and sex.
LUALHATI BAUTISTA
Works:
-Gapo
– Dekada ‘70
-Bata, Bata, Pa’no Ka Ginawa
-Bulaklaksa City Jail
-Kung Mahahawi Man ang Ulap
SIONIL JOSE
Novels:
-Po-on
-The Pretenders
-My Brother, My Executioner
-Mass
-Tree
-Gagamba
-Sin
BOB ONG
Books:
– ABNKKBSNPLAko?!
-Bakit Baligtad Magbasa ng Libro ang mga Filipino
– Ang Paboritong Libro ni Hudas
-Alamat ng Gubat
– Stainless
-Longganisa
-Macarthur
-Kapitan
-Sino
– Ang mga Kaibigan ni Mama Susan

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GINA APOSTOL
Works:
-Bibliolepsy
-Charlie Chan is Dead 2
-The Revolution According to Raymundo
-Mata
LAKAMBINI A. SITOY
Works:
-Sweet Haven
-Mens Rea and Other Stories
-Jungle Planet
FH BATACAN
Work:
Smaller and Smaller Circles
14.7.4 69th Palanca Awards names winners
NOVEMBER 8, 2019 ─ Literary excellence took the spotlight once again as

winning authors of the 69th Carlos Palanca Memorial Awards for
Literature were honored earlier in the evening at the Peninsula Manila in
Makati City.
A total of 56 writers, 32 of which are first-time awardees, were chosen as this year’s
recipients. Two of the authors each bagged prizes in two separate categories, with one
being a first-time winner.
With the bi-annual Novel and Nobela categories open this year, the total number of
writing categories awarded was 22. All winning entries were evaluated and chosen by an
elite roster of literary personalities from various fields.
Following is the list of winners of the 69th Palanca Awards:
KABATAAN DIVISION
KABATAAN SANAYSAY
1st Prize Marielle M. Calicdan - Echo Mula Sa Gatilyo
2nd Prize Mark Andy Pedere - Sa Pilang Salungat sa Manghuhula at Bolang Kristal
3rd Prize Adrian Pete Medina Pregonir - Noon Akto-o He'n Fa Gali Em (May
Katotohanan pa pala)
KABATAAN ESSAY
1st Prize Enrico Miguel Pe Aguirre Perez - Thoughts on Eden
2nd Prize Criscela Ysabelle A. Racelis - Before You Click
3rd Prize Ann Jeline R. Pablo - The Naught of What-is, What-ifs, and Whats-not

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FILIPINO DIVISION
MAIKLING KUWENTO
1st Prize Eros S. Atalia - Si Etot
2nd Prize Benjamin Joshua L. Gutierrez - Dahil Wala Kaming Tubig
3rd Prize Allan Alberto N. Derain - Hilaw at Luto sa Bangkete ni Kapitan Gimo
MAIKLING KUWENTONG PAMBATA
1st Prize Luis P. Gatmaitan, M.D. - Maselan ang Tanong ng Batang si Usman
2nd Prize Victoria Estrella C. Bravo - Ako ang Kuya
3rd Prize Jacqueline V. Franquelli - Anak ng Tinapay
SANAYSAY
1st Prize Marianne Mixkaela Z. Villalon - Form & Content: Sandata sa Panahon
ng Disimpormasyon at War on Drugs
2nd Prize Wilfredo O. Pascual Jr. - Sumasaiyo
3rd Prize Reson A. Gregorio - Wala sa Langit si Hesus
TULA
1st Prize Lamberto E. Antonio - Turno Kung Nokturno at iba pang Tiyempo
ng Rilyebo sa Pagberso
2nd Prize Ralph Lorenz G. Fonte, M.D. - Ang Wika ng Dagat ay Layo
3rd Prize Allan John Andres - Yaong Hindi Maaaring Hawakan nang Buo
TULA PARA SA MGA BATA

1st Prize WALANG NAGWAGI
2nd Prize John Romeo L. Venturero Ganito sa Pabrika
3rd Prize German Villanueva Gervacio Ang Totoo Raya, ang Ulan ay Luha ng
Bituin
DULANG MAY ISANG YUGTO

1st Prize WALANG NAGWAGI
2nd Prize Chona M. Fernando Beach House
3rd Prize Bridgette Ann M. Rebuca Transient Lovers
DULANG GANAP ANG HABA

1st Prize Dustin Edward D. Celestino Ang Duyan ng Magiting
2nd Prize Mario L. Mendez, Jr. Ang Huling Mambabatok
3rd Prize Bonifacio P. Ilagan Junix at Maricel
DULANG PAMPELIKULA
1st Prize Mary Honeylyn Joy E. Alipio Teatro Pacifico
2nd Prize Jaymar Santos Castro Angkas
3rd Prize Rodolfo C. Vera Nana Rosa
REGIONAL DIVISION
SHORT STORY – CEBUANO
1st Prize Roehl Joseph A. Dazo Binignit
2nd Prize Januar E. Yap Ang Haya ni Tasyo
3rd Prize Jondy M. Arpilleda Armas

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SHORT STORY – HILIGAYNON
1st Prize Alice Tan Gonzales Si Ena sa Kasisidmon
2nd Prize Ritchie D. Pagunsan Pakutkot
3rd Prize Anthony B. Capirayan Ang mga Retrato sang Dalaga
SHORT STORY – ILOKANO

1st Prize Edison B. Tobias El Quinto
2nd Prize Daniel L. Nesperos Ti Kayo
3rd Prize Remedios S. Tabelisma-Aguillon Naisangsangayan a Sangaili
ENGLISH DIVISION
SHORT STORY
1st Prize Kathleen Osias James Machine
2nd Prize Rayjinar Anne Marie de Guia Salcedo Death for Serafina
3rd Prize Adrian Carl M. Pescador Neon Blindness
SHORT STORY FOR CHILDREN

1st Prize Juanita Roxas Singer Pretty Peach and The Color-Matching
Kaleidoscope
2nd Prize Victoria Estrella C. Bravo Hair
3rd Prize Daisy Ruth Oñate Sohne The Accidental Adventure of Bubalus
Bubalis
ESSAY
1st Prize Jocelyn G. Nicolas The Age of the Missing
2nd Prize Josephine V. Roque Ashfall
3rd Prize Michaela Sarah De Leon Call Me A Book “Editor,” I Dare You
POETRY
1st Prize Regine Miren D. Cabato Notes from the Field
2nd Prize Rodrigo V. Dela Peña Jr. Pentimento
3rd Prize Alvin Dela Serna Lopez Departures
POETRY WRITTEN FOR CHILDREN

1st Prize NO WINNER
2nd Prize NO WINNER
3rd Prize Mia A. Buenaventura What Magical Fur is This? And Other
Poems
ONE-ACT PLAY
1st Prize Peter Zaragoza Mayshle Dolorosa
2nd Prize Adrian Carl M. Pescador Daddy Complex
3rd Prize Maria Amparo Nolasco Warren The Root of all Magic
FULL-LENGTH PLAY
1st Prize Justin Michael A. Naniong Changelings
2nd Prize Rolando S. Salvaña Mercy Country
3rd Prize Lito Casaje Theoria Republica

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NOVEL
Grand Prize Reine Arcache Melvin The Betrayed
NOBELA
Grand Prize Jerking Guzman Pingol Agaw-anino
69th Palanca Awards Roster of Judges

CPMALogo CIDLogo
14.7.5 69th Palanca Awards Roster of Judges
NOVEMBER 8, 2019 ─ The nation’s literati gathered earlier this evening at

the Rigodon Ballroom of The Peninsula Manila to celebrate and honor the
winners of the 69th Carlos Palanca Memorial Awards for Literature.
Recognized among the winning authors are the elite literary magnates who
helped determine those who deserve to be part of the illustrious roster of
Palanca awardees. A total of 63 authors, poets, academics, and other luminaries
handpicked from their respective areas of expertise contributed their time and
knowledge to evaluate which literary compositions deserved the much coveted Palanca
Awards.
The Palanca Awards is the longest-running literary competition in the Philippines and is
considered as the gold standard in writing excellence. Named after the businessman and
philanthropist Don Carlos Palanca Sr., it aims to both enrich Philippine Literature by giving
incentives to writers and serving as a treasury of Philippine literary gems.
The 69th Palanca Awards roster of judges for each division and category is as follows:
FILIPINO DIVISION
MAIKLING KUWENTO
Dr. Jun Cruz Reyes – TAGAPANGULO
Mr. Marco A. V. Lopez – Kagawad
Ms. Ani Rosa Almario – Kagawad
MAIKLING KUWENTONG PAMBATA

Dr. Christine S. Bellen-Ang – TAGAPANGULO
Dr. Rosario Torres Yu – Kagawad
Mr. Genaro R. Gojo Cruz– Kagawad
Sanaysay
Dr. Ma. Milagros C. Laurel. –TAGAPANGULO
Mr. Mikael de Lara Co – Kagawad
Mr. John Jack G. Wigley – Kagawad
Tula
Atty. Roberto T. Añonuevo – TAGAPANGULO
Mr. Jerry B. Gracio – Kagawad
Mr. Romulo P. Baquiran, Jr. – Kagawad

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Tula para sa mga Bata
Mr. Ramon C. Sunico – TAGAPANGULO
Dr. Joselito D. De Los Reyes – Kagawad
Dr. Lalaine F. Yanilla Aquino – Kagawad
Dulang May Isang Yugto

Prof. Rolando S. Dela Cruz – TAGAPANGULO
Mr. Dexter M. Santos – Kagawad
Ms. Irma Adlawan – Kagawad
Dulang Ganap ang Haba

Dr. Ruth Elynia S. Mabanglo – TAGAPANGULO
Dr. Rolando B. Tolentino – Kagawad
Mr. Jun Robles Lana – Kagawad
Dulang Pampelikula
Mr. Jeffrey Jeturian – TAGAPANGULO
Mr. John Arcilla – Kagawad
Mr. Mark Meily – Kagawad
NOBELA
Mr. Edgar C. Samar – TAGAPANGULO
Dr. Fanny A. Garcia – Kagawad
Dr. Lilia F. Antonio – Kagawad
ENGLISH DIVISION
Short Story
Dr. J. Neil C. Garcia – CHAIRMAN
Mr. Dean Francis Alfar – Member
Mr. Ralph Semino Galan – Member
Short Story for Children

Ms. Neni Sta. Romana Cruz – CHAIRPERSON
Ms. Graciela E. Mendoza – Member
Dr. Nina Lim-Yuson – Member
Essay
Ms. Violeta A. Laraya – CHAIRPERSON
Ms. Emily A. Abrera – Member
Dr. Rosario O. Lapus – Member
Poetry
Mr. Juaniyo Arcellana – CHAIRMAN
Dr. Dinah T. Roma – Member
Dr. Marjorie Evasco – Member

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Poetry Written for Children
Ms. Roberta Marie Sabido – CHAIRPERSON
Ms. Yna S. Reyes – Member
Ms. Frances A. Ong – Member
One-act Play
Mr. Glen Sevilla Mas – CHAIRMAN
Ms. Edna May O. Landicho – Member
Mr. Dennis N. Marasigan – Member
Full-length Play
Dr. Alexander C. Cortez – CHAIRMAN
Dr. Amihan Bonifacio-Ramolete – Member
Mr. Victor Miguel Faustmann – Member
novel
Mr. Alfred A. Yuson – CHAIRMAN
Mr. D.M. Reyes – Member
Mr. Angelo R. Lacuesta – Member
KABATAAN DIVISION
Kabataan Essay (Eng & Fil)
Dr. Mario I. Miclat – CHAIRMAN
Ms. Lilibeth Oblena-Quiore – Member
Dr. Edizon A. Fermin – Member
REGIONAL LANGUAGES DIVISION
Short Story (Cebuano) (Hiligaynon) (Ilokano)
CHAIRMAN Dr. Jaime An Lim

Member Mr. Richel G. Dorotan Dr. Isabel D. Sebullen Dr. Lilia Q. Santiago
Member Dr. Linda K. Alburo Mr. John Iremil E. Teodoro Mr. Cles B. Rambaud
Dr. John E. Barrios Ms. Maria Leonida M.
Fres-Felix

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Module 1 (Lit 111) Name: ____________________________________________
I. Write a Reflection Paper based from your analysis on the literary pieces during the
Third Republic of which themes signify impact in the development and progress of
the Philippine literatures.

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References
Books
Cagalang, JL, et.al. (2014). Philippine Literature. Jimcyzyville Publications, Malabon City,
pp. iv-xi.
Hudson, WH., (2011). An Introduction to the Study of Literature (Barnes & Noble Digital
Library) ebook, 436 pages.
Esperon, RM, et.al. (2004). World Literature,.Bulacan: Trinitas Publishing, Inc.
Kahayon, A &Zulueta, C. (2000). Philippine Literature Through the Years. @2000, reprint
2008, National Bookstore ISBN 971-08-6078-X
Tan, AB. (1987). Introduction to Literature. National Bookstore, Inc. Manila
University Code (Student Handbook)
Other References (Web)
Benson, Eugene; Connoly, L.W. (2005). Encyclopedia of Post-Colonial Literatures in

English. London: Routledge. p. 1680. ISBN 0415278856.
"Biag ni Lam-ang: Summary / Buod ng Biag ni Lam-ang". August 28, 2017.
Go, Bon Juan (2005). "Ma'l in Chinese Records – Mindoro or Bai? An Examination of a
Historical Puzzle". Philippine Studies. Quezon City: Ateneo de Manila University. 53 (1):
119–138. Retrieved October 16, 2012.
Hawley, John Charles; Nelson, Emmanuel (2001). Encyclopedia of Postcolonial Studies.

Westport, CT: Greenwood Publishing Group. pp. 177. ISBN 0313311927.
McFerson, Hazel (2002). Mixed Blessing: The Impact of the American Colonial Experience
on Politics and Society in the Philippines. Westport, CT: Greenwood Publishing Group.
p. 99. ISBN 0313307911.
Scott, William Henry (1994). Barangay: Sixteenth Century Philippine Culture and Society.
Quezon City: Ateneo de Manila University Press. ISBN 971-550-135-4.

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Appendix A
Baybayin, an inscription akin to Sanskrit - a native alphabet used by the the early
inhabitants of the Philippine archipelago. The literary forms were songs, riddles and
proverbs, lyric and short poems as well as parts of epic poems passed on through oral
recitation and incantation and were transcribed into the Roman alphabet only centuries
later by Spanish chroniclers and other scholars.
Francisco Baltazar - the Father of Filipino Literature
Fernando Amorsolo, the first Filipino to be distinguished as the national painter of the
Philippines in 1972 - Philippine's National Artist in Painting. Thus his most well-known
style and technique of painting includes illuminated landscapes, which were used to
portray the culture, history and the native life of Filipinos.
Francisco Santiago (1889-1947) is sometimes called the “Father of Kundiman Art Song.”
While his masterpiece is considered to be his Concerto in B flat minor for pianoforte and
orchestra, one of his most significant piece is his song “Kundiman, (Anak-Dalita)”, the first
Kundiman art song.
Eduardo Masferré (April 18, 1909 – June 24, 1995) was a Filipino-Catalan photographer
who made important documentary reports about the lifestyle of native people in the
region of the Cordillera in the Philippines at the middle of 20th century. He is regarded as
the Father of Philippine photography.
Geoffrey Chaucer, the father of English literature, was born in circa 1340 in London. He is
most famous for writing his unfinished work, The Canterbury Tales, which is considered
as one of the greatest poetic works in English.
Enheduanna (2285-2250 BCE) - the high-priestess of Ur, was the first author of literature
in the world, who wrote hymns in praise of the Sumerian goddess Inanna.
The Epic of Gilgamesh, was the first literature of the world. It started out as a series of
Sumerian poems and tales dating back to 2100 B.C., but the most complete version was
written around the 12th century B.C. by the Babylonians.
Who?
Jane Austen is the mother of literature or even the gleam in Mr. Bronte's eye that would
engender his three novelist daughters.
Frances (Fanny) Burney, master of the novel of social courtship, and according to Virginia
Woolf, “the mother of English fiction.”
Old English Period or The Anglo-Saxon Period (450-1066), the first historical period of
English Literature.
Bible - the most read book in the world. Writer James Chapman created a list of the most
read books in the world based on the number of copies each book sold over the last 50
years. He found that the Bible far outsold any other book, with a whopping 3.9 billion
copies sold over the last 50 years.

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About the Author (Optional)
MARLYN D. APOLINARIO, EdD – an Assistant Professor III at the

University of Southern Mindanao – Kidapawan City Campus. She is
currently teaching General Education subjects. She graduated the
following degrees: (EdD) Doctor of Education major in Educational
Management & minor in Education Extension; (MAED) Master of Arts
in Education major in Educational Administration; (BSE) Bachelor of
Secondary Education major in English/minor in Mathematics; with units taken in Master
of Arts in Teaching English at NDKC-Kidapawan City, Fishery Technology Education at
SKSU-Kalamansig, and Bachelor of Science in Commerce major in Accountancy at
Perpetual Help College of Rizal-Las Piñas City. She had teaching experiences in both
Elementary, Secondary and Tertiary Education for several years before landing at the
USM-KCC. Recently designated as the Faculty Advisor of Enactus USM-KCC and Academic
Adviser of BTVTE 2D (GFD). Currently serving as 7S Auditor for ISO 19011:2018
JANICE EXIM REYNES, PhD - an Associate Professor I at the University

of Southern Mindanao – Kidapawan City Campus. She is handling
General Education and BSE English major subjects. She graduated the
following degrees: (PhD) Doctor of Philosophy in Applied Linguistics,
(AB) Bachelor of Arts in English and (FPST) Food Preparation and
Services Technology. Presently designated as the Program Head of
BSE Department of CEAS and Chairman of the Internal Auditor for ISO 19011:2018.
MARIA HYNEE A. CABANTOG, MAEd - an Instructor I at the University

of Southern Mindanao – Kidapawan City Campus. She graduated the
following degrees: (MAEd) Master of Arts in Educational
Administration and (BSE) Bachelor of Secondary Education major in
English/minor in Mathematics. Currently, she is taking her (MEDLT)
Master of Education in Language Teaching. She is the adviser of:
League of Englishism, Enactus USMKCC and BTVTE 2C (GFD) class. She is also serving as
Internal Auditor of ISO 19011:2018. She is handling General Education subjects.
SARAH V. RAMOS, MAELT is ranked as Instructor I at the University of

Southern Mindanao – Kidapawan City Campus, having designations as
the Publication and Journal Head, Dean of ROTC Sponsors, and White
Flag Formation Camp Adviser. She is handling General Education
subjects. She graduated with her Bachelor of Education major in
English and Dressmaking at Notre Dame of Kidapawan College, Early
Childhood Education at Southern Philippines Methodist Colleges, Master of English in
Applied Linguistics at University of Southeastern Philippines, and Leaders of Learning
Course at Harvard University. She is currently studying her Doctor of Philosophy in
Education Administration major in Higher Education at Ateneo de Davao University.

Page 195 of 195
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Usmkcc Col F 050b Lit 111 Module Final 1

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Module 1 Basic Concepts and Techniques

to the Study of Literature

1.1. Introductory Concepts and Review

a. Literature is a means of exploring what it is to be human. It is

According to various writers:

Literature is any printed matter written within a book, a magazine or a pamphlet. It is a

“Literature expresses the feelings of people to society, to the government, to his

There are two major schools of literature:

Why do we study literature?

Approaches and Models of Literature

2. Moral or Humanistic Approach

Literature of the Philippines

The study of literature appeals in different aspects and importance.

Literature of the Philippines

1.2 Literature and History

Literature and history

Literature of the Philippines

1.3 Literary Standards

Literature, as compared to any other forms of

Literature of the Philippines

1.4 Main Ingredients of Literature

Literature of the Philippines

Plot Element Diagram

Rising Action Falling Action

Literature of the Philippines

Literature of the Philippines

Types of Third Person Point of View:

How do you analyze point of view?

Literature of the Philippines

Function of Point of View

❖ Literature is a term used to describe written or spoken material.

Literature has three main components which are as follows:

2. Prose: Prose is a kind of literature which does not adhere

3. Play/Drama: A play consists of dialogues between the

Literature of the Philippines

I. Discuss briefly but concisely the purpose of literature in our life.

2. Compare and contrast history and literature.

Column A Column B Column C

2 Intellectual Value stimulates b

3 Suggestiveness moves you c

4 Permanence endures through d

5 Spiritual Values must bring out e

6 Universality can appeal to f

7 Style is recognized by its g

Rubric: (check your output)

Literature of the Philippines

How to Identify How to Identify

Rubric (try to check your output based from the rubric)

Literature of the Philippines

2.1 Introduction to Prose

Literature can generally be divided into two types:

- Etymologically, "prose" first appears in English in the

Prose Fiction – is not based on facts. It is make-believe and imaginary. It is a series of

Structure of the novel Writer’s choice of materials The novelist’s vision

Example: WITHOUT SEEING THE DAWN by Steven Javallena.

Set in a small farming village called Manhayang, Sta. Barbara,

Here revolves the story of Ricardo "Carding" Suerte, son of Juan

Literature of the Philippines

The Bulosans lived in Binalonan, in the Philippine province of Pangasinan.

Example: THIRTEEN PLAYS by Wilfredo M. Guerrero

Literature of the Philippines

d. Legends. These are fictitious narrative, usually about origins.

Literature of the Philippines