11/12

st
21 Century
Literature from
the Philippines
and the World
Second Quarter
Module 1: Writing a
Close Analysis and
Critical Interpretation
of Literary Texts
 Republic of the Philippines
Department of Education
REGION VII, CENTRAL VISAYAS
SCHOOLS DIVISION OF SIQUIJOR

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Assistant Schools Division Superintendent: Dr. Edmark Ian L. Cabio
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Office Address: Larena, Siquijor
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 11/12

st
21 Century
Literature from
the Philippines
and the World
Second Quarter
Module 1: Writing a
Close Analysis and
Critical Interpretation
of Literary Texts
 INTRODUCTION

This module is written in support of the K to 12 Basic Education

Program to ensure attainment of standards expected of you as a learner.
This aims to equip you with essential knowledge on writing a close
analysis and critical interpretation of literary texts, applying a reading
approach, and doing an adaptation of these, require from the learner the
ability to identify representative texts and authors from Asia, North America,
Europe, Latin America, and Africa. (EN12Lit-IIa-22)

This includes the following activities/tasks:

• Expected Learning Outcome – This lays out the learning outcome

that you are expected to have accomplished at the end of the module.

• Pre-Test – This determines your prior learning on the particular

lesson about to take.

• Discussion of the Lesson – This provides you with the important

knowledge, principles and attitude that will help you meet the expected
learning outcome.

• Learning Activities – This provide you with the application of the

knowledge and principles you have gained from the lesson and enable you to
further enhance your skills as you carry out prescribed tasks.

• Post-Test –This evaluates your overall understanding about the

module.

With the different activities provided in this module, may you find this
material engaging and challenging as it develops your critical thinking skills.
 What I Need to Know
At the end of the lesson, you will be able to:
 write a close analysis and critical interpretation of literary texts,
applying a reading approach, and doing an adaptation of these, require
from the learner the ability to identify: representative texts and authors
from Asia, North America, Europe, Latin America, and Africa (EN12Lit-
Iia-22)

What I Know
To find out what you already know about the topic, do this in your
notebook.
A. Identify which national literature and cultures the following pictures
of literary pieces belong. Choose your answer from the box.
a. African literature d. Latin-American Literature
b. Asian Literature e. North-American Literature
c. European Literature

1. 3.

2. 4.

5.
B. Read each item very carefully. Choose the letter of the best answer and
write your answers in your notebook.

6. What is a Germanic epic that details the adventures of its lead character
as he fearlessly kills a monster that was terrorizing his kingdom and is
one of the oldest epic poetries written in Old English?
a. Beowulf c. The Cask of Amontillado
b. Rip Van Winkle d. The Legend of Sleepy Hollow

7. Which of the following texts is not written by Edgar Allan Poe?

a. The Raven c. The Cask of Amontillado
b. The Scarlet Letter d. The Falls of the House of Usher

8. What is the most important work of Jean-Jacques Rousseau which is a

massively influential piece of non-fiction that argues for extensive and
liberal education as the means for creating good citizens?
a. Julie c. Confessions
b. Emile d. The Social Contract

9. Which period of European literature was a celebration of ideas about

what the human mind was capable of, and what could be achieved
through deliberate action and scientific methodology?
a. Medieval Period c. The Modernist Period
b. Victorian Period d. Age of Enlightenment

10. Which national literature is characterized by mysticism, uniqueness,

raw creativity, and wonder and the concept of magic realism has
emerged?
a. Asian Literature c. Latin- American Literature
b. European Literature d. North-American Literature

11. Which national literature has a unique, subversive, and

expressive feature whose writers are not afraid to attack their colonizers
and to demand their freedom?
a. Asian Literature c. European Literature
b. African Literature d. North-American Literature

12. Who has been Singapore’s most widely read author and best known for
her collection of short stories such as Little Ironies: Short Stories of
Singapore and Or Else, The Lightning God and Other Stories?
a. Arthur Yap c. Catherine Lim
b. Kuo Pao Kun d. Tan Swie Hian

13. What literary text is considered the world’s first novel and is a very
charming and accurate depiction of the Japanese court during the Heian
period under the reign of Empress Akiko?
a. Banyaga c. Things Fall Apart
b. Tale of Genji d. A Thousand Splendid Suns
14. What classic work of Chinua Achebe is about a tribe in Africa that
chronicles its societal issues and battles against outside colonization
forces?
a. Arrow of God c. No Longer at Ease
b. Things Fall Apart d. A Man of the People
15. Who was an English playwright, poet, and actor, widely regarded as the
greatest writer in the English language and the world's greatest
dramatist.? He is often called England's national poet and the "Bard of
Avon".
a. Mark Twain c. Washington Irving
b. Edgar Allan Poe d. William Shakespeare
16. Who is the most famous poet of the Edo period in Japan and is regarded
as the master of the haiku, and one of the greatest poets in the history
of Japanese literature?
a. Matsuo Basho c. Murasaki Shikibu
b. Haruki Murakami d. Yasunari Kawabata

What’s In
Recall your knowledge about the literary concept or theory from
different national literature and cultures by accomplishing the activities that
follow. Write your answers in your notebook.

Activity 1
Directions: Rearrange the jumbled letters in every item to form the correct
word being described by the group of words at the right. Write
your answers on your notebook.
1. N I A A S U R E T I L A R E T-covers East, Central, West and South
East Asia
2. L O N G A – M R N A E C I A U R E T I L A R E T - closely related to
the concept of New Criticism
3. PNRAEOUE U R E T I L A R E T -closely related to the concept
of Romanticism
4. T N A I L – C N R A E M A I U R E T I L A R E T - closely related to
the concept of Modernism
5. NRAFCIA U R E T I L A R E T – said to be the “seat of human
civilization”

Activity 2
Directions: Identify whether the following statements about literary concept
or theory are true or false. Write TRUE if the statement is correct
and FALSE if not.
_____ 1. Postmodernism is a rejection of its predecessor, modernism, in favor
of the variety and the air of skepticism which lends to all works of
art.
_____ 2. Romanticism emphasizes the degree of freedom that a human being
may possess and argue against it.
_____ 3. Formalism aims to look at how literature, most especially poetry,
artistically alter or “renew” the everyday common language in which
everyone speaks so that they come up with a “defamiliarized” work
of art that is new to the senses.
_____ 4. New Criticism is the intellectual process of returning to the
independence that colonies have enjoyed before the colonizers
came. Here, the ideas, cultural practices, and beliefs that were
integrated and taught by the colonizers be deconstructed from the
minds of the natives.

What’s New
A. Directions: Identify the pictures (e.g. food, costume, object, landmark,
people, and symbols) which are associated with the
following continents of Asia, North America, Europe, Latin
America and Africa. Choose your answer from the pool of
words below and write the letter of the correct answer in
your notebook.

a. AFRICA d. LATIN-AMERICA
b. ASIA e. NORTH-AMERICA
c. EUROPE

1. 2. 3.
4. 5. 6.

7. 8. 9.

10. 11. 12.

B. Answer the following questions.

1. What meaning did you associate with the given pictures?
2. How were you able to connect the pictures with the continents?
3. Do you know of authors or literary texts from each continent?
 What Is It

21st Century Literature of the World

There is a lot to be said about the diversity and universality of world

literature. The distinct language and inventiveness of certain literature
coming from different continents showcase the lives and emotions of their
people, while offering the world a view of what happens in their society. A good
example is the common themes of Anaphora in Asian and African literature,
Magic realism in Latin American literature, and societal issues in the classical
literature of Europe and North America.
Some of the contemporary writers nowadays are quite adept at
portraying their cultures through fiction. Some of these are Charlson Ong’s
epic novel Banyaga, which narrates the plight of Chinese-Filipino boys and
their hardships in the country; Khaled Hosseini’s A Thousand Splendid Suns
is set in Afghanistan and tells the story of two women who are placed in a
situation that leaves them no choice but to depend on each other; Haruki
Murakami’s The Wind –Up Bird Chronicle tells the story of a man searching for
something and his tales of another world; and Chinua’s Achebe’s classic
Things Fall Apart is all about a tribe in Africa that chronicles it societal issues
and battles against outside colonization forces.

Asian Literature of the 21st Century

The literature of Asia is a rich collection of stories that both reflect the
beliefs, culture, and feeling of the people. It covers East, Central, West, and
South East Asia. Due to the enormity of the coverage of its literature, a reader
or a researcher may further divide its collection based on the country of origin,
religion, literary genre, language or historical perspective.
The literature of India, China, and Japan has been the most popular
among other Asian countries due its longevity and influence over other
countries. India, whose majority of literature is written in Sanskrit, for
example has a literary collection that can be traced to date back to 800 BC.
Classic Indian literature would reflect their predominant faith: Hinduism.
While modern Indian literature, like the works of Rabindranath Tagore, would
focus more on the subject matters that can be related to society and national
issues.
Chinese literature, on the contrary, does not include epic poems but
rather stresses on everyday issues of society. Its collection which includes The
Book of Songs, said to have been compiled by Confucius and the Tao. The
Ching, the central book of Taoism, both focuses on the duties, behavior, and
actions a person must do in order to belong harmoniously to his society.
One of the greatest collections of poetry, the Man’yoshu, is perhaps one
of the most celebrated pieces of literature of Japan. More popular to readers
when in terms of Japanese literature are the works of Matsuo Basho, a famous
haiku writer, and Murasaki Shikibu’s the Tale of the Genji. Modern Japanese
texts include the works of Motokiyo, Kawabata, Tanizaki, Mishima,
Ryunosuke, and Murakami.

Representative Texts and Authors from Asia

1. Scheherazade (Short Story) by Haruki Murakami (Japan)
2. Their Last Visitor (sudden fiction) by Kim Young Ha (South Korea)
translated by Dafna Zur
3. Elegy by Mong-Lan (Vietnam)
4. The Wheel by Vinda Karandikar (India)
5. Song by Ali Ahmad Said Esber (Syria) translated by Khaled Mattawa

North-American Literature of the 21st Century

During its early history, America was a series of British colonies to what
is now known as the United States. Thus, the literary tradition of the country
can be connected to the British literary tradition. However, the modern day
American writing is completely separated from the earlier tradition because of
its diverse nature and the breadth of its production.
The earlier American writings will include, Captain John Smith’s A True
Relation of Virginia which discussed the advantages of colonial rule to both
the colonies and the colonist audiences. Political writings like the works of
Samuel Adams, Benjamin Franklin and Thomas Paine are hailed for its wit and
its contribution to building the nation that it is today. Furthermore, the
political writings of Alexander Hamilton, James Madison, John Jay, and
Thomas Jefferson influenced their very Constitution.
The list of influential American writers will go on and include
Washington Irving, with his works Salmagundi, A History of New York by
Diedrich Knickerbocker, The Legend of Sleepy Hollow, and Rip Van Winkle to
name a few; James Fenimore Cooper and his classic, The Last of the Mohicans;
Edgar Allan Poe, who is considered the father of short stories, wrote The
Raven, The Cask of Amontillado, The Falls of the House of Usher and a lot more
of other seminal works; Herman Melville’s Moby Dick and Nathaniel
Hawthorne’s The Scarlet Letter comprise the Dark Romanticism subgenre.
To continue the shortlist of celebrated American writers, you also have
to take note of the works of Walt Whitman and Emily Dickinson who are
honored as two of the greatest 19th century poets; the proponent’s realism,
Mark Twain and Henry James, should be remembered for their writing style
changed the way American’s write their language. The two writers created
characters who speak like real people and sound distinctly American with
accents native to their region.
At the beginning of the 20th century, America novelists started
experimenting in style and in subject matter. Writers like Edward Bellamy,
Upton Sinclair, and Henry Adams discussed political and educational issues
and the power of corporations in their works. American writers also expressed
their disillusionment following upon the war. F. Scott Fitzgerald wrote, The
Great Gatsby which shows how the dreams and ambitions of the youth may
quickly disappear and ultimately lead to disappointment.

Representative Texts and Authors from North America

1. A History Of Everything, Including You (sudden fiction) by Jenny
Hollowell (United States)
2. Chickens (microfiction) by Elaine Margarell (United States)
3. A Gentleman’s C (microfiction) by Padgett Powell (United States)
4. One Today (poem) by Richard Blanco (United States)
5. We Ate The Children Last (science fiction) by Yann Martel (Canada)
6. The Right Sort (twitter story) by David Stephen Mitchell (United
Kingdom)
7. One Night (elegy) by Ann Gray (United Kingdom)

European Literature of the 21st Century

The history and catalogue of the European literature is so rich that it is
quite close to impossible to describe it and give justice to its entire list of great
works and even greater writers in an introduction. Important classical and
medieval traditions are those in Latin, Ancient Greek, Old Norse, Medieval
French and the Italian Tuscan dialect of the renaissance are also part of its
collection.
Medieval Period (500-1500) of European literature already saw
masterful works like Beowulf, The Song of Roland, The Nibelungenlied, and
seminal work of Geoffrey Chaucer, The Canterbury Tales. The mentioned
works of art was followed by even more popular titles, because during the
Renaissance Period, writers like Edmun Spencer (The Faerie Queen), John
Milton (Paradise Lost), and William Shakespeare (Romeo and Juliet; Macbeth)
took the level of its literary standard into a whole new high.
Following the Medieval Period was the Age of Enlightenment (1700-
1800) and at its center was a celebration of ideas- ideas about what the
human mind was capable of, and what could be achieved through deliberate
action and scientific methodology. Many of the new, enlightened ideas were
the torchbearers of Enlightenment literature and philosophy. Rousseau was
a strong advocate for social reform of all kinds. His most important work,
however, was Emile, a massively influential piece of non-fiction that argues
for extensive and liberal education as the means for creating good citizens.
Espousing similar political positions, Voltaire employed dry wit and sarcasm
to entertain his readers while making convincing arguments for reform.
No other period in English literature displays more variety in style,
theme, and content than the Romantic Movement (1798-1870) of the
eighteenth and nineteenth centuries. Romanticism is concerned with the
masses and not with the middle class, the individual more than with society.
 The individual consciousness and individual imagination are especially
fascinating for the Romantics. With writers like Mary Shelley and her
masterpiece, Frankenstein and Lord Byron’s Don Juan, the focus of literature
shifted from the scientific to the mysterious.
Then came the Victorian Period, the name given to the period is
borrowed from the royal matriarch of England, Queen Victoria, who sat on
throne from 1837 to 1901. The Victorian writers exhibited some well-
established habits from previous eras, while at the same time pushing arts
and letters in new and interesting directions. Victorian novelists and poets
like Charlotte and Emily Bronte, Lord Tennyson, Robert Browning, Gustave
Flaubert, George Eliot, Fyodor Dostoyevsky, and Thomas Hardy wrote with
simplicity, truth and tempered emotion.
Realism (1820-1920), the next period in European Literature, is
precisely what it sounds like. It is attention to detail, and an effort to replicate
the true nature of reality in a way that novelists had never attempted. There
is the belief that the novel’s function is simply to report what happens, without
comment or judgment. Seemingly inconsequential elements gain the attention
of the novel functioning in the realist mode. Famous writers during this period
were Franz Kafka, William Butler Yeats, T.S. Eliot, and Vicente Biasco Ibanez,
among others.
Naturalism (1870-1920) sought to go further and be more explanatory
than Realism by identifying the underlying causes for a person’s actions or
beliefs. In Naturalism, the environment played a large part in the narrative
structure. The locale shapes the personalities of the characters without them
even realizing it. Emile Zola, one of the most influential writers in this period
of literature, provided inspiration and model in writing during this period.
Crime and Punishment is a profound example of how some of the
principles of existentialist (1850-Today), the next literary period,
Dostoyevsky’s story shows that thinking can be prevented, leading to ethical
decay and personal destruction. Another writer, Franz Kafka, has also been
associate with twentieth century existentialism. But the name most related
to existential literature is Albert Camus. The characters in his work are caught
in situations that are way out of their control and getting out of the situation
is almost futile. The influence given by these authors are still reflected in this
generation if you read the works of Chuck Palahniuk, Stanley Kubrick, and
David Lynch.
The Modernist Period (1910-1965) in Literature presented a new way
of living and seeing the world. Writers are now free to try new concepts in
writing like the use of the unreliable narrator, among others. Modernism was
set in motion, in one sense, through a series of cultural shocks where the
poets who took fullest advantage of the new spirit of the times, and stretched
the possibilities of their craft to lengths not previously imagined.
Representative Texts and Authors from Continental Europe
1. Hazaran (short story) by Jean-Marie Gustave Le Clezio (France)
translated by Patricia E. Frederick
2. Kiss (blog fiction) by Carlos Ruiz Zafon (Spain)
3. The Red Fox Fur Coat (sudden fiction) by teolinda Gersao (Portugal)
4. Blood Of A Mole (sudden fiction) by Zdravka Evtimova (Bulgaria)
5. Atlantis- A Lost Sonnet (poem) by Eavan Boland (Ireland)

Latin- American Literature of the 21st Century

Tasting the sweet liberty at last, Latin-American writers needed to
express the thoughts and feelings that they kept for a very long time and
during this moment, Romanticism developed in their regions. However, the
harsh reality in returned shortly after and that is why magic realism emerged.
Since the 1960s, Latin-American writing has been searching for the
perfect novel that can be introduced to the world as the epitome of what the
region has to offer. And then it came, One Hundred Years of Solitude by the
Colombian writer Gabriel Garcia Marquez set the example and is now read
and studied all over the world. One Hundred Years of Solitude takes readers
to Macondo, a fictional town, which Marquez said to have been inspired by his
very own hometown, founded by the Buendia family. The novel was a perfect
harmony between magic and reality as the founding of Macondo is the
founding of America: origins, colonization, struggles, and history. This novel
is so successful that it has become one of the most translated works and also
one of the most read in Spanish.
Another Latin-American author who established himself in the world is
Julio Cortazar who wrote Rayuela, a novel that can be read in various ways.
It consists of 155 chapter, divided into three parts: On the side there, this
side, and both sides. Cortazar allowed the readers to start from whichever part
he wants to start and thus creating his own meaning to the story.
Representative Texts and Authors from Latin America
1. Like Hercules (microstory) by Ana Maria Shua (Argentina) translated by
Steven J. Stewart
2. Honey (flash fiction) by Antonio Utgar (Columbia) translated by Katherine
Silver
3. Essential Things (sudden fiction) by Jorge Luis Arzola (Cuba)
4. The Desert Of Atacama V (poem) by Raul Zurita (Chile) translated by Anna
Deeny
5. To Those Who Have Lost Everything (poem) by Francisco X. Alarcon
(Mexico)
 African Literature of the 21 st Century

Africa, being said to be the “seat of human civilization” has a lot to offer
the rest of the world in terms of history, culture, and of course, literature.
Despite the turmoil and trauma that the people of Africa has suffered under
the hands of their own fellowmen or numerous colonizers, Africans have
prevailed and are now slowly rebuilding themselves aa a continent made up
of free countries. Nelson Mandela and Chinua Achebe are Africans known for
their achievements.
The development of African literature, from its oral tradition up to the
current trends, reflects the history of its people, the continents feelings and
the minds of its population.
Having been denied sharing their unique culture to the rest of the world,
African literature takes pride in their identity as a people along with their rich
heritage. The Dark Continent enjoys a vast collection of masterpieces, both in
oral and written literature, which are highly diverse and at the same time
common.
The writings on black Africa started in the middle ages when Arabic was
inroduced to them and then it moved forward in the 1800s with the coming
of the alphabet. With the birth of the Negritude (which literally means
‘blackness’) movement in 1934, African writers committed to look into their
own culture, traditions, and values that can be applied in the modern world.
The drive of writers to write and excite political freedom grew and the dignity
of African traditions has been asserted. The Negritude movement opened the
avenue for writers to celebrate what is truly African.
Representative Texts and Authors from Africa
1. As A Woman Grows Older by J.M. Coetzee (South Africa)
2. Poison (science fiction) by Henrietta Rose-Innes (South Africa))
3. Hyde Park (creative non fiction) by Petina gappah (Zimbabwe)
4. You Didn’t Know (poem) by Idea Vilarino (Uruguay) translated by Jesse
Lee Kercheval
5. The First Circle (poem) by Kofi Awoonor (Ghana)
6. Tonight (poem) by Ladan Osman (Somalia)

How To Write A Critical Analysis

A critical analysis examines an article or other work to determine its
effectiveness. You may need to write a critical analysis of an article, book,
film, painting, or other text. Start by reading the text critically to understand
the author’s argument and begin forming your own opinion of it. Then,
examine the text in more depth to analyze it. When you have finished
developing your analysis, draft it according to critical analysis structure.
Part 1 : Conducting a Critical Reading
1. Read the source or sources carefully and take notes. Read through all
of the material that you are using for your critical analysis. Highlight,
underline, or make notes about important passages as you go. Look up
any words, concepts, and other information that you don’t understand.
• You may need to read the text more than once, especially if it is
dense or complicated.
• As you read the text, consider what about it is important,
worthwhile, useful, relevant, controversial, or valid.
2. Identify the author's thesis statement. As you read the text, determine
what the author is arguing for or against. Identify their thesis and
underline or highlight it. A thesis statement often appears in the first 1 to
2 paragraphs of an essay. The thesis is usually a single sentence that
explains the author’s argument.
• It might be easier to find the thesis in an academic article than in a
creative work, movie, or painting. If you’re critiquing a work of fiction
or creative nonfiction, in either written form or film form, identify one
of the main themes of the story instead. For a painting, identify what
the painter may be trying to get across with their work of art.
3. Note the author’s main ideas as you read. Underline or highlight all of
the topic sentences and other passages that seem significant to you.
These may include the author’s reasons and supporting evidence that
they provide throughout the text. Identifying these parts of the text will
allow you to analyze its structure.[3]
• In an academic article, identify the topic sentences of each
paragraph or section.
• For works of fiction or paintings, look for scenes and imagery that
seem to support the thesis.
4. Summarize the work in your own words. As a final way to cement the
ideas you’ve read about in the text, write a brief summary of it. Try to
keep your summary around 1 paragraph long and describe what the
text’s focus was about, including the author’s main argument.
• If the text was a film or work of art, write a brief 1 to 2 paragraph
synopsis of the film or description of the painting.

Part 2 : Analyzing the Text

1. Think about your response to the text. Take a moment to reflect on
what the text made you feel or think. The way the text affects you
emotionally is also known as pathos and this is an important component
of rhetoric. Write down your initial responses to the text, good and bad.
Try to explain in writing why you responded the way that you did.
Pinpoint the aspects of the text that evoked that response in you.
• For example, if the text made you angry, what was it about the text
that made you angry?
• If you found yourself laughing at the text, what about it was
laughable?
2. Consider the author’s background and any implications of that. If the
author of the text has a well-known background that may have informed
their argument, this may help you to craft a critical analysis of the text.
Look into the author’s background to see if this might help to inform why
they made the argument that they did. Try checking to see what else
they've written, what they are known for, and what affiliations they
have.
• For example, if the author is an outspoken proponent of healthcare
reform, then this would likely explain any bias in an argumentative
essay on universal healthcare.
• The author’s background may also include credentials, such as a
doctorate or medical degree. This is part of the ethos of the text since
having credentials may help to bolster an author’s credibility.
3. Determine how well the author defines concepts in the text. Another
way to approach your analysis is to consider how well the author has
defined concepts in the text. If the concepts are poorly or inadequately
defined, this will provide you with an easy way to critique the text.
Identify what is inadequate or unclear about the definitions and what
would have made them easier to follow.
• For example, if the author’s explanation of greenhouse gasses is
long, full of jargon, and confusing, then you might focus on this as
part of your critique.
Tip: Keep in mind that you can also have a positive critique of the text if you
think it was effective. For example, if the author’s description of
greenhouse gasses was written in simple, easy to understand language,
you might note this as part of your analysis.
4. Examine the author’s use of evidence to see if it’s effective. Whether
or not the author has used credible evidence that supports their position
is also a great way to critically analyze a text. Look at each of the sources
the author has used to check them for credibility. Then, consider if the
content of these sources provides good support for the author’s points. If
it has, then the author has made good use of logos, or the appeal to
logic.
• For example, if the author has used a website that is known for
being biased in favor of their argument, then this would weaken their
position.
• However, if the author used sources that were fair and unbiased,
then this would strengthen their position. Not all texts will
incorporate evidence. For example, if you’re doing a critical analysis
of a film or work of art, it probably won’t include secondary sources.
Part 3: Drafting the Analysis
1. Start your essay by writing a brief overview of what you’re
analyzing. Provide all of the basic information about the work you’re
analyzing, such as the author’s name, the title, date of publication, and
any other relevant information. Then, give a brief overview of the work
and its purpose. Try to keep all of this information within 2 to 3
sentences.
 • For example, in the first sentence of your essay, provide the basic
information on the text. Then, describe text’s argument in about 1 to
2 sentences.
2. Provide your thesis statement at the end of your introduction. After
you finish describing the author’s argument, provide your argument in
the form of your thesis statement. Depending on whether or not you
thought the text was effective, you may frame your thesis as showing
where the text failed to accomplish its goal or how it was successful.
• For example, you might write, “Darcy Gibbons’ essay on the
environmental impact of consumerism provides a thorough and
valuable overview of the problem.”
• Or, you might write, “Shannon Duperty’s mixed media painting,
“Dove on Heroin,” falls short of its attempt at edgy political
commentary.”
3. Summarize the text in 1 paragraph. After you have provided your thesis
statement, include a 1 paragraph summary of the work. You can use the
summary that you wrote after reading the text or write a new one. Focus
on the main points that the text covers and leave out the rest.
• Keep in mind that the summary paragraph is the only place in your
essay where you may include summary. The rest of the essay should
provide analysis of the essay.
4. Use each of the body paragraphs to evaluate 1 of the author’s
points. After you summarize the text, start going through the points that
support your thesis. If you thought the text was ineffective, devote 1
paragraph to each of your reasons for why it was ineffective. If you
thought it was effective, devote 1 paragraph to each reason why it was
effective. You may also organize the paragraphs by topic if you’re having
trouble identifying multiple reasons for a text’s effectiveness. Some topics
you may use to decide what to cover include:
• Organization. How did the author organize their argument? Was
this a good strategy or not? Why?
• Style. What style did the author use to get their point across? How
did the style hurt or help their argument?
• Effectiveness. In general, was the text effective at getting its point
across? Why or why not?
• Fairness or bias. Did the author demonstrate a fair or biased
perspective on their topic? How could you tell?
• Appeal to a specific audience. Did the author seem to have a
specific audience in mind? If so, who were they and
how well did the author meet their needs?
5. Provide evidence from the text to support your analysis. As you go
through your reasons for your position, you’ll also need to point to
specific examples from the author’s text, so be ready with quotes,
paraphrased sections, and summaries. Make sure to put any direct
quotes into quotation marks and provide page numbers for any evidence
you use from a written text.
Tip: Check with your teacher for details on how to cite sources. They
may want you to use a specific citation style, such as MLA, Chicago, or
APA.
6. Conclude with your final judgment of the author’s argument. This is
where you can summarize the main points of your analysis and give your
opinion of the text’s effectiveness overall. In other words, explain to
readers whether or not the author accomplished their objective. Don’t
repeat your intro or other parts of the essay word-for-word. Instead, try to
cover the most important info in different words or discuss the
implications of your argument.
• For example, you might conclude by talking about how the author
made a good effort in some regards, but ultimately their argument
was ineffective, and then explain why in 2 to 3 sentences.
Sample Analyses

Sample Research Article Critique

In the article “A review on distributed energy resources and MicroGrid,”
the authors, Jiayi, Chuanwen, and Rong, discuss the technology and
implications of microgrid and distributed energy technologies. The authors
make a strong case for the fact that the primary advantage of this technology,
as discussed in the article, is its ability to operate while interconnected with
the main power distribution grid, yet also operate in an island mode. They
also give excellent evidence to support the claim that the economic
implications of distributed energy may have a greater impact in the immediate
future, while allowing for a greater reduction in expenses in the long term, as
well as a reduction in the production of greenhouse gases.
The authors claim that the ease of distribution among the main power
distribution grid comes from the ability to regulate the way in which power is
generated and consumed within the microgrid. During times that power is
being generated and stored, such as in a system connected to a flywheel,
energy capacitor, or battery bank, the concern for islanding phenomenon, in
which the microgrid operates independently of the macrogrid, can be avoided.
This statement is supported by two well-made points. First, by
employing a power storage medium, the intermittency of renewable resources
is simply bypassed. Second, by integrating the microgrid among the main
power grid, energy surges, whether in surplus or deficiency, can be mitigated
by smart power stations that manage energy flows. Excess power can be
redirected and absorbed across the larger grid or sent to neighboring
microgrid power storage centers.
The immediate and long-term economic impacts of the employment of
microgrids in large scale power generation grids is stated to have one major
disadvantage, while employing a few possibly greater advantages. First, state
the authors, the disadvantage is the initial cost related to the installation of
new distributed systems. Furnishing a city block-sized community with a
system would have an initial investment that would likely prove to take at
least a decade to see any return.
 However, during the period before returns are seen, a significant
amount of greenhouse gases could potentially be prevented by use of
renewable power systems. In addition, following the return period, the
investors, as well as potential residential customers, the authors say, would
see little to no costs for the power and they would have a more reliable and
robust form of electricity.
The statements concerning the economics of distributed systems are
well supported with historical data showing the cost of power over time and
in relation to the cost of distributed systems. In addition, the authors also
add a cost-ratio comparison for a hypothetical installation in a residential
area. The graph shows the increase in savings over time.
This article did an exceptional job of providing detailed data and
graphs to support the authors claims. Their statements regarding the use of
distributed energy microgrids and the benefits of such systems make clear
sense.
Downloaded from http://www.wikihow.com

“A Critical Analysis of “The Road Not Taken”

In the poetry genre, there are many well-known works that society have
come to love. Of those many, “The Road Not Taken,” by Robert Frost, is one
of the most famous. As a deep and eloquent allegory for the struggle of choice
in everyday life, Frost is stating that choices about one’s future are
challenging to make, and predictions toward an outcome are often
mysterious.
Frost introduces two roads diverging in the woods, alluding to the point
in life when a choice of many must be made. He states his yearning to know
the outcome of both roads and to have the opportunity to learn all possible
outcomes. Frost states that he looked down each road as far as he could see.
Both looked like proper roads to take, one being worn and “perhaps,” he says,
“having the better claim.” Both roads are described as having been worn about
the same, and neither showed signs of detritus, as is described by “no step
had trodden black.”
Ultimately, Frost decides that he will taken the second road. He states
that he “kept the first [road] for another day.” But, as is the nature of roads
and choices, Frost says, “knowing how way leads on to way, I doubted if I
should ever come back.” This alludes to the fact that choices in life are often
final. They do not allow for a return to circumstances before the choice was
made.
The last phrase of the poem carries a lament to “ages and ages hence,”
showing the reader that time has passed. Now, looking back, Frost sees the
fortune of the road less traveled. He ends:
“Two roads diverged in a wood, and I-
I took the one less traveled by,
And that has made all the difference.”
 Many interpret these lines as Frost’s endorsement of the value of an
adventurous spirit. However, a closer reading reveals a different intention: to
poke a bit of fun at people who waste precious time contemplating decisions
that could have been made versus ones that were made.
He clearly states earlier in the poem that there is no road less traveled,
as both roads look relatively similar. Yet the speaker realizes that, despite
being faced with two relatively equal options in the moment, he will look back
on his decision and assign potentially misguided importance to the fact that
he chose one road over the other. In hindsight, he will have chosen “the one
less traveled by.” Depending on the “difference” this decision made in the
speaker’s life, he will either look back on this decision fondly, patting himself
on the back for making the right choice, or he will look back with regret,
chiding himself and pining after things that could have been.
Downloaded from http://www.wikihow.com

What’s More
Independent Activity 1
The idea of the afterlife is truly one of the concepts that fascinate
writers. As weavers of dreams and ideas, writers would like to contribute to
the picture of what is going to happen after death, or to put it simply, is there
really life after death.
The poem below is a perfect poem, and one of Dickinson’s most
compressed and chilling attempts to come to terms with mortality. Read the
poem below and answer the questions that follow to identify how Dickinson
see the afterlife.

DEATH
DEATH (by
(by Emily
Emily Dickinson)
Dickinson)
Because I could not stop for Death, Or rather, he passed us;
He kindly stopped for me ; The dews grew quivering and chill,
Because I could not stop for Death, Or rather, he passed us;
The carriage held but just ourselves For only gossamer my gown,
He kindly stopped for me ; The dews grew quivering and chill,
And Immortality My tippet only tulle.
The carriage held but just ourselves For only gossamer my gown,
And
We Immortality
slowly drove, he knew no haste We My paused
tippet only tulle.
before a house that seemed
And I had put away A swelling of the ground;
We
Myslowly
labor,drove,
and my heleisure
knew no haste We
too, paused
The before
roof was a house
scarcely that
visible,
seemed
For his civility. The cornice but a mound.
And I had put away A swelling of the ground;
Welabor,
My passedandthemyschool,
leisurewhere
too, children
TheSince
roof then ‘tis centuries,and
was scarcely visible, yet each
strove
For , At recess, in the ring;
his civility. TheFeels shorter
cornice but athan the day
mound.
We passed the fields of gazing grain, I first surmised the horse’s heads
 Independent
We passed theAssessment
setting sun.1 Were toward eternity.
Independent Assessment 1
Directions: Write your critical interpretation of the poem “Death” in three
parts: Introduction, Body and Conclusion. Be guided with the
following questions:
1. How does the persona in the poem explain immortality as a
character?
2. How does imagery affect "Death"?
3. Interpret and analyze the poem " Death”.
4. How is death personified in "Death"?
5. What is the speaker's attitude about the ride in the first three stanzas?
Your critical interpretation will be rated based on the following rubric:
Rubric for Critical Analysis Essay
4 3 2 1
Introduction There is a well- Introduction Introduction Background
and developed introduction creates adequately details are a
Conclusion with an attention interest. Thesis explains the random,
(Background grabber that grabs the states the background, unclear
History; reader’s interest and position. but may lack collection of
thesis continues to engage Conclusion detail. Thesis information.
Staement) the reader up until the effectively states the Thesis is
thesis statement. The summarizes topic, but key vague and
thesis statement the topic. elements are unclear.
should clearly state the missing. Conclusion is
experience or event not effective
that will be described and does not
as well as the effect on summarize
the writer. Conclusion main points.
should effectively
wraps up and
restresses the
importance of the
thesis.
Main Points Well-developed main Three or more Three or more Less than
(Body points/topic sentences main points main points three
Paragraphs) that relate directly to relate to the are present, ideas/main
the thesis. Supporting thesis, but but lack points are
examples are concrete some may lack details in explained
and detailed. The details. The describing the and/or they
analysis is developed analysis shows event. Little are poorly
with an affective point events from the descriptive developed.
of view. author’s point language is The story
of view, but used. tells; it
could use more doesn’t show.
descriptive
language.
Logical Progression of Logical Organization Writing is not
Organization ideas with a clear progression of is clear. organized.
(Structure structure that ideas. Transitions The
and enhances the thesis. Transitions are are present at transitions
Transition) Transitions are present times, but between ideas
effective and vary throughout the there is very are unclear or
throughout the essay, but little variety. non existent.
paragraph, not just in lacks variety.
the topic sentence.
 Style Writing is smooth, Writing is clear Writing is Writing is
(Sentence skillful, and coherent. and sentences clear, but confusing
Flow, Variety, Sentences are strong have varied could use a and hard to
Diction) and expressive with structure. little more follow.
varied structure. Diction is sentence Contains
Diction is consistent consistent. variety to fragments
and words are well make the and/or run-
chosen. writing more on sentences.
interesting.
Mechanics Punctuation, spelling, Punctuation, There are only Distracting
(Spelling, and capitalization are spelling, and a few (3-4) error in
Punctuation, all correct. No errors. capitalization errors in punctuation,
Capitalization) are generally punctuation, spelling, and
correct with spelling, and capitalization.
few errors(1-2). capitalization.

Independent Activity 2
Read the summary of Harry Potter and the Sorcerer’s Stone by J.K. Rowling.

Mr. Dursley, a well-off Englishman, notices strange happenings on his way to

work one day. That night, Albus Dumbledore, the head of a wizardry academy called
Hogwarts,meets Professor McGonagall, who also teaches at Hogwarts, and a giant
named Hagrid outside the Dursley home. Dumbledore tells McGonagall that someone
named Voldemort has killed a Mr. and Mrs. Potter and tried unsuccessfully to kill
their baby son, Harry.
Dumbledore leaves Harry with an explanatory note in a basket in front of the
Dursley home.Ten years later, the Dursley household is dominated by the Dursleys’
son, Dudley, who torments and bullies Harry. Dudley is spoiled, while Harry is forced
to sleep in a cupboard under the stairs. At the zoo on Dudley’s birthday, the glass in
front of a boa constrictor exhibit disappears, frightening everyone. Harry is later
punished for this incident.
Mysterious letters begin arriving for Harry. They worry Mr. Dursley, who tries
to keep them from Harry, but the letters keep arriving through every crack in the
house. Finally, he flees with his family to a secluded island shack on the eve of
Harry’s eleventh birthday. At midnight, they hear a large bang on the door and Hagrid
enters. Hagrid hands Harry an admissions letter to the Hogwarts School of Witchcraft
and Wizardry. Harry learns that the Dursleys have tried to deny Harry’s wizardry all
these years.
The next day, Hagrid takes Harry to London to shop for school supplies. First
they go to the wizard bank, Gringotts, where Harry learns that his parents have left
him a hefty supply of money. They shop on the wizards’ commercial street known as
Diagon Alley, where Harry is fitted for his school uniform. Harry buys books,
ingredients for potions, and, finally, a magic wand—the companion wand to the evil
Voldemort’s.
A month later, Harry goes to the train station and catches his train to Hogwarts
on track nine and three quarters. On the train, Harry befriends other first-year
students like Ron Weasley and Hermione Granger, a Muggle girl chosen to attend
Hogwarts. At school, the first-years take turns putting on the “Sorting Hat” to find
out in which residential house they will live. Harry fears being assigned to the sinister
Slytherin house, but he, Ron, and Hermione end up in the noble Gryffindor house.
As the school year gets underway, Harry discovers that his Potions professor,
Snape, does not like him. Hagrid reassures Harry that Snape has no reason to dislike
him. During their first flying lesson on broomsticks, the students are told to stay
grounded while the teacher takes an injured boy named Neville to the hospital. Draco
Malfoy, a Slytherin bully, snatches Neville’s prized toy and flies off with it to the top
of a tree. Harry flies after him. Malfoy throws the ball in the air, and Harry speeds
downward, making a spectacular catch. Professor McGonagall witnesses this
incident. Instead of punishing Harry, she recommends that he play Quidditch, a
much-loved game that resembles soccer played on broomsticks, for Gryffindor. Later
that day, Malfoy challenges Harry to a wizard’s duel at midnight. Malfoy doesn’t show
up at the appointed place, and Harry almost gets in trouble. While trying to hide, he
accidentally discovers a fierce three-headed dog guarding a trapdoor in the forbidden
third-floor corridor.
On Halloween, a troll is found in the building. The students are all escorted
back to their dormitories, but Harry and Ron sneak off to find Hermione, who is alone
and unaware of the troll. Unwittingly, they lock the troll in the girls’ bathroom along
with Hermione. Together, they defeat the troll. Hermione tells a lie to protect Harry
and Ron from being punished. During Harry’s first Quidditch match, his broom jerks
out of control. Hermione notices Snape staring at Harry and muttering a curse. She
concludes that he is jinxing Harry’s broom, and she sets Snape’s clothes on fire.
Harry regains control of the broom and makes a spectacular play to win the
Quidditch match.
For Christmas, Harry receives his father’s invisibility cloak, and he explores
the school, unseen, late at night. He discovers the Mirror of Erised, which displays
the deepest desire of whoever looks in it. Harry looks in it and sees his parents alive.
After Christmas, Harry, Ron, and Hermione begin to unravel the mysterious
connection between a break-in at Gringotts and the three-headed guard dog. They
learn that the dog is guarding the Sorcerer’s Stone, which is capable of providing
eternal life and unlimited wealth to its owner and belongs to Nicolas Flamel,
Dumbledore’s old partner.
A few weeks later, Hagrid wins a dragon egg in a poker game. Because it is
illegal to own dragons, Harry, Ron, and Hermione contact Ron’s older brother, who
studies dragons. They arrange to get rid of the dragon but get caught. Harry, Ron,
and Hermione are severely punished, and Gryffindor is docked 150 points.
Furthermore, part of their punishment is to go into the enchanted forest with Hagrid
to find out who has been killing unicorns recently. In the forest, Harry comes upon
a hooded man drinking unicorn blood. The man tries to attack Harry, but Harry is
rescued by a friendly centaur who tells him that his assailant was Voldemort. Harry
also learns that it is Voldemort who has been trying to steal the Sorcerer’s Stone.
Harry decides that he must find the stone before Voldemort does. He, Ron,
and Hermione sneak off that night to the forbidden third-floor corridor. They get past
the guard dog and perform many impressive feats as they get closer and closer to the
stone. Harry ultimately finds himself face to face with Quirrell, who announces that
Harry must die. Knowing that Harry desires to find the stone, Quirrell puts Harry in
front of the Mirror of Erised and makes him state what he sees. Harry sees himself
with the stone in his pocket, and at that same moment he actually feels it in his
pocket. But he tells Quirrell that he sees something else. A voice tells Quirrell that
the boy is lying and requests to speak to Harry face to face. Quirrell removes his
turban and reveals Voldemort’s face on the back of his head. Voldemort, who is
inhabiting Quirrell’s body, instructs Quirrell to kill Harry, but Quirrell is burned by
contact with the boy. A struggle ensues and Harry passes out.
When Harry regains consciousness, he is in the hospital with Dumbledore.
Dumbledore explains that he saved Harry from Quirrell just in time. He adds that he
and Flamel have decided to destroy the stone. Harry heads down to the end-of-year
banquet, where Slytherin is celebrating its seventh consecutive win of the house
championship cup. Dumbledore gets up and awards many last-minute points to
Gryffindor for the feats of Harry and his friends, winning the house cup for
Gryffindor. Harry returns to London to spend the summer with the Dursleys.

Source: http://www.sparknotes.com/lit/harrypotter/summary.html
(Retrieved on January 4, 2016)

Independent Assessment 2
Directions: Write your critical interpretation of the summary of Harry Potter
and the Sorcerer’s Stone in three parts: Introduction, Body and
Conclusion. Be guided with the following questions:
1. In Harry Potter and the Sorcerer's Stone, J. K. Rowling uses the heroic
quest of Harry as a metaphor for life; According to the author and the
story, what does it mean to be a hero, and can anyone be a hero?
2. What are the main themes in Harry Potter and the Sorcerer's Stone?
3. Why does Voldemort need the Sorcerer’s Stone?
4. What is the major conflict and resolution in Harry Potter and the
Sorcerer’s Stone?
5. What lessons in life would you like to apply in the present?
Your critical interpretation will be rated based on the following rubric
presented on “What’s More”.

What I Have Learned

I learned that:
 Like the literature of other regions, Asian literature can be classified as
lyric, drama or narrative and it usually reflect predominant culture and
philosophies of a particular epoch.
 North-American literature has some of the oldest literature recorded in
history. This is because the Anglo-Saxons were some of the first people
who wrote using Old English. own, including their own sensibilities,
beliefs, practices, and values, to name a few.
 European literature refers to the literature in many languages, among the
most important of the modern written works are those in English,
Spanish, French, Dutch, Polish, German, Italian, Modern Greek, Czech,
Russian, Bosnian and works by the Scandinavians and Irish.
 One of the most important outcomes of Latin American literature is the
concept of magic realism, where magic is included in a realist story as if it
were a normal occurrence in daily life.
 African literature oftentimes refers back to its colonial past, and it is in
this reference that its literature becomes unique, subversive, and
expressive. African writers are not afraid to attack their colonizers and to
demand their freedom.
 A critical analysis examines an article or other work to determine its
effectiveness. There are three parts to critically analyze a text. These are
Part 1: Conducting a Critical Reading, Part 2: Analyzing the Text and
Part 3: Drafting the Analysis.

What I Can Do
Archetypes are universal symbols that encapsulate the collectively-
inherited unconscious idea, pattern of thought, image, etc., that is universally
present in people. Psychologist Carl Gustav Jung described several
archetypes that are based in the observation of differing but repeating
patterns of thought and action that re-appear time and again across people,
countries and continents.
Below are some of the archetypes that Jung listed. Study the input given
and tell how the following archetypes were used in Harry Potter and the
Sorcerer’s Stone. Use the table below for your answers. Do this in your
notebook.
Archetypes Use and Explanation
Water
Circle
The trickster
Garden
Desert
Hero, The Quest

Read the following information on the different archetypes for

characters. Then use the table to specify which character in Harry Potter and
the Sorcerer’s Stone subscribes to the given archetype. Do this in your
notebook.
Archetypes Character
Chief- leader, tough; decisive; goal oriented; over-bearing;
top of his field
Bad Boy- rebel; the boy from the wrong side of the track;
bitter; crash idealist; charismatic, street-smart, hates
authority
The best friend- kind’ responsive, decent, regular, Mr.
nice guy; doesn’t enjoy confrontation, values teamwork
The swashbuckler- man of action, physical endearing,
fearless, explorer
The warrior- reluctant rescuer, knight-in-shining-armor;
relentless, hero, doesn’t go along to get along
Boss- leader, tough; decisive; goal oriented; over-bearing;
top of her field
 The librarian – proper but with underlying passion
Using your knowledge about the archetypes found in Harry Potter and
the Sorcerer’s Stone, write a critical paper about the impact of the archetypes
to the story. Your paper will be rated based on the following rubric presented
on What’s More.

Assessment
Post-test
Directions: Read each item very carefully. Choose the letter of the best
answer and write your answers in your notebook.
1. What is considered as one of the greatest collections of poetry and
perhaps one of the most celebrated pieces of literature in Japan?
a. The Tao
b. The Ching
c. Man’yoshu
d. The Book of Songs
2. Who was the author of the “Tale of Genji” which is considered as the
world’s first novel?
a. Matsuo Basho
b. Haruki Murakami
c. Murasaki Shikibu
d. Yasunari Kawabata
3. What particular writing of Captain John Smith discussed the advantages
of colonial rule to both the colonies and the colonist audiences?
a. True Relation of Virginia
b. A Description of New England
c. A History of the Settlement of Virginia
d. The Generall Historie of Virginia, New-England, and the
Summer Isles
4. Who were the proponents of realism that should be remembered for their
writing style changed the way American’s write their language?
a. Mark Twain and Henry James
b. Walt Whitman and Emily Dickinson
c. Edgar Allan Poe and Washington Irving
d. Herman Melville and Nathaniel Hawthorne
5. What particular writing of F. Scott Fitzgerald which shows how the dreams
and ambitions of the youth may quickly disappear and ultimately lead to
disappointment?
a. My Lost City
b. The Rich Boy
c. The Great Gatsby
d. All the Sad Young Men
6. What particular work is a tragedy written by William Shakespeare which
is about two young star-crossed lovers whose deaths ultimately reconcile
their feuding families?
a. Hamlet
b. Macbeth
c. Romeo and Juliet
d. The Two Noble Kinsmen
7. Who was one of the torchbearers of Enlightenment in literature and
philosophy which employed dry, wit and sarcasm to entertain his readers
while making convincing arguments to reform?
a. Voltaire
b. Edmun Spencer
c. Geoffrey Chaucer
d. Jean-Jacques Rousseau
8. Who was an English poet and author widely considered as the greatest
English poet of the Middle Ages and best known for his work, “The
Canterbury Tales”?
a. John Milton
b. Edmun Spencer
c. Geoffrey Chaucer
d. William Shakespeare
9. What novel is written by Gabriel Garcia Marquez which was a perfect
harmony between magic and reality as the founding of Macondo is the
founding of America: origins, colonization, struggles, and history?
a. Living to Tell the Tale
b. Love in the Time of Cholera
c. The Autumn of the Patriarch
d. One Hundred Years of Solitude
10. Who was a Latin-American author who established himself in the world
and wrote the novel “Rayuela” consisting of 155 chapter divided into
three parts: on the side there, this side, and both sides?
a. Llosa
b. Mario Vargas
c. Julio Cortazar
d. Gabriel Garcia Marquez
11. With the birth of Negritude movement in 1934, who were committed to
look into their own culture, traditions, and values that can be applied in
the modern world?
a. Asian writers
b. African writers
c. European writers
d. Latin-American writers
12. Which is NOT a characteristic of a critical analysis essay?
a. focusing on the description of the subject rather than the analysis of
it
b. telling the reader about the subject and explaining its purpose and
meaning
c. analyzing the author’s work and offering your own opinion or
response
d. keeping your tone formal and academic while staying away from
familiarities and slang
13. As a critical reader, which of the following should you NOT consider
whenever reading a source?
a. the author’s intended audience
b. the author’s means of persuasion
c. the summary containing your argument towards the source you’re
about to discuss
d. the general structure of the writing and how it supports the author’s
statements
14. Which part of the critical analysis essay contains your reaction to the
source that you have analyzed?
a. body
b. summary
c. introduction
d. thesis statement
15. In conducting a critical reading, what is the final way to cement the
ideas you’ve read about in the text?
a. writing a brief summary about it
b. making notes about important passages
c. determining what the author is arguing for or against
d. highlighting all the topic sentences and other passages that seem
significant to you
16. In writing a critical analysis, which of the following is NOT part in
analyzing the text?
a. thinks about your response to the text
b. examines the author’s use of evidence to see if it’s effective
c. determines how well the author defines concepts in the text
d. provides your thesis statement at the end of your introduction
References:
“21st Century Literature from the Philippines and the World (1).” Scribd.
n.d. Accessed July 3, 2020.
https://www.scribd.com/document/412634387/21st-Century-
Literature-of-the- Philippines-and-of-the-World-1

Chua, Rina Garcia. 21st Century Literature from the Philippines and the
World. Makati City: Diwa Learning Systems Inc., 2016.

“Critical Analysis Essay.” Google. n.d. Accessed August 29, 2020.

https://essaypro.com/blog/critical-analysis-essay

“Culture of Asia.” Accessed July 24, 2020.

https://en.wikipedia.org/wiki/Culture-of-Asia

“Culture of Europe.” Accessed July 24, 2020.

https://en.wikipedia.org/wiki/Culture-of-Europe

“Latin American Literature.” Accessed September 2, 2020.

https://en.wikipedia.org/wiki/Latin-American-culture

“LP-exemplar-21st-century-literature-senior-high-school-converted.docx.”
Scribd. n.d. Accessed July 7, 2020.
https://www.scribd.com/document/423920744/LP-exemplar-21st-
century-literature-senior- high-school-converted-docx

“One Hundred Years of Solitude.” Accessed July 26, 2020.

https://www.amazon.co.uk/Hundred-Solitude-Gabriel-Garcia-
Marquez/dp/0241968585

“Representative Texts and Authors in the World.” Scribd. n.d. Accessed July
8, 2020.
https://www.scribd.com/document/426392992/Representative-Text
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https://www.wikihow.com/Sample/Research-Article-Critique

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