English10 Q3 Weeks5to8 Binded Ver1.0

English
Quarter 3 – Weeks 5 - 8
10
English
Quarter 3 – Module 5
Critiquing a Literary Selection
Using Marxist
and Historical Approach
English – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 5: Critiquing A Literary Selection Using Marxist and Historical Approach
Second Edition, 2021
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Published by the Department of Education-Schools Division of Makati City

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE
Development Team of the Module
Writer: Ma. Angelica A. Gumangan
Editor: Gizelle V. Laud
Reviewers: Marjorie R. Catayna and Gizelle V. Laud
Layout Artist: Anna Erikka S. Anir
Management Team: Neil Vincent C. Sandoval

Chief Education Supervisor, Curriculum Implementation Division
Gizelle V. Laud
Education Program Supervisor, English
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Telefax: (632) 8882-5861 / 8882-5862
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What I Need to Know
This module was designed and written with you in mind. It is here to help you exhibit
understanding of the various literary pieces using the different approaches in studying and
analyzing literature. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.
After going through this module, you are expected to:
● identify Marxist and historical approach; and
● critique a literary selection using Marxist and historical approach
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. Which of the following terms refer to the working class?
A. wealthy B. proletariat C. bourgeoisie D. nihilist
2. In Marxist theory, those who own property and the means of production are the ________.
3. Which of the statements is true about Marxist Approach to literary criticism?
A. It looks at how the rich differ and help the poor.
B. It talks about social and economic issues that are reflected in the text.
C. It shows how language manifests the times of the author.
D. It illustrates the attitudes and beliefs of the writer.
4. Which of the following questions do not reflect the Historical Approach?
A. How does the literary work reflect the time in which it was written?
B. What historical events or movements might have influenced the author?
C. How does the writer portray the rich and the poor?
D. How did the original readers react to the text?
5. What is the main function of the Historical Approach in literary criticism?
A. To understand the importance of the formal elements of literary structure
B. To formulate relationships among an author, a reader, and a literary work
C. To understand the role of sexuality, gender, race, and ethnicity in literary study
D. To evaluate the role of historical context in the interpretation of literature
What’s In
The previous module tackled two literary approaches: Structuralist and Moralist approach. Let
us now refresh your memory by identifying what approach is described in each item. Tick the
box of the correct answer.
DESCRIPTION S M
This approach focuses mainly on the form of the text.
This approach looks into the main character’s view in life.
This approach looks at how figures of speech help shape the text.
This approach assesses the values and mores that the text contains.
This approach aims to investigate the author’s attitude toward the world.
This approach considers how the elements of a text work together to achieve a specific
effect.
1
What’s New
A. Song Analysis
Listen to the song “Tatsulok” by Bamboo. Then, answer the questions below.
What message is conveyed by the What idea is raised by the chorus of
song? Do you have the same insights the song?
as the song?
B. Matching History with Literature

Look at the table below. What historical event matches the literary text? You may use the
internet for additional help. Write your answer on the space provided.
My Answer Historical Event Literary Text
A. 333-year Spanish Occupation in the Philippines 1. The Woman Who Had Two
Navels
B. Elizabeth I reigned England for 45 years 2. Gutenberg Bible
C. India's independence from Britain 3. The Epic of Gilgamesh
D. Pre and Post WWII Japan 4. Memoirs of a Geisha
E. The first book ever written 5. Midnight’s Children
F. The introduction of mass-produced movable 6. The Taming of the Shrew
printing press
G. The Philippines after World War II 7. Noli Me Tangere
What is It
In the previous lesson, you learned about two approaches in literary criticism-
Structuralist/Formalist Approach and Moralist Approach. The former is an approach that deals
with the structure of the text and how literary elements help shape the meaning of the text. The
latter approach deals with the humanistic values of a text and evaluates its impact on society.
In this module, you will be introduced to two more literary criticism approaches – the
Marxist and Historical approach. You will be introduced to basic tenets or beliefs of each
approach and sample analyses of selected literary texts.
THE MARXIST APPROACH

The Marxist approach to literary criticism focuses on the representation of class struggle
as well as the reinforcement of class distinction through literature. The Marxist approach sees
literature as a reflection of class struggle and materialism. This approach answers the question
“Who benefits from this- is it the elite or the middle class?” Also, the Marxist approach concerns
itself with how the lower or working classes are exploited by the society- be it in everyday life or
in literature.
PROPONENTS
Karl Marx Friedrich Engels
2
● 1818-1883 ● 1820-1895
● German philosopher, economist, historian, ● German philosopher, historian, political
sociologist, political theorist, journalist, and scientist, revolutionary socialist, businessman,
socialist revolutionary journalist, and political activist
NOTABLE WORKS
● The Communist Manifesto
● Das Kapital (Capital)
POLITICAL SLOGAN: Workers of the world, unite! You have nothing to lose but your chains!
BASIC TENETS OR PRINCIPLES

Marx and Engel believed that historical
problems are caused by the struggle between
the two forces of the society- the lower class
attempting to acquire influence and the high
society holding on to their riches. According to
the Marxist literary approach, there are two
classes: the bourgeoisie and the proletariat.
The bourgeoisie are the ruling class. They are

also known as the capitalist class for they
have productive property. This means that
they own the means of production. Since they
are powerful, they have the power and
command to control everything in the society
they live in. On the other hand, the proletariat are the working class. They are the social class
who earn wages through the labor force. They perform manual labor that benefits the ruling
class.
HOW TO ANALYZE A TEXT USING THE MARXIST APPROACH

Remember to look for the following aspects of Marxist approach to literary criticism:
✔ social classes as reflected in the text (who is the oppressed and the oppressor)
✔ relationship of characters in terms of social standing
✔ social and material conditions in the text
✔ portrayal of workers
✔ distribution and dynamics of economic power
The questions below will guide you in looking at a literary text using the Marxist lens. When
you read a text, try to find out the answer to the following questions:
• Who has the money and power?
• How does the writer portray the working class?
• How are the wealthy and the ruling class portrayed in the text?
• What is the social class of the author?
• What conflict can be seen between the two social classes?
• Does the text depict values of each class?
• Whose story gets told in the text and whose story is ignored?
• Who are the powerful people in the society depicted in the text? Who are the powerless
people? Are they depicted with equal attention?
• What does the setting tell you about the distribution of power and wealth?
• Are there solutions to society’s class struggle presented in the text?
• Does the bourgeoisie control the working class? In what way?
• How do the oppressed overcome oppression from the powerful?
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Look at some sample analyses below to be enlightened on the use of Marxist approach in
literary criticism.
SAMPLE TEXT ANALYSIS
The table below provides a short analysis of selected literary pieces.
Author and Title Analysis
The Itsy-Bitsy Spider ❖ The nursery rhyme depicts the struggle of the working class to climb the
social ladder to have a better life. However, as the spider (working class)
climbs the waterspout, it is denied the fruits of his labor as the rain (ruling
class) slows down its progress. The rain stands between the spider and its
goal in life- freedom and equality. The sun provides false hope to the spider,
as it dried up all the rain. It seems to make life easier for the spider but in
fact, the sun only prolongs the struggles of the spider. Thus, the spider goes
back to square one- he works hard again, and the cycle continues.
The Lottery by Shirley ❖ The society is controlled by two men- Mr. Summer and Mr. Graves who
Jackson symbolize the ruling class.
Mr. Summer has the power over people and has not worked his entire life-
making him unaware of people’s needs and struggles. Mr. Graves, as a
postmaster, controls communication among the people. He also controls the
free expression of villagers. They establish control through fear.
❖ The lower class consisted of exhausted and oppressed workers who are
unable to think for themselves because of complete lack of time and energy.
❖ The working class fear the lottery and want to rebel, but they are too tired
and ignorant to do so.
❖ Every year, Mr. Summer insists that the “box” be changed. This box
symbolizes the outdated and corrupt society while the lottery represents some
sort of election. However, once Mr. Summer is “elected” and is secure in his
position, he does nothing to change the society and is free to do nothing. The
ignorant masses fail to see this event and are unable to see how this change
could have made their lives better. This knowledge is not given to the masses.
❖ The wealthy overpower the ignorant masses because without the latter, the
wealthy could not rule.
❖ Another class struggle is the conflict in gender. Women are not allowed to
participate in the election. If the husband is away, the son represents him
instead of the wife.
❖ WHEN THE WEALTHY ARE GIVEN ABSOLUTE POWER, THE TENDENCY
IS THAT THEY WOULD CONTROL THE WORKING CLASS THROUGH FEAR
AND MANIPULATION.
The Necklace by Guy de ❖ Mrs. Mathilde Louise, born to a family of clerks, is a beautiful woman but
Maupassant is not content with her life. She believes that she can only be beautiful once
she gets rich.
❖ When she and her husband got invited to the ball, she bought a new gown
and borrowed a necklace from Madame Forestie, the bourgeoisie character
from the story. The ball gave Mathilde a glimpse of the good life- the life of the
rich and wealthy.
❖ However, when Mathilde lost the necklace she borrowed, they had to pay
off. They moved into a smaller house and spent 10 years working hard to pay
for the lost necklace.
❖ After 10 years, Mathilde runs into Madame Forestie, who has not aged at
all (suggesting that she does not work at all and not stressed with working).
This reminds Mathilde of her social status- that she is poor and belongs to
the working class.
❖ When Madame Forestie tells her that the necklace is a fake, she was
devastated because she has worked 10 years to pay off for a fake jewelry. This
is because she believed that since she, Madame Forestie (who belongs to the
higher class) , owns the necklace, it would be an expensive one.
❖ EVEN THOUGH MATHILDE DOES NOT LOSE THE NECKLACE AND BUYS
A FAKE ONE, SHE WILL STILL REMAIN IN HER SOCIAL STATUS.
THE HISTORICAL APPROACH
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Another literary criticism approach is the Historical Approach. It is conceivably the oldest
and one of the most widely used critical approaches. Through this approach, you examine the
historical, social, and cultural events that influenced a literary text. It also means that you look
into the author’s life and the events that happened in his or her life. This approach goes beyond
literature for you also consider historical events that helped shape a literary piece.
Understanding the life of the author will give you a more comprehensive grasp of the text.
HOW TO ANALYZE A TEXT USING THE HISTORICAL APPROACH

This approach to literary criticism sees texts as a reflection of the author’s life and
times. Analyzing a text using the historical lens means that you can examine any of the
following factors:
✔ historical and social events in the author’s life
✔ historical and social events during the time the text was written
✔ the effect of the text on its original readers
The following are questions that you can ask while reading a literary text using the
Historical Approach:
✔ Does the character’s language reflect the time in which the text was written?
✔ What historical events occurred at that time?
✔ How did those events affect or influence the author or the characters?
✔ How did those events influence the actions and thinking process of the characters?
✔ Was the character or author’s opinion considered the “popular” opinion of the time?
✔ How did the tone of the text relate to current events?
Look at some sample analyses below to be enlightened on the use of Historical approach
in literary criticism.
SAMPLE TEXT ANALYSIS
Author and Title Analysis
Noli Me Tangere by Jose ❖ This novel reflects the real condition of the Filipino society under the
Rizal Spanish regime.
❖ The novel features characters like Crisostomo Ibarra (small group of
Filipinos who were able to study abroad and wanted to improve the
country), Padre Damaso (wicked but ironically respected priests), Kapitan
Tiago (rich Filipinos who became allies with the Spaniards to preserve their
wealth), and Sisa and her sons (Filipino families who were oppressed by the
Spanish authorities).
The Crucible by Arthur ❖ This play was written during the era of McCarthyism. This era brought
Miller fear to America because of the threat of communism among its people.
❖ The play is about people being accused of witchcraft in 1692. The class
and race of the characters played an important part in who was accused
and who was executed.
❖ The author uses the play, which is set during the Salem Witch Trials,
to criticize McCarthyism and the “Red Scare” of the 1950s. According to
him, McCarthyism is like a modern-day “witch-hunt” because of the
countless baseless accusations done to suspected communists.
To Kill A Mockingbird by ❖ The novel was set in the 1930s, an era prominent for racism and
Harper Lee segregation of blacks and whites. It was also the Great Depression in
America, an economic crisis. Millions of Americans were jobless and were
suffering from lack of food and shelter.
❖ In the novel, Tom Robinson, a black worker in Link Dean’s cotton fields,
was accused of the assault of Mayella Ewell, a white person. Because of the
racist viewpoint of the society, the jury ignored evidence that proved he did
not assault Mayella and convicted Tom Robinson.
❖ The jury knew that Tom was innocent, but they maintained that they
did not want to convict a white man in public.
❖ During this era, many white people already assume that black people
are guilty of crimes. That is why, there was no effort to defend accused black
people. Sometimes, white people do not even wait for a trial- they take the
law into their own hands. They torture and even kill accused black people,
also known as “lynching”. This was evident in the novel, when Tom was
awaiting his trial in jail.
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Animal Farm by George ❖ The novel is an allegory. Its characters are farm animals. It also reflects
Orwell the Russian Revolution of 1917. In the novel, the animals are all clever
portrayals of Russian politicians, voters, and workers.
❖ It tells the story of how a group of animals drove humans out of the farm
and began their own society based on democratic principles.
❖ The animals lived by the seven commandments and were expected to
treat each other equally. However, as time passed by, the pigs took over the
farm with the support of their loyal dogs.
❖ Those who question Napoleon (one of the pigs) were killed. Over time,
the pigs changed the laws so that the laws would suit their needs (an
analogy for the Russian Revolution and communism).
Julius Caesar by William ❖ This play was written in 1599 and tells a story of Julius Caesar, a
Shakespeare powerful general who increased the territory and possessions of Rome.
Later, he wanted to rule Rome by himself and was killed by Brutus. He
named his grandnephew, Octavio, his heir. However, there was no clear
successor to the throne and a war resulted from that.
❖ The play was written during the reign of Elizabeth I of England. She was
an effective monarch and was able to make England prosperous and
thriving. However, at age 66, she has no children to succeed her. She has
not named an heir and was at the end of her reign. England started
worrying that her death may prove to be chaotic and problematic to the
country. People were afraid that a war might start because there was no
clear successor after her death.
What’s More
Now that you have been introduced to two literary lenses- Marxist Approach and
Historical Approach, let us practice what you have learned by answering the activities below.
Activity 1: Magic Square: Match the terms with their definitions. Write the number inside each
box. The sum of numbers horizontally, vertically, and diagonally is the same no matter what.
Then, identify the magic number.
A. Bourgeoisie
B. Class struggle
C. Friedrich Engels
D. Historical Approach
E. Karl Marx
F. Marxist Approach
G. Proletariat
H. The Adventures of Huckleberry Finn
I. The Charge of The Light Brigade
1. Views literature as a reflection of class struggle and materialism

2. The ruling class
3. This novel shows how slaves (the working class) and whites (middle class) conflict with each other.
The main character struggles against society and its attempts to civilize him into a good boy and a good
Christian. At the end, he runs away with a slave.
4. The working class
5. Proposed that societal problems come from the differences of the rich and the poor
6. One of the proponents of Marxism
7. The working class
8. A poem that reflects the Battle of Balaclava during the Crimean War. It tells the story of a brigade
consisting of 600 soldiers who rode on horseback into the “valley of death” for about one and a half
miles.
9. Looks at how the author’s life and past events influenced the literary text
Activity 2: Identify if the analysis done is Marxist or Historical. Write your answer on the space
provided.
6
__________1. A Tale of Two Cities By Charles Dickens reflects the conditions and
circumstances that led to the French Revolution.
__________2. In the Hunger Games Suzanne Collins, it can be seen that there are two forces
in the society- the Capitol and the Districts. The Capitol exploits and oppresses
the Districts. The Capitol lives an extravagant life while the Districts suffer from
a lack of food.
__________3. Things Fall Apart by Chinua Achebe is set in the 1890s and portrays the clash
between Nigeria's white colonial government and the traditional culture of the
indigenous Igbo people.
__________4. Sita and Clara, the two sisters arguing whether to sell a precious Bolo or not,
are the protagonists in the short story The Bolo by Loreto Paras Sulit. In this
story, the sisters were already victims of a cruel society. One sister is blinded by
the desire to have a better life and is willing to sacrifice the true value of the
bolo.
__________5. In Miguel De Cervantes Saavedra novel, Don Quixote, much of the recurring
elements were taken from the author’s life- presence of pirates, exile of the
enemy Moors, frustration of prisoners who failed to escape, and a general
distrust of foreigners.
What I Have Learned
In this part of the module, you are going to display what you have learned from our lesson.
It is now time to share three things that you have learned, two things you want to know more
about, and one question about the lesson. Write your answer on the figure below.
What I Can Do
Since you now have an idea on what Marxist and Historical approaches are, you are now ready
to analyze a text using those approaches. Choose one task from the list below. Write your answer
on the space provided.
TASK A: Read the short story “Just Lather, Nothing Else” by Hernando Tellez. In our discussion
of Historical approach to literary criticism, choose five guide questions and relate them to the
story.
Link: http://www2.ups.edu/faculty/velez/LAS100/tellez.htm
TASK B: Read the short story “God Sees the Truth But Waits” by Leo Tolstoy. Choose five
questions from our discussion of Marxist approach to literary criticism and relate them to the
story.
Link: http://lol-russ.umn.edu/PopLit/god_sees_the_truth,_but_waits.htm
Story Elements Question Answer
7
Title and Author: 1
Setting: 2
Main Character: 3
Conflict: 4
Resolution of the story: 5
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. Which of the following terms refer to the working class?
2. In Marxist theory, those who own property and the means of production are the ________.
3. What approach is concerned with the struggles among the rich and the poor?
A. Formalist B. Moralist C. Historical D. Marxist
4. What approach concerns itself with the intellectual, social, and cultural circumstances
that produced a literary work?
A. Formalist B. Moralist C. Historical D. Marxist
5. Which of the statements is true about Marxist Approach to literary criticism?
A. It looks at how the rich differ and help the poor.
B. It talks about social and economic issues that are reflected in the text.
C. It shows how language manifests the times of the author.
D. It illustrates the attitudes and beliefs of the writer.
6. Which of the following questions do not reflect the Historical Approach?
A. How does the literary work reflect the time in which it was written?
B. What historical events or movements might have influenced the author?
C. How does the writer portray the rich and the poor?
D. How did the original readers react to the text?
7. What is the main function of the Historical Approach in literary criticism?
A. To understand the importance of the formal elements of literary structure
B. To formulate relationships among an author, a reader, and a literary work
C. To understand the role of sexuality, gender, race, and ethnicity in literary study
D. To evaluate the role of historical context in the interpretation of literature
8. Which of the following aspects are analyzed by the Historical lens to literature?
A. linguistic B. cultural C. intellectual D. social classes
9. Which literary text tells a story about how animals ousted the owner of the farm they live
in and started a society of their own?
A. Things Fall Apart by Chinua Achebe
B. Lorax by Dr. Seuss
C. The Animal Farm by George Orwell
D. The Itsy-Bitsy Spider
10. Which literary text, when analyzed through a historical lens, talks about how the Negros
were not given justice for crimes they did not commit?
A. The Color Purple by Alice Walker
B. To Kill a Mockingbird by Harper Lee
C. A Piece of String by Guy de Maupassant
D. On the Late Massacre in Piedmont by John Milton
8
10
English
Using the Feminist Approach
Quarter 3 – Module 6: Critiquing A Literary Selection Using the Feminist Approach
First Edition, 2021

Writer: Mary Rose M. Roque
Reviewer: Gizelle V. Laud
Layout Artist: Anna Erikka S. Anir

Gizelle V. Laud

Telefax: (632) 8882-5861 / 8882-5862
What I Need to Know
understanding of the various literary pieces using the different approaches in studying
and analyzing literature. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course. But
the order in which you read them can be changed to correspond with the textbook you
are now using.
After going through this module, you are expected to critique a literary text using
the feminist approach.
What I Know
Choose the letters of the best answers. Write the chosen letters on a separate sheet of
paper.
1. What is feminism?
A. It is a movement that aims to provide equal opportunities for women.
B. It is a movement that aims to provide a just society for the patriarchs.
C. It is a movement that aims to provide ambiguous roles of women in the
society.
D. It is a movement that aims to provide women the right to stay at home.
2. Which of the following is NOT true about the feminist approach in literature?
A. It aims to expose how certain literary works promote patriarchy and
marginalize women.
B. It examines the role and portrayal of gender in literature.
C. It is a literary approach that is anchored to feminism.
D. It advocates men’s rights in the world of women.
3. A student was asked to analyze a literary text using the feminist approach. Which
of the following questions should he/she consider answering?
A. What does the literary text say about women?
B. What does the literary text say about children?
C. What does the literary text say about family?
D. What does the literary text say about men?
4. Using the feminist approach, what interpretation can we best conclude from the
passage below?
The house became quiet when Tony spoke. “It is final, Elizabeth.”
No one dared to say another word, only Tony. “You are meant to stay home.”
Those were the words that echoed in Janice’s mind. It was her
husband’s response to their daughter who passed a university admission
exam. Now, those are the words that haunt her at night.
A. The passage clearly shows that women have no say in decision-making.
B. The passage clearly shows that women were stereotyped as home makers.
C. The passage clearly shows a wife’s disobedience to her husband.
D. Both A and B
1
5. Reread the passage in number 4. Using the feminist perspective, what does the
line “Now, those are the words that haunt her at night,” possibly mean?
A. Janice has regrets of not being able to speak up and defend her daughter
to Tony.
B. Janice is experiencing nightmares.
C. Both A and B are correct.
D. None of the above.
6. In the feminist perspective, how does the author describe marriage in the
passage below?
“Mmmmm, the smell of liberation is very sweet indeed,” uttered

Rose. She looked at the stone and say, “for ten years you held me like a
captive. I had forgotten what it felt like to be happy. You handcuffed me
like a servant. You ended my breathing…”
“Thank you for making me a widow, John. I owe you nothing.”
A. The author described the marriage as a prison of the female character.

B. The author described the marriage as liberation of the female character.
C. The author described the marriage as a sweet memory of the female
character.
D. The author described the marriage as a happy relationship between the
characters.
7. Reread the passage in number 6. Which part implies a complete separation of the
female character from her oppressive husband?
A. “Thank you for making me a widow, John.”
B. “I had forgotten what it felt like to be happy.”
C. “You ended my breathing.”
D. “You handcuffed me like a servant.”
8. “Women should stay in the kitchen. They should be washing the dishes
because that is where they are good at!”
How are women stereotyped in the given lines?
A. Women are the queens of the kitchen.
B. Women love washing the dishes.
C. Women have limited abilities such as washing the dishes.
D. Women are given places in the kitchen.
What’s In
In the previous lessons, you learned about the different literary approaches in literary
criticism. Match the literary approaches in column A with their descriptions in column
B.
A B
1. Formalist a. This is an approach to literature that is more interested in
style, structure, tone, imagery, etc. that are found within the
text.
2. Moralist b. This is an approach to literature that examines if the language
and symbols used in the text are “gendered.”
2
3. Marxist c. This approach seeks to understand a literary work by
investigating the social, cultural and intellectual context of
the text.
4. Historical d. This literary approach praises literature that is ethically
sound and encourages virtue, and condemns any that
misguides and corrupts.
e. This is a literary approach that relates the text to the society,
history, cultural and political systems in which it is created
What’s New
Directions: Using the Vvenn diagram below, compare and contrast the two images. In
the space where the two circles meet, write the common characteristic they share.
Picture A Picture B
https://steemit.com/womanpower/@dgp/women-in-the-society http://www.manashree.com/chores/
PROCESSING
QUESTIONS:
1. What do the images
above show?
2. Do you think women

receive equal
opportunities and equal
treatment now? Explain
your answer.
What is It
FEMINIST APPROACH IN LITERARY ANALYSIS

Feminism is a
Feminist literary criticism (also known as feminist criticism) is the movement that
literary analysis that arises from the viewpoint of feminism, an aims to provide
equal opportunities
advocacy of women’s rights which started in the 19th century.
for women to
The feminist approach critiques the language of literature using become intellectual
equals of men on
the feminist principles and ideology: the political, social,
1. Women should not be defined by the idea of inferiority and economical
aspects.
established by the patriarchal society.
3
2. Men and women are equally allowed to express emotions without basing on their
sex or what is expected of them by the society.
3. Men and women should have equal opportunities that are not dictated or affected
by their sex or position in the society.
It aims to expose how certain literary works promote patriarchy and,

consequently, marginalize women by:
• examining whether the language and symbols used in a literary text
are “gendered”;
• analyzing how the author’s gender affect how the text is written;
• looking at how the female characters are portrayed and/or stereotyped;
and
• suggesting that the gender of the reader often affects our response to a
text.
The following guide questions may help you in understanding a text better through
the feminist lens:
How are the women’s lives portrayed/described in the text?
What roles do women have in the text?
How does the marital status of a character affect or define her?
What does the piece reveal about patriarchy?
What does the text reveal about the operations (economically, politically, socially
or psychologically) of patriarchy?
How is the relationship between male and female characters portrayed?
What are the attitudes toward women held by male characters?
How does the character’s gender affect the story?
Are the female characters the protagonists or secondary and minor characters?
How do their roles contribute to the over-all essence of the text?
Is feminine imagery used? If so, what is the significance of such?
Is the text narrated by a male or a female?
To what extent is the form and content of work influenced by the writer’s gender?
Here is a sample literary analysis of the female character in the story “The Story
of an Hour” written by Kate Chopin in 1894.
Analysis Excerpts from the story
“The Story of an Hour” focused on the Knowing that Mrs. Mallard was afflicted
experience of Louise Mallard as she with a heart trouble, great care was taken
reminisced and reacted to the death of her to break to her as gently as possible the
husband. Her marital status is evident at news of her husband's death.
the beginning of the text as she is
addressed as “Mrs. Mallard,” as well as the
emphasis that her reaction to Mr.
Mallard’s death will greatly affect her as a
person and as a wife.
For Louise, her marriage is something that There would be no one to live for during
may have restricted her from becoming the those coming years; she would live for
person she is supposed to be. For her, the herself. There would be no powerful will
marriage is something that hindered her bending hers in that blind persistence
from “living for herself.” This may show with which men and women believe they
that she was bound to follow what her have a right to impose a private will upon
husband dictates as the head of the a fellow-creature. A kind intention or a
family. Her point of view about her feelings cruel intention made the act seem no less
toward Brently Mallard was evident in the a crime as she looked upon it in that brief
lines provided. moment of illumination.
4
The story used ‘marriage’ to symbolize And yet she had loved him--sometimes.
‘prison’ to which the Louise was ‘restricted’ Often she had not. What did it matter!
from being free. What could love, the unsolved mystery,
count for in the face of this possession of
self-assertion which she suddenly
recognized as the strongest impulse of her
being!
Based on this paragraph, she begins to Now her bosom rose and fell
realize that she is finally “free” and begins tumultuously. She was beginning to
to feel better about herself. Her continuous recognize this thing that was approaching
utterance of the word “free” is a way for her to possess her, and she was striving to
to recognize that this is her current reality. beat it back with her will--as powerless as
This also shows that because of her her two white slender hands would have
husband’s death, she can now be truly been. When she abandoned herself, a
happy. little whispered word escaped her slightly
parted lips. She said it over and over
under her breath: "free, free, free!" The
vacant stare and the look of terror that
had followed it went from her eyes. They
stayed keen and bright. Her pulses beat
fast, and the coursing blood warmed and
relaxed every inch of her body.
Another example is an analysis of the female characters in the novel “Alice in

Wonderland” written by Lewis Carroll. You may consider the following observations or
questions.
a. Aside from Alice, why are there only three other female characters in the novel?
b. Despite this minimal number, what roles do they portray in the novel?
c. How do their roles contribute to the over-all essence of the text?
Here is the short analysis:
Besides Alice, there are only three other women in the entire novel: the
Duchess, her cook, and the Queen of Hearts. As these are the most senseless and
violent characters in the book it would be understating to say that they don’t come
off well. Lewis Carroll’s women are among the worst type of women portrayed in
literature. They are violent, irrational, frightening. And certainly, the Queen of
Hearts could almost be read as the “male nightmare”: women with too much power
bringing about a chaotic dystopia. This extremely sexist reading implies that women
should be kept docile and domestic, otherwise their animal passion would ruin the
nation.
5
What’s More
Examine the following excerpts/passages using the feminist approach. Use the guide
questions provided in each side.
1. Romeo and Juliet by William Shakespeare (play) Guide Questions:
Lady Capulet:
Marry, my child, early next Thursday morn a. How is the
The gallant, young and noble gentleman, relationship between
The County Paris, at Saint Peter's Church, male and female
Shall happily make thee there a joyful bride. characters portrayed?
Juliet:
Now, by Saint Peter's Church and Peter too, b. What does the
He shall not make me there a joyful bride. excerpt reveal about
I wonder at this haste, that I must wed the roles of women,
Ere he that should be husband comes to woo. particularly the wives,
I pray you, tell my lord and father, madam, in the family?
I will not marry yet; and, when I do, I swear c. What does the
It shall be Romeo, whom you know I hate, excerpt say about
Rather than Paris. These are news indeed! women in a patriarchal
Lady Capulet: society?
Here comes your father; tell him so yourself,
And see how he will take it at your hands.
2. Superwoman by Karyn White (song) Guide Question:
I'm not your superwoman
I'm not the kind of girl a. How does the author
That you can let down describe women?
And think that everything is okay
Boy I am only human
This girl needs more than occasional hugs
As a token of love from you to me.
3. The Necklace by Guy de Maupassant Guide Question:
She was one of those pretty and charming girls born,
as if by an error of fate, into a family of clerks. She a. How does the
had no dowry, no expectations, no means of becoming narrator link the
known, understood, loved or wedded by a man of characters socio-
wealth and distinction; and so, she let herself be economic background
married to a minor official at the Ministry of and her fate?
Education.
4. The Haunted (Anonymous) Guide Question:
The house became quiet when Tony spoke. “It is a. How is the
final, Elizabeth.” No one dared to say another word, relationship between
only Tony. “You are meant to stay home.” male and female
Those were the words that echoed in Janice’s characters portrayed in
mind. It was her husband’s response to their daughter the text?
who passed a university admission exam. Now, those
are the words that haunt her at night. b. What are the
attitudes toward
women held by male
characters?
6
What I Have Learned
THE MINUTE PAPER

Answer the questions below:
1. How can feminist approach help you create a deeper understanding of the world?
2. How does the feminist approach in literary criticism help the readers understand
the text?
What I Can Do
Directions: Watch the movie “Mulan” and write a critique paper using the feminist
approach.
Your work will be judged based on the following criteria.
Criteria 2 points 3 points 5 points SCORE
Content Ideas in the Development of The essay
essay are ideas in the addressed the
inadequate and essay is topic adequately
lacked focus. incomplete and and the ideas
somewhat off are well-
topic. developed.
Organization The essay did Logical Essay showed
not follow logical progression of logical
progression of details was progression of
details; no/little slightly followed; ideas; effort in
effort was made slight effort in organizing the
in organizing the organizing the essay was
essay. essay was made. evident
Language Appropriate Some lapses in Appropriate
(spelling, language use language use language use
mechanic, and mechanics and mechanics and mechanics
grammar and were were evident. were evident.
usage) disregarded.
Application The literary The literary The literary
(ability to apply approach was approach is approach is
the feminist not properly somewhat apparent in the
approach to the applied. The apparent. The essay. The writer
texts) writer missed writer missed was able to use
most elements some elements the elements and
and aspects and aspects aspects
discussed. discussed. discussed.
Literary The analyses of Some of the The analyses of
Analysis the works were analyses of the both works were
(ability to shallow. Most of works were insightful. All of
produce the analyses insightful. Some the writer’s
thoughtful and lacked textual of the writer’s statements are
insightful evidence. statements backed up by
evaluation of lacked textual textual data.
the texts) evidence
TOTAL SCORE (25 points)
7
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. The following statements say something about feminism. Which one does not?
A. It is a movement that aims to provide equal opportunities for women.
B. It is a movement that aims to emphasize a just society for the patriarchs.
C. It is a movement that aims to defy the idea of inferiority of women.
D. It is a movement that aims to rebel against sexual stereotyping in society.
2. Which of the following is NOT true about the feminist approach in literature?
A. It aims to expose how certain literary works promote patriarchy and
marginalize women.
B. It examines the role and portrayal of gender in literature.
C. It is a literary approach that is anchored to feminism.
D. It advocates men’s rights in the world of women.
3. A student was asked to analyze a literary text using the feminist approach. Which
of the following questions will not be answered in feminist perspective?
A. How are the women’s lives portrayed/described in the text?
B. What roles do women have in the text?
C. What are the attitudes toward women held by male characters?
D. To whom do you recommend this text? Why?
4. Using the feminist approach, what interpretation can we best conclude from the
passage below?
The house became quiet when Tony spoke. “It is final, Elizabeth.”
No one dared to say another word, only Tony. “You are meant to stay home.”
Those were the words that echoed in Janice’s mind. It was her
husband’s response to their daughter who passed a university admission
exam. Now, those are the words that haunt her at night.
A. The passage clearly shows that women have no say in decision-making.
B. The passage clearly shows that women were stereotyped as home makers.
C. The passage clearly shows a wife’s disobedience to her husband.
D. Both A and B
5. Reread the passage in number 4. Using the feminist perspective, what does the
line “It’s final, Elizabeth. You are meant to stay home” possibly mean?
A. Tony, the patriarch, decides for the family.
B. Women, in the perception of Tony, are destined to be housewives.
C. Both A and B are correct.
D. None of the above.
6. “Women should stay in the kitchen. They should be washing the dishes
because that is where they are good at!”
How are women stereotyped in the given lines?
A. Women are the queens of the kitchen.
B. Women love washing the dishes.
C. Women have limited abilities such as washing the dishes.
D. Women are given places in the kitchen.
8
10
English
Using the Reader-Response
Approach
Quarter 3 – Module 7: Critiquing A Literary Selection Using the Reader-Response
Approach
First Edition, 2021

Writer: Mary Rose M. Roque
Layout Artist: Mary Rose M. Roque

Gizelle V. Laud

Telefax: (632) 8882-5861 / 8882-5862
What I Need to Know
understanding of the various literary pieces using the different approaches in studying
and analyzing literature. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course. But
the order in which you read them can be changed to correspond with the textbook you
are now using.
After going through this module, you are expected to critique a literary text using
the reader-response approach.
What I Know
Choose the letters of the best answers. Write the chosen letters on a separate sheet of
paper.
1. Why is the reader-response literary approach considered subjective?
A. The reader finds meaning and impact of the text as he reads it.
B. It relies heavily on the critic’s personal opinions.
C. The reader responds to the effect of the text on him/her.
D. All of the above.
2. In writing a reader-response essay, which of the questions below are considered
to be answered?
A. What is the rhyme scheme of the poem?
B. In what point of view is the story told?
C. Do you agree or disagree with the author’s description of women? Why?
D. How did the text make you feel?
3. What question in writing a reader-response essay is answered by the passage
below?
The author’s illustration of happiness and “secret admiration” is

indeed remarkable. Undoubtedly, flowers can give a sort of happiness just
by simply looking at it. More so, the fragrance it has and the person who
gives it. When Mary said, “It is by leaving a stem of rose that “he” brings the
wedding bells closer to reality,” I felt envious yet hopeful that someday I will
find a stem of rose at my doorsteps and imagine my wedding day.
Furthermore, the story did not only awaken my quest for finding a new love
but as well as the fear of getting hurt again while I whisper “Sana all.”
A. Do you like the text or not? Why?
B. Which part of the text do you like/dislike and why?
C. Do you agree or disagree with the author? Why?
1
4. Which literary approach is concerned with how a literary text made an impact on
its readers?
A. Formalist Approach
B. Structuralist Approach
C. Feminist Approach
D. Reader-Response Approach
5. Which of the following is the most appropriate response to the question “Which
part of the story do you like/dislike and why?”?
A. In conclusion, the story is outstandingly written. The author’s great use of
plot twists caught me off guard that I needed to reread some parts to fully
grasp what he meant. After doing so, I felt a need to read other works, with
the same bag of surprises, from the same author.
B. The part when the mother finally got reunited with her children is what I like
the most. The distance between them led to a realization that family is more
important than wealth. This part of the story is the face of reality, only that
people now are more practical that they opt to endure being homesick than to
feed the family with love alone. My eyes filled with tears when the children
said “You are our home, mother.”
C. The author’s description of women is a big fallacy. Women are no longer caged
in the four corners of the house busy with chores and children. They are
meant to live the life they deserve without hesitations and apprehensions.
They are not their husbands’ shadow. The author may have added a character
that is an embodiment of women empowerment, thus making the story more
interesting to women readers and an eye-opener to men.
D. The story is definitely the mirror of my life at the moment. I may have an
incomplete family but my friends and other relatives are enough to make me
feel like having one. Just like what the main character said, “You just have to
find the 8th piece of 9,” and I found it in them.
What’s In
TRUE or FALSE
Directions: Write TRUE if each of the given statements about Feminism is correct, and
FALSE if otherwise.
1. Feminist literary criticism is the literary analysis that arises from the viewpoint
of formalism.
2. The feminist literary approach exposes how certain literary works promote
patriarchy and marginalize women.
3. According to the feminist lens, men and women are equally allowed to express
emotions without basing on their sex or what is expected of them by the society.
4. One way to help us understand a text through the feminist lens is to answer the
question, Which part did you like or dislike?
5. When we examine a literary text in the feminist lens, we should also consider
whether the language and symbols used in a literary text are gendered.
2
What’s New
Read the poem below and be ready to share your reaction/opinion to the class. Use the
guide questions in formulating your responses.
Always Remember to Forget
By Unknown
Always remember to forget

The things that made you sad
But never forget to remember
The things that made you glad.

The friends that proved untrue
But don’t forget to remember
Those that have stuck by you.

The troubles that have passed away
But never, never forget to remember
The blessings that come each day.
Source: https://everydaypower.com/famous-poems/
Processing Questions:
1. Did you like the text or not?
2. Which parts did you like/dislike and why?
3. Do you agree or disagree with the author?
4. How did the text make you feel?
What is It
READER-RESPONSE APPROACH
The reader-response approach is a systematic analysis of
the aspects of a text that stimulate, form, and guide a reader’s Unlike most
response. critical
This school of criticism, which emerged in the 1970s, approaches to
literature, the
finds meaning in the act of reading itself and focuses on the reader-response
reader’s individual perception and experience of the text in approach hinges
contrast to other schools and theories that focus attention on the reader’s
subjective view
primarily on the author or the content and form of the work.
of the text.
In reader-response approach,
• The reader must perform a systematic and thorough analysis of the text, still
paying attention to the elements of literature present within.
3
• The reader is then expected to demonstrate an understanding of the text and to
explain and support his or her reactions clearly.
• The reader is asked to examine, explain and defend his/her personal reaction
to the text.
• The reader must back up his or her thoughts and opinions with data and
information gleaned from the text itself.
REMEMBER:
Since criticism based on the reader-response approach relies heavily
on the critic’s personal opinions and experiences, there can be many differing
but equally valid interpretations of the same text.
When critiquing a text through reader-response, the reader is expected to

pinpoint and explain their answers to the following questions:
a. Did you like the text or not? Why?
b. How well did you enjoy the text (or not)?
c. Which parts did you like/dislike and why?
d. Do you agree or disagree with the author? Why?
e. How did the text make you feel?
f. To what extent do the text challenge or changed your personal views and
opinions?
g. Would you read something else like this in the future or not?
h. To whom would you recommend this text? Why?
i. What did you learn from the text?
The example below is a reader-response criticism for the story “The Things They
Carried” by Tim O’Brien.
"The Things They Carried," by Tim O'Brien at first seemed to

be just another war story. As I started reading, I thought I **Notice how the
was not going to have any interest at all in the story; however, student is aware
after I got into the story I found myself more interested than I of his reading
thought I was going to be. This story is an excellent depiction process.
of war itself. It is very realistic and easy to relate to even **Notice how his
without any personal experience with war. The title itself response to the
paves the way for the entire story, it could not be any better story changes can
for the story then it is. The entire story is about "the things be a source of
they carried," and the author does choose to go into great questions.
detail about the things that they did carry.
While I was reading the story one question that kept
running through my mind was in regard to the depth of **Notice his
information about the physical weights of the soldiers' awareness of what
items. Why would O'Brien go into this much depth about how puzzles him. The
much every individual item weigh? One thought that came to question serves to
mind was that perhaps it is not as much about the physical launch half of his
weight as much as it is about the overall psychological response.
experience. War is very stressful and can very easily become
more than one can handle. I think that Tim O'Brien does a
very good job at throwing in all of that information about how
much this weighs and who has to carry that to almost
overwhelm the reader. When he "overwhelms" the reader he
makes it much easier for the reader to see the story from the
frame of mind that a soldier would see it. The author also
4
breaks into the detailed list disrupting the flow of the items by **Notice how the
informing the reader of the deaths of soldiers. He talks about student makes
them in giving us personal information about the soldiers and connections
then all of the sudden another one is dead. This also helps between the various
the reader get a clear representation of war because in war it aspects of the story
is very dangerous and you never know what is going to come that he notices.
your way.
Another question did catch my attention. Are these items
really all that the soldiers carry or is there more? While I was **Notice how this
reading, I noticed that the author did leave hints in the story question builds on
about the deeper variety of the things that they carried. He the last question,
used phrases such as "They shared the weight of memory. thus allowing the
They took up what others could no longer bear," "They were student to elaborate
afraid of dying but they were even more afraid to show it," and on his thinking
"They carried all the emotional baggage of men who might about the topic.
die." This suggests that the actual items that the soldiers
carry are essentially unimportant, even though they take up a **Notice also his
large portion of the story. What is important however is what citation of
these soldiers are actually carrying with them. What the specific textual
soldiers are carrying around with them is the devastating material to
psychological effects of war. I think one good question for the illustrate his
class is do you think that Tim O'Brien effectively portrays the point.
psychological effects of war? Also, I want to add in one quote
that I think is very important to think about to understand https://pirate.shu.edu
the story. "Men killed, and died, because they were /~jonesedm/ReadingRe
sponseExample.htm
embarrassed not to. It was what had brought them to the war
in the first place, nothing positive, no dreams of glory or
honor, just to avoid the blush of dishonor."
When writing a literary critique paper using the reader-response lens:

1. Do not summarize the contents of what you have read.
2. Be sure to mention the title of the text and the name of the author in the first
paragraph.
3. There is no specific format for the succeeding paragraphs as long as the writer
points out the effect of the text to him/her.
4. To make your critique paper better, you may include lines from the text to support
your perception.
5. Your critique can and should be positive and praise the text, as well as point out
problems, disagreements and shortcomings.
What’s More
Directions: React on the following by answering the questions provided.

1. A family of Mice has been living in fear because of a Cat. One day, they come
together to discuss possible ideas to defeat the Cat. After much discussion, one
young Mouse gets up to suggest an idea. He suggests that they put a bell around
the Cat’s neck, so they can hear it when it approaches. All the other Mice agree,
apart from one wise, old Mouse. The old Mouse agrees with the plan in theory,
but suggests “Who will put the bell on the Cat?” (Aesop’s Fable)
QUESTIONS: Which part of the text do you like/dislike?
5
What did you learn from it?
2. “The best way to get started is to quit talking and begin doing.” (Walt Disney)
QUESTIONS: Do you agree with the quotation? Why?
To whom would you recommend this?
To what extent do the text challenge or changed your
personal views and opinions
3.
https://www.smithsonianmag.com/arts-culture/nancy-more-relatable-ever-at-85-
180969865/
QUESTION: How did the comic strip make you feel?
What I Have Learned
THE MINUTE PAPER

Answer the questions below:
1. How does applying the reader-response approach enrich a reader’s
understanding of the text?
2. What makes the reader-response approach unique from other literary
approaches?
What I Can Do
Directions: Listen to the song “Rise Up” by Andra Day and write a critique paper using
the reader-response approach.
Your work will be judged based on the following criteria.
Criteria 2 points 3 points 5 points SCORE
Content Ideas in the Development of The essay
essay are ideas in the essay addressed the
inadequate and is incomplete and topic adequately
lacked focus. somewhat off and the ideas are
topic. well-developed.
Organization The essay did Logical Essay showed
not follow logical progression of logical progression
progression of details was of ideas; effort in
details; no/little slightly followed; organizing the
effort was made slight effort in essay was evident
6
in organizing the organizing the
essay. essay was made.
Language Appropriate Some lapses in Appropriate
(spelling, language use language use and language use and
mechanic, and mechanics mechanics were mechanics were
grammar and were evident. evident.
usage) disregarded.
Application The literary The literary The literary
(ability to approach was approach is approach is
apply reader- not properly somewhat apparent in the
response applied. The apparent. The essay. The writer
approach to writer missed writer missed was able to use
the texts) most elements some elements the elements and
and aspects and aspects aspects discussed.
discussed. discussed.
Literary The analyses of Some of the The analyses of
Analysis the works were analyses of the both works were
(ability to shallow. Most of works were insightful. All of
produce the analyses insightful. Some of the writer’s
thoughtful and lacked textual the writer’s statements are
insightful evidence. statements lacked backed up by
evaluation of textual evidence textual data.
the texts)
TOTAL SCORE (25 points)
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Why is reader-response literary approach considered subjective?
A. The reader finds meaning and impact of the text as he reads it.
B. It relies heavily on the critic’s personal opinions.
C. The reader responds to the effect of the text on him/her.
D. All of the above.
2. Which of the following questions will you answer if you want to write about how
a literary text influenced your perspective or views in life?
A. To what extent do the text challenge or changed your personal views and
opinions?
B. How well did you enjoy the text (or not)?
C. Which parts did you like/dislike and why?
D. Would you read something else like this in the future or not?
7
3. What question in writing a reader-response essay is answered by the passage
below?
The poem is definitely an eye-opener for me. After reading it, I felt
encouraged to stop wishing to be in someone else’s shoes and instead
highlight the true meaning of contentment. Also, the way the author
described the town people is very ironic. They wish to be like Richard Cory
who on the other hand, wished to be like them – simple but happy.
Oftentimes, this is what we feel. This is sad but true.
A. Do you like the text or not? Why?
B. Which part of the text do you like/dislike and why?
C. Do you agree or disagree with the author? Why?
4. Which literary approach is concerned with how a literary text made an impact to
its readers?
A. Formalist Approach
B. Structuralist Approach
C. Feminist Approach
D. Reader-Response Approach
5. Which of the following is the most appropriate response to the question “Do you
agree/disagree with the author and why?”?
A. In conclusion, the story is outstandingly written. The author’s great use of
plot twist caught me off guard that I needed to reread some parts to fully grasp
what he meant. After doing so, I felt a need to read other works, with the same
bag of surprises, from the same author.
B. The part when the mother finally got reunited with her children is what I like
the most. The distance between them led to a realization that family is more
important than wealth. This part of the story is the face of reality, only that
people now are more practical that they opt to endure being homesick than to
feed the family with love alone. My eyes are filled with tears when the children
said “You are our home, mother.”
C. The author’s description of women is a big fallacy. Women are no longer caged
in the four corners of the getting busy with chores and children. They are
meant to live the life they deserve without hesitations and apprehensions.
They are not their husbands’ shadow. The author may have added a character
that is an embodiment of women empowerment, thus making the story more
interesting to women readers and an eye-opener to men.
D. The story is definitely the mirror of my life at the moment. I may have an
incomplete family but my friends and other relatives are enough to make me
feel like having one. Just like what the main character said, “You just have to
find the 8th piece of 9,” and I found it in them.
8
10
English
Enrichment Activities
Quarter 3 – Module 8: Enrichment Activities
First Edition, 2021

Writer: Cherry Rose P. Creenia
Layout Artist: Cherry Rose P. Creenia

Gizelle V. Laud

Telefax: (632) 8882-5861 / 8882-5862
Lesson: Critiquing a Literary Selection
Using Different Approaches
A. Match the words in Column A with the correct meaning in Column B. Write the letter of the
correct answer on the first column beside each number.
COLUMN A COLUMN B
1. Critique A This is an approach to literature that is more
interested in style, structure, tone, imagery,
etc. that are found within the text.
2. Marxist Approach B This is an approach to literature that
examines if the language and symbols used
in the text are “gendered.”
3. Feminist Approach C This approach seeks to understand a literary
work by investigating the social, cultural and
intellectual context of the text.
4. Historical Approach D This literary approach praises literature that
is ethically sound and encourages virtue and
condemns any that misguides and corrupts.
5. Reader-response Approach E a formal analysis and evaluation of a text,
production, or performance—either one's
own (a self-critique) or someone else's.
6. Moralist Approach F defined as the way you handle something and
refers to the process of going towards
something.
7. Structuralist Approach G a method of socioeconomic analysis that uses
a materialist interpretation of historical
development, better known as historical
materialism, to understand class relations
and social conflict as well as a dialectical
perspective to view social transformation.
8. Approach H a school of literary theory that focuses on the
reader (or “audience”) and their experience of
a literary work, in contrast to other schools
and theories that focus attention primarily on
the author or the content and form of the
work
9 Formalist Approach I a method of interpreting and analyzing such
things as language, literature, and society,
which focuses on contrasting ideas or
elements of structure and attempts to show
how they relate to the whole structure
B. True or false
Read the statements below and write TRUE or FALSE on the space provided for.
_____1. Historical criticism relies heavily on the author and his world. In the historical
view, it is important to understand the author and his world in order to understand
his intent and to make sense of his work.
_____2. Formalist criticism is concerned with how the work is viewed by the audience. In
this approach, the reader creates meaning, not the author or the work.
_____3. Marxist criticism concerns with the analysis of the clash of opposing social classes
in society, namely; the ruling class (bourgeoisie) and the working
class (proletariat) as it shaped the events that transpired in the story.
_____4. Feminist criticism concerns with the woman’s role in society as portrayed through
texts. It typically analyzes the plight of woman as depicted in the story. Generally,
it criticizes the notion of woman as a construct through literature.
1
_____5. Critique papers require students to conduct a critical analysis of another piece
of writing, often a book, journal article, or essay.
_____6. Feminist approach advocates men’s rights in the world of women.
_____7. Bourgeoisie refers to the working class.
_____8. Moralist approach is concerned with the struggle between the rich and the poor.
_____9. The main function of historical approach is to evaluate the role of historical context
in the interpretation of literature.
_____10. Moralist approach looks into the humanistic values of the text.
C. Identifying the Approaches Used

Read the following quotes and identify the approach used.
1. _______________ 2. _______________
“When ideas are detached from the media used to

transmit them, they are also cut off from the
historical circumstances that shape them, and it
becomes difficult to perceive the changing context
within which they must be viewed.”
― Elizabeth L. Eisenstein, The Printing Press
as an Agent of Change
3. _______________ 4. _______________
5. _______________ 6. _______________
D. Writing a Critique Paper

1. Read: “The Story of Keesh” by Jack London
2. Write a critique paper on the story.
3. Choose any approach that you learned from the previous lesson.
4. Be guided by the rubric given
The Story of Keesh

by Jack London
The Story of Keesh is about a man who "exercised headcraft and not witchcraft, and rose from the meanest
IGLOO to be head man of his village." London's story was published in 1907.
KEESH lived long ago on the rim of the polar sea, was head man of his village through many and
prosperous years, and died full of honors with his name on the lips of men. So long ago did he
2
live that only the old men remember his name, his name and the tale, which they got from the
old men before them, and which the old men to come will tell to their children and their children's
children down to the end of time. And the winter darkness, when the north gales make their long
sweep across the ice-pack, and the air is filled with flying white, and no man may venture forth,
is the chosen time for the telling of how Keesh, from the poorest IGLOO in the village, rose to
power and place over them all.
He was a bright boy, so the tale runs, healthy and strong, and he had seen thirteen suns, in
their way of reckoning time. For each winter the sun leaves the land in darkness, and the next
year a new sun returns so that they may be warm again and look upon one another's faces. The
father of Keesh had been a very brave man, but he had met his death in a time of famine, when
he sought to save the lives of his people by taking the life of a great polar bear. In his eagerness
he came to close grapples with the bear, and his bones were crushed; but the bear had much
meat on him and the people were saved. Keesh was his only son, and after that Keesh lived alone
with his mother. But the people are prone to forget, and they forgot the deed of his father; and
he being but a boy, and his mother only a woman, they, too, were swiftly forgotten, and ere long
came to live in the meanest of all the IGLOOS.
It was at a council, one night, in the big IGLOO of Klosh-Kwan, the chief, that Keesh showed the
blood that ran in his veins and the manhood that stiffened his back. With the dignity of an elder,
he rose to his feet, and waited for silence amid the babble of voices.
"It is true that meat be apportioned me and mine," he said. "But it is ofttimes old and tough, this
meat, and, moreover, it has an unusual quantity of bones."
The hunters, grizzled and gray, and lusty and young, were aghast. The like had never been known
before. A child, that talked like a grown man, and said harsh things to their very faces!
But steadily and with seriousness, Keesh went on. "For that, I know my father, Bok, was a great
hunter, I speak these words. It is said that Bok brought home more meat than any of the two
best hunters, that with his own hands he attended to the division of it, that with his own eyes
he saw to it that the least old woman and the last old man received a fair share."
"Na! Na!" the men cried. "Put the child out!" "Send him off to bed!" "He is no man that he should
talk to men and graybeards!"
He waited calmly till the uproar died down.
"Thou hast a wife, Ugh-Gluk," he said, "and for her dost thou speak. And thou, too, Massuk, a
mother also, and for them dost thou speak. My mother has no one, save me; wherefore I speak.
As I say, though Bok is dead because he hunted over-keenly, it is just that I, who am his son,
and that Ikeega, who is my mother and was his wife, should have meat in plenty so long as there
be meat in plenty in the tribe. I, Keesh, the son of Bok, have spoken."
He sat down, his ears were keenly alert to the flood of protest and indignation his words had
created.
"That a boy should speak in council!" old Ugh-Gluk was mumbling.
"Shall the babes in arms tell us, men, the things we shall do?" Massuk demanded in a loud voice.
"Am I a man that I should be made a mock by every child that cries for meat?"
The anger boiled a white heat. They ordered him to bed, threatened that he should have no meat
at all, and promised him sore beatings for his presumption. Keesh's eyes began to flash, and the
blood to pound darkly under his skin. In the midst of the abuse, he sprang to his feet.
"Hear me, ye men!" he cried. "Never shall I speak in the council again, never again till the men
come to me and say, 'It is well, Keesh, that thou shouldst speak, it is well and it is our wish.'
Take this now, ye men, for my last word. Bok, my father, was a great hunter. I, too, his son, shall
go and hunt the meat that I eat. And be it known, now, that the division of that which I kill shall
be fair. And no widow nor weak one shall cry in the night because there is no meat, when the
strong men are groaning in great pain for that they have eaten overmuch. And in the days to
come, there shall be a shame upon the strong men who have eaten overmuch.
I, Keesh, have said it!"
3
Jeers and scornful laughter followed him out of the IGLOO, but his jaw was set and he went his
way, looking neither to right nor left.
The next day he went forth along the shoreline where the ice and the land met together. Those
who saw him go noted that he carried his bow, with a goodly supply of bone-barbed arrows, and
that across his shoulder was his father's big hunting spear. And there was laughter, and much
talk, at the event. It was an unprecedented occurrence. Never did boys of his tender age go forth
to hunt, much less to hunt alone. Also were there shaking of heads and prophetic mutterings,
and the women looked pityingly at Ikeega, and her face was grave and sad.
"He will be back ere long," they said cheeringly.
"Let him go; it will teach him a lesson," the hunters said. "And he will come back shortly, and he
will be meek and soft of speech in the days to follow."
But a day passed, and a second, and on the third, a wild gale blew, and there was no Keesh.
Ikeega tore her hair and put soot of the seal-oil on her face in token of her grief, and the women
assailed the men with bitter words in that they had mistreated the boy and sent him to his death;
and the men made no answer, preparing to go in search of the body when the storm abated.
Early next morning, however, Keesh strode into the village. But he came not shamefacedly.
Across his shoulders, he bore a burden of fresh-killed meat. And there was importance in his
step and arrogance in his speech.
"Go, ye men, with the dogs and sleds, and take my trail for the better part of a day's travel," he
said. "There is much meat on the ice - a she-bear and two half-grown cubs."
Ikeega was overcome with joy, but he received her demonstrations in manlike fashion, saying:
"Come, Ikeega, let us eat. And after that, I shall sleep, for I am weary."
And he passed into their IGLOO and ate profoundly, and after that slept for twenty running
hours.
There was much doubt at first, much doubt and discussion. The killing of a polar bear is very
dangerous but thrice dangerous is it, and three times thrice, to kill a mother bear with her cubs.
The men could not bring themselves to believe that the boy Keesh, single-handed, had
accomplished so great a marvel. But the women spoke of the fresh-killed meat he had brought
on his back, and this was an overwhelming argument against their unbelief. So they finally
departed, grumbling greatly that in all probability, if the thing were so, he had neglected to cut
up the carcasses. Now in the north it is very necessary that this should be done as soon as a kill
is made. If not, the meat freezes so solidly as to turn the edge of the sharpest knife, and a three-
hundred-pound bear, frozen stiff, is no easy thing to put upon a sled and haul over the rough
ice. But arrived at the spot, they found not only the kill, which they had doubted, but that Keesh
had quartered the beasts in true hunter fashion, and removed the entrails.
Thus began the mystery of Keesh, a mystery that deepened and deepened with the passing of
the days. His very next trip he killed a young bear, nearly full-grown, and on the trip following,
a large male bear and his mate. He was ordinarily gone from three to four days, though it was
nothing unusual for him to stay away a week at a time on the ice field. Always he declined
company on these expeditions, and the people marveled. "How does he do it?" they demanded of
one another. "Never does he take a dog with him, and dogs are of such great help, too."
"Why dost thou hunt only bear?" Klosh-Kwan once ventured to ask him.
And Keesh made a fitting answer. "It is well known that there is more meat on the bear," he said.
But there was also talk of witchcraft in the village. "He hunts with evil spirits," some of the people
contended, "wherefore his hunting is rewarded. How else can it be, save that he hunts with evil
spirits?"
"Mayhap they are not evil, but good, these spirits," others said. "It is known that his father was
a mighty hunter. May not his father hunt with him so that he may attain excellence and patience
and understanding? Who knows?"
Nonetheless, his success continued, and the less skillful hunters were often kept busy hauling
in his meat. And in the division of it he was just. As his father had done before him, he saw to it
that the least old woman and the last old man received a fair portion, keeping no more for himself
4
than his needs required. And because of this, and of his merit as a hunter, he was looked upon
with respect, and even awe; and there was talk of making him chief after old Klosh-Kwan.
Because of the things he had done, they looked for him to appear again in the council, but he
never came, and they were ashamed to ask.
"I am minded to build me an IGLOO," he said one day to Klosh-Kwan and a number of the
hunters. "It shall be a large IGLOO, wherein Ikeega and I can dwell in comfort."
"Ay," they nodded gravely.
"But I have no time. My business is hunting, and it takes all my time. So it is but just that the
men and women of the village who eat my meat should build me my IGLOO."
And the IGLOO was built accordingly, on a generous scale which exceeded even the dwelling of
Klosh-Kwan. Keesh and his mother moved into it, and it was the first prosperity she had enjoyed
since the death of Bok. Nor was material prosperity alone hers, for, because of her wonderful son
and the position he had given her, she came to he looked upon as the first woman in all the
village; and the women were given to visiting her, to asking her advice, and to quote her wisdom
when arguments arose among themselves or with the men.
But it was the mystery of Keesh's marvelous hunting that took chief place in all their minds. And
one-day Ugh-Gluk taxed him with witchcraft to his face.
"It is charged," Ugh-Gluk said ominously, "that thou most deal with evil spirits, wherefore thy
hunting is rewarded."
"Is not the meat good?" Keesh made answer. "Has one in the village yet to fall sick from the eating
of it? How dost thou know that witchcraft is concerned? Or dost thou guess, in the dark, merely
because of the envy that consumes thee?"
And Ugh-Gluk withdrew discomfited, the women laughing at him as he walked away. But in the
council one night, after long deliberation, it was determined to put spies on his track when he
went forth to hunt so that his methods might be learned. So, on his next trip, Bim and Bawn,
two young men, and of hunters the craftiest, followed after him, taking care not to be seen. After
five days they returned, their eyes bulging and their tongues a-tremble to tell what they had
seen. The council was hastily called in Klosh-Kwan's dwelling, and Bim took up the tale.
"Brothers! As commanded, we journeyed on the trail of Keesh, and cunningly we journeyed so
that he might not know. And midway of the first day, he picked up with a great he-bear. It was
a very great bear."
"None greater," Bawn corroborated and went on himself. "Yet was the bear not inclined to fight,
for he turned away and made off slowly over the ice. This we saw from the rocks of the shore,
and the bear came toward us, and after him came Keesh, very much unafraid. And he shouted
harsh words after the bear, and waved his arms about, and made much noise. Then did the bear
grow angry, and rise up on his hind legs, and growl. But Keesh walked right up to the bear."
"Ay," Bim continued the story. "Right up to the bear Keesh walked. And the bear took after him,
and Keesh ran away. But as he ran he dropped a little round ball on the ice. And the bear stopped
and smelled of it, then swallowed it up. And Keesh continued to run away and drop little round
balls, and the bear continued to swallow them up."
Exclamations and cries of doubt were being made, and Ugh-Gluk expressed open unbelief.
"With our own eyes, we saw it," Bim affirmed.
And Bawn - "Ay, with our own eyes. And this continued until the bear stood suddenly upright
and cried aloud in pain, and thrashed his forepaws madly about. And Keesh continued to make
off over the ice to a safe distance. But the bear gave him no notice, being occupied with the
misfortune the little round balls had wrought within him."
"Ay, within him," Bim interrupted. "For he did claw at himself, and leap about over the ice like a
playful puppy, save from the way he growled and squealed it was plain it was not played but
pain. Never did I see such a sight!"
"Nay, never was such a sight seen," Bawn took up the strain. "And furthermore, it was such a
large bear."
5
"Witchcraft," Ugh-Gluk suggested.
"I know not," Bawn replied. "I tell only of what my eyes beheld. And after a while, the bear grew
weak and tired, for he was very heavy and he had jumped about with exceeding violence, and he
went off along the shore-ice, shaking his head slowly from side to side and sitting down ever and
again to squeal and cry. And Keesh followed after the bear, and we followed after Keesh, and for
that day and three days more we followed. The bear grew weak, and never ceased crying from
his pain."
"It was a charm!" Ugh-Gluk exclaimed. "Surely it was a charm!"
"It may well be."
And Bim relieved Bawn. "The bear wandered, now this way and now that, doubling back and
forth and crossing his trail in circles, so that at the end he was near where Keesh had first come
upon him. By this time he was quite sick, the bear, and could crawl no farther, so Keesh came
up close and speared him to death."
"And then?" Klosh-Kwan demanded.
"Then we left Keesh skinning the bear, and came running that the news of the killing might be
told."
And in the afternoon of that day the women hauled in the meat of the bear while the men sat in
council assembled. When Keesh arrived a messenger was sent to him, bidding him come to the
council. But he sent reply, saying that he was hungry and tired; also that his IGLOO was large
and comfortable and could hold many men.
And curiosity was so strong on the men that the whole council, Klosh-Kwan to the fore, rose up
and went to the IGLOO of Keesh. He was eating, but he received them with respect and seated
them according to their rank. Ikeega was proud and embarrassed by turns, but Keesh was quite
composed.
Klosh-Kwan recited the information brought by Bim and Bawn, and at its close said in a stern
voice: "So explanation is wanted, O Keesh, of thy manner of hunting. Is there witchcraft in it?"
Keesh looked up and smiled. "Nay, O Klosh-Kwan. It is not for a boy to know aught of witches,
and of witches I know nothing. I have but devised a means whereby I may kill the ice-bear with
ease, that is all. It be headcraft, not witchcraft."
"And may any man?"
"Any man."
There was a long silence. The men looked in one another's faces, and Keesh went on eating.
"And . . . and . . . and wilt thou tell us, O Keesh?" Klosh-Kwan finally asked in a tremulous voice.
"Yea, I will tell thee." Keesh finished sucking a marrow bone and rose to his feet. "It is quite
simple. Behold!"
He picked up a thin strip of whalebone and showed it to them. The ends were sharp as needle-
points. The strip he coiled carefully, till it disappeared in his hand. Then, suddenly releasing it,
it sprang straight again. He picked up a piece of blubber.
"So," he said, "one takes a small chunk of blubber, thus, and thus makes it hollow. Then into
the hollow goes the whalebone, so, tightly coiled, and another piece of blubber is fitted over the
whalebone. After that, it is put outside where it freezes into a little round ball. The bear swallows
the little round ball, the blubber melts, the whalebone with its sharp ends stands out straight,
the bear gets sick, and when the bear is very sick, why, you kill him with a spear. It is quite
simple."
And Ugh-Gluk said "Oh!" and Klosh-Kwan said "Ah!" And each said something after his own
manner, and all understood.
And this is the story of Keesh, who lived long ago on the rim of the polar sea. Because he exercised
handcraft and not witchcraft, he rose from the meanest IGLOO to be the head man of his village,
and through all the years that he lived, it is related, his tribe was prosperous, and neither widow
nor weak one cried aloud in the night because there was no meat.
6
Rubric
Maximum: 100 points
X 5 4 3 2 Comments
INTRODUCTION There is a well- Introduction Introduction Background
and developed creates adequately details are a
CONCLUSION introduction interest. explains the random,
(Background with an Thesis states background, unclear
History/Thesis attention the position. but may lack collection of
Statement) grabber that Conclusion detail. Thesis information.
grabs the effectively states the Thesis is
reader’s summarizes topic, but key vague and
interest and the topic. elements are unclear.
continues to missing Conclusion is
engage the not effective
reader up until and does not
the thesis summarize
statement. The main points.
thesis
statement
should clearly
state the
experience or
event that will
be described
as well as the
effect on the
writer.
Conclusion
should
effectively
wraps up and
re stresses the
importance of
the thesis.
MAIN POINTS Well-developed Three or more Three or Less than
(Body
Paragraphs) main main points more main three
points/topic relate to the points are ideas/main
sentences that thesis, but present, but points are
relate directly some may lack details explained
to the thesis. lack details. in describing and/or they
Supporting The analysis the event. are poorly
examples are shows events Little developed.
concrete and from the descriptive The story
detailed. The author’s point language is tells; it doesn’t
analysis is of view, but used. show
developed with could use
an more
effective point descriptive
of view. language.
ORGANIZATION Logical Logical Organization Writing is not
(Structure and
Transitions) Progression of progression of is clear. organized. The
ideas with a ideas. Transitions transitions
clear structure Transitions are present between ideas
that enhances are present at times, but are unclear or
the thesis. throughout there is very non-existent.
Transitions are the essay, but little variety.
effective and lacks variety.
vary
throughout the
paragraph, not
just in the
topic sentences.
7
STYLE Writing is Writing is Writing is Writing is
(Sentence Flow, smooth, clear and clear, but confusing and
Variety, Diction) skillful, and sentences could use a hard to follow.
coherent. have varied little more Contains
Sentences are structure, sentence fragments
strong and Diction is variety to and/or run- on
expressive consistent. make the sentences.
with varied writing more
structure. interesting.
Diction is
consistent and
words are well
chosen.
MECHANICS Punctuation, Punctuation, There are only Distracting
(Spelling, a few (3-
spelling, and spelling, and errors in
Punctuation, 4) errors in
capitalization capitalization punctuation,
Capitalization) punctuation,
are all are generally spelling, and
correct. No spelling, and
correct with capitalization. capitalization.
errors. few errors (1-
2)
POINTS POSITIVE COMMENTS

Introduction
Main Points/Body
paragraphs
Organization
Style
Mechanics What Needs Work:
TOTAL (100)

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Published by the Department of Education-Schools Division of Makati City

Development Team of the Module

Writer: Ma. Angelica A. Gumangan

Editor: Gizelle V. Laud

Reviewers: Marjorie R. Catayna and Gizelle V. Laud

Layout Artist: Anna Erikka S. Anir

Management Team: Neil Vincent C. Sandoval

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

B. Matching History with Literature

THE MARXIST APPROACH

Karl Marx Friedrich Engels

BASIC TENETS OR PRINCIPLES

The bourgeoisie are the ruling class. They are

HOW TO ANALYZE A TEXT USING THE MARXIST APPROACH

THE HISTORICAL APPROACH

HOW TO ANALYZE A TEXT USING THE HISTORICAL APPROACH

1. Views literature as a reflection of class struggle and materialism

What I Have Learned

Story Elements Question Answer

Resolution of the story: 5

Published by the Department of Education-Schools Division of Makati City

Development Team of the Module

Writer: Mary Rose M. Roque

Editor: Gizelle V. Laud

Reviewer: Gizelle V. Laud

Layout Artist: Anna Erikka S. Anir

Management Team: Neil Vincent C. Sandoval

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

“Mmmmm, the smell of liberation is very sweet indeed,” uttered

A. The author described the marriage as a prison of the female character.

2. Do you think women

FEMINIST APPROACH IN LITERARY ANALYSIS

It aims to expose how certain literary works promote patriarchy and,

Another example is an analysis of the female characters in the novel “Alice in

Here is the short analysis:

THE MINUTE PAPER

Published by the Department of Education-Schools Division of Makati City

Development Team of the Module

Writer: Mary Rose M. Roque

Editor: Gizelle V. Laud

Reviewer: Gizelle V. Laud

Layout Artist: Mary Rose M. Roque

Management Team: Neil Vincent C. Sandoval

Department of Education – Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

The author’s illustration of happiness and “secret admiration” is

Always remember to forget

Always remember to forget

Always remember to forget

When critiquing a text through reader-response, the reader is expected to

"The Things They Carried," by Tim O'Brien at first seemed to

When writing a literary critique paper using the reader-response lens:

Directions: React on the following by answering the questions provided.

What I Have Learned

THE MINUTE PAPER

Published by the Department of Education-Schools Division of Makati City