21st Century Literature from the Philippines and the World

Q2 W1 NOTES
SESSION 1

Lesson 1: Writing a close analysis and critical interpretation of 21st-century literary texts from the world

Do it!

Share your insights about the quotation.

Ponder!

1. To what extent is the idea that "without pain, without sacrifice, we would have nothing" applicable to various
aspects of life, such as personal achievements, relationships, or societal progress?

2. Can you think of examples from history, literature, or your own experiences where enduring pain and making
sacrifices have led to meaningful and valuable outcomes?

Try this!

Directions: Read the story and answer the questions that follow.

28 Letters
(Asia)
By Alex Sultan

A gem can not be polished without friction, nor man perfected without trials.

Sejong swept his books off the shelf. Rain pelted the world outside. The king opened one of his many works, the spine of
it splitting under his force, and read off a page. Nongsa jikseol, methods of cultivation in agriculture. A guidebook to
farming in Korea’s geography. Words that could keep his people from famine.

He threw it into the rain.

It splashed against the mud-coated field, water distorting the ink. A second book followed, sliding against the ground, into
a puddle. A third. A fourth. They piled in the courtyard, works he had commissioned to better Korea’s people. To educate
the illiterate.

Worthless.

What good is knowledge that can not be read?

Music echoed inside the palace. String instruments, a wavering bamboo flute, the quick beat of a drum. A compliment to
the heavy rain. On his way to his chambers, Sejong passed a woman humming along. She sat on the wooden floor with a
script out in front of her, writing out poetry, stopping to bow.

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The king raised a hand in dismissal. The woman’s poems would do nothing for their culture, written in Chinese characters.
A waste of paper—none other than the privileged could read it. The words would have no meaning for the common
people.

He stepped into his chambers. Lamps glowed with dim flames, and rain tapped against the roof. His wife stood, her smile
fading at the sight of seeing the king so tired. She hurried over and guided him to sit. Her dress, red and gold, flowed
behind her.

“What worries you, my husband?”

Sejong exhaled. He considered himself a scholar, yet his kingdom could not read or write.

“There are voices I will never hear,” he said. “Farmers who don’t have the wealth or status to learn to read. Children who
cannot grow into scholars, and workers who can’t write their concerns. My people lack the gift of education, and I lack the
means to educate them.”

The queen took his hand. A soft, calming touch.

“And what shall you do?” she asked.

He ran his fingers through his beard. Sejong took time to think, then turned his head to the queen.

“My people need a new system of writing, and I will craft one for them myself. A script a wise man can acquaint himself
with before the morning is over, and a fool can learn in the space of ten days.”

At dawn, Sejong sat alone in a common room. Sunlight shone through the open windows, ethereal motes of dust dancing
in the light. Scrolls, ink, and books surrounded him. Panels of artwork—birds and flowers—enveloped the room. Sejong
spent the morning reading of phonetics, of alphabets with fifty letters, and others with seventy.

Too many relied on complex lettering.

He would keep his simple for the busiest of men.

Around midday, he painted hundreds of symbols. He started with one stroke of the brush, ㄱ, ㄴ,ㅣ. Two strokes for ㄷ,
ㅋ, ㅅ. Three for ㅎ,ㄹ,ㅈ. Never going above four. He hung papers upon the walls, blocking the sunlight. He crossed out
any he deemed too complicated.

Servants left food outside the door as he worked.

By dusk, he walked through the courtyard, stars glistening above. Sejong spoke words to himself. He singled out their
noises and pointed out the vowels. Oak, oath, oasis. Yam, yarn, yang. Water, wasp, wary. He pressed fingers into his
mouth, feeling his teeth and tongue move at the pronunciations. His lips separated for a shh noise, but closed for ph.
Some required more air, others less.

The days passed, and a concerned adviser sought him out.

“The dynasty will not agree with your choice,” the adviser said. “Knowing Chinese is what puts them above the common
man. Your choice to create this script will cause an uproar, your majesty. It could divide our kingdom.”

“Let it be so,” Sejong said, looking up from his script, “as I will no longer be cut off from my people. Understand it is not
knowledge that ruins the world; it falls to those pointing fingers for selfish gain.”

Dozens of sheets lined the walls. Ink stained his hands. Crumpled-up papers littered the room, drafts he deemed failures,
too complex. His wife told the council members he had fallen ill, and he needed time to recover as he crafted his script.

Sejong spoke until his throat grew sore, attaching noises like ‘ch’ and ‘tah’ to some symbols while discarding others
entirely. He kept his work common and crude, strong and tough, easy and efficient.

He had to write letters that would last a thousand years.

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The vowels remained as lines and dots. A silent ‘ㅇ’ shape came before each to signify an open mouth. Consonants
followed suit. ‘ㄴ’, an ‘n’ sound, signified the tongue touching the back of one’s teeth. ‘ㄱ’, a ‘kuh’ noise, showed a raised
tongue blocking air from one’s throat.

Lingual, dental, molar and glottal sounds made up for his script of twenty-eight letters. Seventeen consonants and eleven
vowels, blocked together for organization, compared to the thousands needed for Chinese.

He wrote short sentences from top to bottom. Candles melted down beside him. Incense burned, releasing the scent of
sandalwood throughout his chambers, and Sejong sat cross-legged on the floor. Weeks of work came down to reading
aloud.

남자는 인내했다 - The man persevered.

The language flowed off his tongue like water.

He presented his script to the council at first light. Two charts, one for consonants and the other for vowels, each letter
with its phonetic equal written next to it. Easy to follow stroke orders. He sat upon his throne, royals whispering before
him.

“Chinese characters,” he said, his voice echoing in the throne room, “are incapable of capturing our unique meanings.
Many of our common people have no way to express their thoughts and feelings. Out of my sympathy for their difficulties,
I have created a set of twenty-eight letters.

“They are very easy to learn, and it is my hope that they improve the quality of life of all people.”

Not a soul agreed.

They shouted their concerns.

The Chinese would perceive it as a threat. It would be the end of Confucianism. Korea’s social hierarchy would fall. The
scripts would have to be burnt, down to ashes, to prevent an uprising. The dynasty erased the twenty-eight letters and
deemed them a worthless use of time.

Yet, for the good of his people, Sejong persevered.

He taught the language to any who wanted to learn. In turn, they carried it throughout the land. Women found their voices,
teaching children the simplicity of the symbols. Men stood straight, proud to have a language of their own. Monks wrote
prayers in the sand. Merchants kept records of their stock, and artists could sign their names.

The letters birthed poets, playwrights, and philosophers. Astronomers learned to write the names of constellations.
Winemakers created labels. Apothecaries devised written names for their medicines.

Sejong ordered for his books to be rewritten.

The dynasty failed to suppress the flow of knowledge—Korea’s illiteracy ceased to exist as the letters blossomed within
the country. The script billowed in use after Sejong’s death, four years later, as the great king ushered his people into a
golden age of culture and literature.

A land where every soul could read and write.

Where all could learn the teachings of the wise.

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Ponder!

Comprehension Questions

1. What prompts King Sejong to embark on the mission to create a new script for his people, and what motivates
him to overcome the challenges he faces in this endeavor?

2. How does Sejong's new script reflect his desire to eliminate illiteracy and provide education to all his people?
What impact does the script have on the culture and society of Korea?

3. What are some of the obstacles and opposition Sejong encounters from his advisers and the dynasty when he
presents his new script, and how does he respond to these challenges?

4. How does Sejong's determination to create a new script exemplify the quote "Without pain, without sacrifice, we
would have nothing"? What sacrifices and trials does he endure to achieve his goal?

5. In what ways does the story of Sejong's script creation and its impact on the people of Korea illustrate the
theme of the transformative power of education and the enduring impact of knowledge on society and culture?

Process Questions

1. How did King Sejong's initial frustration and realization about the lack of education and literacy among his
people prompt him to take action and create a new script?

2. Can you outline the step-by-step process that King Sejong follows in creating the new script, from his initial
research on phonetics and alphabets to the development of the final system of writing with twenty-eight letters?

3. What were some of the obstacles and opposition that Sejong faced from his advisers and the dynasty when he
presented the new script, and how did he respond to these challenges in his quest to implement the new writing
system?

4. How did Sejong's dedication and determination to create the new script reflect the theme "Without pain, without
sacrifice, we would have nothing"? What were some of the sacrifices and trials he endured during this process?

5. How did the introduction of the new script by King Sejong impact the culture, society, and the lives of the
people of Korea? Can you describe the transformative effects it had on education, literature, and various aspects
of daily life in the kingdom?

Study!

Close analysis is an essential skill that allows us to delve deep into a text or object, uncovering layers of meaning that
might remain hidden at first glance. Whether you are a high school student or a budding scholar, understanding the
principles of close analysis is invaluable. In this discussion, we will explore the key aspects of close analysis using simple
yet formal vocabulary to make the process accessible to all.

Close analysis is the careful examination of a text or object to discern its hidden meanings, themes, and significance. It
involves looking beyond the surface and paying attention to details, language, structure, and context.

Selecting the Material: The first step in close analysis is choosing the text or object you want to examine. It could be a
poem, a historical document, a piece of art, or any other form of expression. Select something that intrigues you and has
layers of meaning to explore.

Identifying Your Purpose: Before you start your analysis, it's crucial to clarify your purpose. Are you trying to understand
the author's message, historical context, or artistic techniques? Defining your goal will guide your analysis.

Initial Observation: Begin by making initial observations about the material. What do you see or read on the surface?
Note down your first impressions and thoughts, as they will serve as a starting point for deeper analysis.

Detailed Examination: Now, it's time to delve deeper. Pay attention to the language used, the structure of the material,
and the specific details that stand out. Look for metaphors, symbols, and patterns in the text or object.

Language and Style: In close analysis, language and style play a vital role. Consider the author's choice of words,
sentence structure, and literary devices. How do these elements contribute to the overall message?

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Structure and Organization: Examine the structure and organization of the material. In a text, this may involve looking at
the arrangement of paragraphs, chapters, or stanzas. For visual art, consider the composition and layout.

Contextual Analysis: Context is crucial for understanding any material. Explore the historical, cultural, and social context
in which the text or object was created. How does the context influence its meaning?

Interpretation: Once you have gathered all the details and context, start interpreting what you've found. What do you
think the material is trying to convey? What themes or messages are present?

Backing Your Claims:In close analysis, it's essential to support your interpretations with evidence from the material itself.
Quote specific lines, describe visual elements, and provide examples to substantiate your claims.

Clarity in Expression: When expressing your analysis, use clear and concise language. Avoid unnecessary jargon and
complex terminology. Your goal is to make your analysis accessible to a wide audience.

Revision and Refinement: After you've written your analysis, take the time to revise and refine it. Check for grammar and
spelling errors, and ensure that your ideas flow logically and coherently.

Close analysis is a valuable skill that allows us to unlock the hidden layers of meaning in texts and objects. By following
these steps and using simple yet formal vocabulary, you can conduct a thorough analysis that is both accessible and
insightful. Remember that close analysis is a journey of discovery, and the more you practice, the better you'll become at
uncovering the rich tapestry of meaning within the material you explore.

Try This!

Concept Checking Questions

1. Why is close analysis considered an essential skill, and how does it help us understand the deeper layers of
meaning in a text or object?

2. What is the first step in the process of close analysis, and why is it important to select the right material for
examination?

3. How does defining your purpose in close analysis guide your overall approach, and what are some common
purposes for conducting close analysis?

4. What role does language and style play in close analysis, and why is it crucial to consider an author's choice of
words and literary devices?

5. How can close analysis benefit from incorporating historical, cultural, and social context, and how does context
influence the meaning of a text or object?

Try Some More!

Directions: Read again the story “28 Letters” and write a close analysis of it in one paragraph.
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Ponder!

How has your understanding of close analysis evolved after going through this discussion, and what aspects of the
concept do you find most valuable for interpreting texts and objects?
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 21st Century Literature from the Philippines and the World
Q2 W1 NOTES
SESSION 2

Lesson 1: Writing a close analysis and critical interpretation of 21st-century literary texts from the world

Do it!

Share your insights about the picture.

Source: https://www.collette.co.nz/blog/art-of-lace

Ponder!

How does the symbolism of lace as intricate and delicate, yet resilient, reflect the dual nature of human
relationships, which can be fragile at times but also demonstrate remarkable strength and endurance?

Try this!

Directions: Read the text below and answer the following questions.

Multiple Choice
(North America)

By Zack Powell

Okay class! Pop quiz. If you've been doing the readings, this should be a piece of cake. Remember to fill out both sides of
this paper. You have the whole class period to finish. Good luck.

1. Christopher Columbus first traveled to the Americas using which means of transportation?

A) A cargo ship

B) A steam locomotive

C) A Boeing 747 airliner

D) A vintage red 1985 Camaro with a crack in the middle of the windshield and no heated seats

2. What is the term for the pilgrims leaving England to journey to America?

A) Immigration

B) Emigration
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C) Migration

D) A breakup

3. What is the name of the people who were already living in America before the arrival of the Mayflower?

A) Indigenous Peoples

B) New Yorkers

C) Canadians

D) A fiancée

4. Founded in the early 1600s, Thanksgiving best symbolizes which of the following?

A) Eating a Tofurky dinner alone in a home that smells like pumpkin pie and the leftover bottle of aftershave you found under
the bathroom sink and summarily poured down the drain

B) A celebration of the harvest and a means of giving thanks for other such blessings of the year

C) Your five-year-old son choosing to spend the holiday at his father's new apartment

D) Both A and C

5. Salem, Massachusetts, was famous for its witch trials, wherein a number of men and women were accused of performing
acts of dark magic and sentenced to death. Now, imagine a woman named, say, Sally. Which of the following is something
a guilty woman like Sally might reasonably have been accused of?

A) Sneaking off with another woman's fiancé during your springtime PTA meetings

B) Luring a woman's son to Thanksgiving dinner with the promise of cooking a real turkey

C) Driving a vintage red 1985 Camaro that doesn't belong to her to the Safeway in your neighborhood, despite her
apartment, which she now shares with the car's owner, being on the other side of town, twenty-five minutes away.

D) All of the above

6. Please select the adjective you think best describes Sally from the previous example.

A) Caring

B) Considerate

C) Thoughtful

D) None of the above

7. Please select the adjective (or phrase!) you think best describes the nameless fiancé from question 5.

A) Ignorant

B) Hedonistic

C) Confused

D) Doesn't understand he's letting a good thing go by choosing Sally instead of the superior PTA woman.

8. What is the definition of a "pilgrim"?

A) A person who journeys, especially a long distance, to some sacred place.

B) A person who journeys, especially twenty-five minutes away, to an apartment in the gutter of Bismarck, North Dakota.

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C) A person who journeys, especially twenty-five minutes away, to a supermarket in the heartland of Bismarck, North
Dakota, with the intent of running into people on the PTA so she can "accidentally" display her new engagement ring, the
same sapphire ring that fit on someone else's finger not too long ago.

D) A woman who shares joint custody of her turkey-bribed son, a woman who tucks him in and reads him a bedtime story
every night and kisses him on the forehead, then spends the next thirty minutes scrolling through her ex-fiancé's social
media posts in the hopes that she'll see her name pop up.

9. What is the name for someone who invades a foreign state or nation with the intent to dominate or gain control over its
settlers?

A) Homewrecker

B) Adulterer

C) Sally

D) Colonialist

10. What was the reason the pilgrims left their first home and strayed to America?

A) They said their needs weren't being met with England.

B) They wanted to break away from the Protestant Church and start their own religious community.

C) They said they hadn't been truly happy in a long, long time.

D) They said the only reason they hung in there as long as they did was because of the five year old.

11. Which of the following statements is true, pertaining to question 10?

A) England watched the pilgrims sail away to America, watched them drift toward the horizon until they were nothing but a
speck in the sunset, knowing there was nothing they could do.

B) England waited for days, weeks, months, hoping the pilgrims would come back, checking every starlit night for a sign of
their return.

C) England would still take them back with open arms, even after they chose another place and another life, if they only
chose to come back.

D) All of the above

12. Do you think the pilgrims ever thought about returning to England when they were off with their
homewreckers/adulterers/Sallys/colonialists?

A) Yes, definitely

B) Maybe once in a while

C) Every other weekend, when the joint custody kicked in

D) No (briefly explain your reasoning in the space below, if chosen)

13. How quickly things change. Not even 200 years after the arrival of the pilgrims to America, the founding fathers
spearheaded the American Revolution, instituted the presidential system, and even created the Declaration of
Independence. Which of the following is a line from that famous document?

A) "We need to talk."

B) "Look, Lainey, this just isn't working out anymore. It's not you, it's me. Please don't bring Sally into this."

C) "We hold these truths to be self-evident, that all men are created equal."

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D) "Daddy said you can come to his wedding with me, Mommy. Why are you crying? He said you can come too."

Extra credit bonus question: You finish your quiz early. When you walk up to the front to turn it in, you notice your teacher
is at her desk, silently weeping into her thermos of lukewarm first-period coffee. What should you do?

A) Turn in your paper, say nothing, and return to your desk—chances are that if she scheduled a quiz for the entire class
period, she probably needs some time to herself.

B) Turn in your paper, say nothing, and return to your desk—chances are that your teacher is like England when they were
waiting for the pilgrims to return, and with enough time, she'll understand the truth.

C) Turn in your paper, say nothing, and return to your desk—chances are that you could end up like her someday, because
history repeats itself.

D) All of the above.

Ponder!

Comprehension Questions

1. How did Christopher Columbus travel to the Americas, and what means of transportation did the story humorously
suggest?
2. What term is used to describe the pilgrims leaving England for America?
3. Who were the people living in America before the Mayflower's arrival?
4. What does Thanksgiving symbolize according to the story, and what humorous alternative scenarios were
presented?
5. What is the purpose of the extra credit bonus question, and how does it relate to the humorous theme in the
story?

Process Questions

1. How might the means of transportation used by Christopher Columbus, as described in option D, serve as a
humorous commentary on historical accuracy and the importance of reliable sources?

2. In question 4, options A and B present contrasting perspectives on Thanksgiving. How do these options reflect
the different ways individuals perceive the holiday, and what broader societal themes might they represent?

3. The quiz humorously intertwines historical and personal narratives, as seen in questions 10 and 12. How does
this juxtaposition of historical events and personal relationships provide insight into the complexity of human lives
and history, and what commentary does it offer on the nature of historical and personal narratives?

4. In question 13, the reference to the American Revolution and the Declaration of Independence juxtaposed with
personal matters is both humorous and poignant. How does this choice of juxtaposition illuminate the idea that
significant historical events and personal experiences coexist and affect one another?

5. The extra credit bonus question connects the theme of history repeating itself to the classroom setting. What is
the significance of this connection, and how does it underscore the recurring themes of the quiz regarding history
and human behavior?

Study!

Close analysis is an essential skill that allows us to delve deep into a text or object, uncovering layers of meaning that
might remain hidden at first glance. Whether you are a high school student or a budding scholar, understanding the
principles of close analysis is invaluable. In this discussion, we will explore the key aspects of close analysis using simple
yet formal vocabulary to make the process accessible to all.

Close analysis is the careful examination of a text or object to discern its hidden meanings, themes, and significance. It
involves looking beyond the surface and paying attention to details, language, structure, and context.

Selecting the Material: The first step in close analysis is choosing the text or object you want to examine. It could be a
poem, a historical document, a piece of art, or any other form of expression. Select something that intrigues you and has
layers of meaning to explore.

Identifying Your Purpose: Before you start your analysis, it's crucial to clarify your purpose. Are you trying to understand
the author's message, historical context, or artistic techniques? Defining your goal will guide your analysis.
9
Initial Observation: Begin by making initial observations about the material. What do you see or read on the surface?
Note down your first impressions and thoughts, as they will serve as a starting point for deeper analysis.

Detailed Examination: Now, it's time to delve deeper. Pay attention to the language used, the structure of the material,
and the specific details that stand out. Look for metaphors, symbols, and patterns in the text or object.

Language and Style: In close analysis, language and style play a vital role. Consider the author's choice of words,
sentence structure, and literary devices. How do these elements contribute to the overall message?

Structure and Organization: Examine the structure and organization of the material. In a text, this may involve looking at
the arrangement of paragraphs, chapters, or stanzas. For visual art, consider the composition and layout.

Contextual Analysis: Context is crucial for understanding any material. Explore the historical, cultural, and social context
in which the text or object was created. How does the context influence its meaning?

Interpretation: Once you have gathered all the details and context, start interpreting what you've found. What do you
think the material is trying to convey? What themes or messages are present?

Backing Your Claims:In close analysis, it's essential to support your interpretations with evidence from the material itself.
Quote specific lines, describe visual elements, and provide examples to substantiate your claims.

Clarity in Expression: When expressing your analysis, use clear and concise language. Avoid unnecessary jargon and
complex terminology. Your goal is to make your analysis accessible to a wide audience.

Revision and Refinement: After you've written your analysis, take the time to revise and refine it. Check for grammar and
spelling errors, and ensure that your ideas flow logically and coherently.

Close analysis is a valuable skill that allows us to unlock the hidden layers of meaning in texts and objects. By following
these steps and using simple yet formal vocabulary, you can conduct a thorough analysis that is both accessible and
insightful. Remember that close analysis is a journey of discovery, and the more you practice, the better you'll become at
uncovering the rich tapestry of meaning within the material you explore.

Try This!

Concept Checking Questions

1. In what ways can close analysis be applied beyond the realm of literature and art, and how does it contribute to
critical thinking and problem-solving skills in various fields?

2. Could you provide an example of a text or object that might be particularly challenging to analyze closely, and
discuss how overcoming this challenge could lead to more profound insights?

3. How can a well-defined purpose in close analysis help prevent potential bias in the interpretation of a text or
object, and what strategies can be employed to ensure that one's purpose remains focused and objective?

4. Could you elaborate on the significance of a writer's or artist's unique style and the ways it can shape the
audience's understanding of their work through close analysis? How can we appreciate the subtleties in different
styles?

5. Can you provide an example of a historical or cultural context that significantly altered the interpretation of a
well-known text or object, and how does recognizing the contextual impact enhance our understanding of the
material?

Try Some More!

Directions: Read again the text “Multiple Choice” and write a close analysis of it in one paragraph.
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Ponder!

Can you share an example of a text or object you've personally analyzed using the principles of close analysis, and how
did this process enhance your appreciation of its hidden meanings or significance?

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Prepared by

KRISTOFFER GEORGE DE LA CERNA

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