LIT 1 MODULES 1to 4 - 6 - 8 - 9 - 10

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INTRODUCTION TO LITERATURE AND ITS PHILSOPHY
To the University of Rizal System Student:
Welcome to Lit 1 – Introduction to Literature and Its Philosophy. This

course is designed to enable students to develop comprehensive and full
understanding into the study and analysis of different literary works and it is
structured on literary genres and will introduce students to the basic rudiments of
prose, poetry, and other categories of literature.
This course is also intended to equip students in basic critical analysis and
study of different literary aspects. This will also answer the basic question on
“Why we study literature” which will eventually lead us to the answer “To
appreciate and enjoy life!”
URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

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The Writers/Contributors
Jameson C. Martinez, one of the course coordinators, is an Assistant

Professor IV in the College of Education at the University of Rizal System Cainta
Campus. He graduated with the degree of Bachelor of Arts major in English at San
Ildefonso College, Tanay, Rizal. He obtained his Master of Arts in Teaching Major in
English from the University of Rizal System Morong. He is currently taking up Doctor
of Philosophy major in Educational Management at the University of Rizal System
Pililla Campus. You can reach him at jameson.martinez@urs.edu.ph.
Madi P. De Jesus, another course coordinator, is a language and literature

Instructor in the General Education Department of URS Binangonan. She is a
graduate of University of Rizal System Morong Campus with the degree Bachelor of
Secondary Education major in English. She is a licensed professional teacher and is
currently pursuing her Master of Arts in Teaching degree at the University of Rizal
System Morong - Graduate School.
The other course writers are:
Imelda O. Ausa, is a graduate of Bachelor of Secondary Education major in

English at the University of Rizal System-Rodriguez Campus. She is currently taking
her Master of Arts in Teaching major in English at the same university. Her first
teaching experience was in Jesus Christ Saves Global Outreached Christian
Academy where she managed to handle an advisory class and an adviser of English
Society. Additionally, she was a teacher, coordinator of English Department, program
organizer, and an adviser of the English Federation at Colegio de Montalban.
Presently, she is a faculty member of the Gen. Ed. Center, URS-Rodriguez Campus.
Eloisa M. Bayangos is an Assistant Professor III in the College of Education

at the University of Rizal System Antipolo Campus. She graduated with the degree of
Bachelor of Arts major in International Studies. She obtained her Master of Arts in
Educational Management from the University of Rizal System Morong. She is
currently taking up Doctor of Philosophy major in Educational Management. You can
get in touch with her at embayangos@gmail.com
Rommel R. Castro is an Associate Professor V and is the Dean of the

College of Education of University of Rizal System Morong Campus. He graduated at
___________ Bachelor of Secondary Education double major in English and
Science. He finished Master of Arts major in English at ______________, and he
earned the degree Doctor of Philosophy major in ______________ at
________________, and Doctor of Arts in Language and Literature (CAR) at
__________________. He is also an accreditor for the Accrediting Agency of
Chartered Colleges and Universities in the Philippines ( AACCUP ), Inc.

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Lovely Celeste F. Benasa is an Assistant Professor I in the in the College of

Education at the University of Rizal System Cainta Campus. She obtained her
degree Bachelor of Secondary Education major in English in Tomas Claudio
Colleges. She also has two master’s degree: Master of Arts in Educational
Management, and Master of Arts in Guidance and Counseling from Tomas Claudio
Colleges. She is currently taking up Doctor of Philosophy major in Educational
Management at the University of Perpetual Help Dalta. You can reach her at
lovelyceleste.benaa@urs.edu.ph
Janet DG Figueroa, is an Instructor I from University of Rizal System Tanay

Main Campus, where she graduated with the degree Bachelor of Secondary
Education major in English. She is about to finish Master of Arts in Teaching Major in
English (CAR). She was the Program Supervisor of Teacher Education and
Supervising Teacher of the Student Teachers in URS Rodriguez, and she is now
teaching at the URS Tanay Main Campus. You can email her at
janet080870@gmail.com
Dr. Evelyn P. Magdalena is a faculty of the College of Education at

University of Rizal System Morong Campus . She graduated with the Bachelor of
Arts major in English in Tomas Claudio Memorial College, Morong, Rizal. She earned
the degree Master of Arts major in Educational Management from Rizal State College
and she obtained her doctorate degree, Doctor of Philosophy major in Educational
Management from University of Rizal System.
Salome Concordia-Villasis is an Assistant Professor III and an English

Instructor in the College of Education at the University of Rizal System Taytay
Campus. She is a graduate of Bachelor of Arts major in English at Polytechnic
University of the Philippines, and she obtained her degree Master of Arts in Teaching
major in English at the University of Rizal System Morong Graduate School. You can
reach her at salome.villasis@urs.edu.ph.
Course Code: Lit 1

Course Title: Introduction to Literature and Its Philosophy
Credit Units: 3 units
Time Allotment: 3 hours/week
Department:
Course Co-Requisite: Lit 2
Course Description:

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This course deals with the study of the four literary forms- short story, poetry,
drama and the novel. It also includes discussion on the philosophical aesthetics of
literature, likewise functions of literature and how it helps shaped society and culture
in the world.
Course Objectives:
General Objectives:
To equip students with the skills necessary to engage, understand, critically

analyze in the various literary forms and apply historical, ethical, psychological,
social, and philosophical value to such, developing insight in how literature gives us a
window into both the experiences of others and wider appreciation for the human
condition.
Specific Objectives:
At the end of the course, the student should be able to:
1. Exhibit an understanding of the different approaches to literature, as

evidenced in daily work and quizzes, course discussions, written assignments,
and/or examinations
2. Demonstrate the ability to analyze texts in terms of literary elements, genres
and traditions.
3. Differentiate four literary forms- short story, poetry, drama and the novel as
evidenced in daily work and quizzes, course discussions, written assignments,
and/or examinations.
4. Appreciate the cultural and aesthetic diversity of literature.
5. Respond to literature with facility, both orally and on paper, on important
thematic considerations having to do with literary and historical milieu, culture,
human responsibility, morality, ethics, and the manner and causes by which
humans interact with one another
Course Structure:
The course consists of three (3) instructional units divided into twelve (12)
modules namely:
Unit 1 – Introduction to the Study of Literature
Module 1 -The Meaning and Importance of Literature Prof. Eloisa M. Bayangos,

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Module 2 - Frameworks of Literature Prof. Danifer Anciado,

Prof. Madi De Jesus,
Prof. Jameson C. Martinez
Module 3 – Literary Standards
Prof. Jameson C. Martinez
Module 4 – Classification/Types of Literature Prof. Lovely Celeste F.
Benasa
Unit 2 – Nature and Scope of Literature
Module 5 - Topics/Themes in the Study of Literature

in Relation to Other Disciplines
 Philosophy
 Sociology Dr. Rommel R. Castro
 Anthropology
 History
 Language & Culture
 Gender Studies
Module 6 - Aids to the Study of Literature
 Literary Terms/Devices and Examples (this Dr. Evelyn P. Magdalena
definitely includes figures of speech) and Dr. Rommel R. Castro
 Literary Style
 Literary Approaches: A Primer
Module 7 – Literary Conventions
 Short Story Dr. Norma Elvina, Prof.
 Essay Janette Fronda, Prof. Jessy
 Drama Laga
 Poem
Unit 3 – Literary Masterpieces
Module 8 - European Literature Prof. Henry Cenidoza, Prof.

 A Chapter in Leo Tolstoy’s War and Peace Madi De Jesus, and Prof
 A Chapter in Francoise Sagan’s Hello, Jessa Lagasa)
Sadness or from Homer’s Iliad
Module 9 - Latin American Literature Prof Janet DG. Figueroa
 The Ten Commandments of the Artists by
Gabriela Mistral
 Selected Quotes of Gabriel Garcia Marquez
Module 10 - Anglo-American Literature Prof. Madi De Jesus
 E.L. James’ Fifty Shades of Grey (Film

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Version)
 Marvin Gaye’s What’s Going On?
Module 11 - Afro-Asian Literature Prof Imelda Oregines Ausa
 Kenneth P. Philadelphia’s Too Black and Prof Salome Villasis)
 A Chapter in Ramayana
Module 12 - Philippine Literature Prof Madi De Jesus and
 Lualhati Bautista’s Bata-Bata Paano Ka Prof Jameson Martinez)
Ginawa (Film Version)
 Selected Filipino Memes
Course Schedule
Content Schedule
PRELIMINARY PERIOD
UNIT 1 – INTRODUCTION TO THE

STUDY OF LITERATURE
 Module 1 – The Meaning and Week 1-2 including orientation

Importance of Literature
 Module 2 – Frameworks of
Week 3
Literature
 Module 3 – Literary Standards Week 4
 Module 4 – Classification/Types
Week 5
of Literature
MIDTERM PERIOD
Module 5 - Topics/Themes in the

Study of Literature in Relation to Weeks 6-7
Other Disciplines

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 Philosophy
 Sociology
 Anthropology
 History
 Language & Culture
 Gender Studies
Module 6 - Aids to the Study of
Literature
 Literary Terms/Devices and
Examples (this definitely Weeks 8-9
includes figures of speech)
 Literary Style
 Literary Approaches: A Primer
Module 7 – Literary Conventions
 Short Story
 Essay Weeks 10-11
 Drama
 Poem
FINALS
Module 8 - European Literature

 A Chapter in Leo Tolstoy’s
War and Peace Week 12-13
 A Chapter in Francoise
Sagan’s Hello, Sadness or
from Homer’s Iliad
Module 9 - Latin American Literature
 The Ten Commandments of
the Artists by Gabriela Mistral Week 14
 Selected Quotes of Gabriel
Garcia Marquez
Module 10 - Anglo-American Literature
 E.L. James’ Fifty Shades of
Grey (Film Version) Week 15
 Marvin Gaye’s What’s Going
On?
Module 11 - Afro-Asian Literature
 Kenneth P. Philadelphia’s Too Week 16-17
Black
 A Chapter in Ramayana
Module 12 - Philippine Literature
Week 18
 Lualhati Bautista’s Bata-Bata

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Paano Ka Ginawa (Film

Version)
 Selected Filipino Memes

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MODULE 1 – The Meaning and Importance of Literature
Learning Objectives
At the end of the lesson, the student shall be able to:
1. Define Literature
2. Understand the importance of Literature
3. Explain the significance of literary works
4. Identify the process of aesthetic evaluation of written
works of art
Introduction:
In the course of the study, we will define literature as a term which refers to the
sum total of man’s imagination and experiences in life transferred from one
generation to another. At this onset, we can assume that “Literature is a byproduct of
life.”
Reflective Questions:
 What is the meaning of literature?

 Why is the study of literature important?
 What is gained from reading literature and evaluating it?

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Source: https://salirickandres.altervista.org/introduction-literature/
Introduction to Literature:
Literature has been widely known by many people and experts. It has been
defined differently by various writers. Some of them include:
“Literature adds to reality, it does not simply describe it. It enriches the
necessary competencies that daily life requires and provides; and in this respect, it
irrigates the deserts that our lives have already become.” – C.S. Lewis
“Literature raises life to a new level of meaning and understanding, and in the
process restores sanity and justice in an insane and unjust world.” – Cirilo F. Bautista
Literature is a work of fiction that is the result of creation by a spontaneous

surge of emotion that is capable of both the aspects of language as well as aspects
of meaning.” E.E. Cummings, Mujarovsky and Sjklovski
It is a known fact that literature deals with emotions, thoughts and ideas of
man. It provides different meanings to different lessons at different stages of their life.
Thus, regardless of what you learn from a book, literature provides connection to the
reader and to the world.
Definition of Literature:

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The word literature is derived from the Latin term literatura which means
“writing formed with letters”. The term is further derived from litera which means
“letter” in English.
Others may interpret that literature can be any printed material written within a
book or pamphlet. For some it could be a result of one’s imagination and expression.
But, according to Merriam Webster, Literature are writings in prose or verse,

the body of written works produced in a particular language, country or age. Written
works considered as having high quality and ideas of lasting and widespread interest.
For Britannica Encyclopedia, Literature is a body of written works. The name

applied to any imaginative works of poetry and prose distinguished by the intentions
of their authors and the perceived aesthetic excellence of their execution.
Furthermore, literature can be classified according to a variety of systems, like

language, national origin, historical period, genre and subject matter.
Importance of Literature
One can enumerate reasons why we need to study literature.
Here are but a few:
1. Literature helps us grow both personally and intellectually.

2. Literature links us with the rest of the world of which we are apart.
3. Literature enables us to transcend our immediate time, place, and culture and to
make connections with other human beings and their concerns.
4. Literature encourages us to develop mature empathy with all forms of life:
human, animal, plant.
5. Literature sharpens our sense of moral judgment.
6. Literature stimulates our imagination and ingenuity.
7. Literature shows the significance of irony, paradox, oxymoron and ambivalence
of life.
8. Literature allows us to see the world in different vantage points.
9. Literature relives history.
10. Literature reminds us that we are human beings.
Source: https://salirickandres.altervista.org/introduction-literature/

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In addition with the above mentioned significance of studying literature, I would

like to emphasize several advantages of studying literature. First, studying literature
helps us to refine our own writing skills and expand our vocabularies. Second,
Literature is a form of time travel that helps put today in context. Reading about how
people lived in the past can really make you appreciate what humanity is able to
accomplish and experienced. Lastly, literature enhances our capacity to emphatize.
Experts would talk about the intellectual values of literature but also its emotional and
aesthetic appeal.
ASSESSMENT:
Activity #1
Using the 2 photographs, explain in 7 sentences which one can be considered

a form of literature and why?
Source: https://www.google.com/search?q=famous+image+US+navy+kissing
https://www.google.com/search?q=hyun+bin+and+son+ye+jin+selfie+picture&tbm=isch&ved
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Activity #2
Read the story and answer the following questions.
A young student, was one day taking a walk with a professor, who was commonly
called the students' friend, from his kindness to those who waited on his instructions. As
they went along, they saw lying in the path a pair of old shoes, which they supposed to
belong to a poor man who was employed in a field close by, and who had nearly finished his
day's work. The student turned to the professor, saying: "Let us play the man a trick: we will
hide his shoes, and conceal ourselves behind those bushes, and wait to see his perplexity
when he cannot find them." "My friend" answered the professor, "we should never amuse
ourselves at the expense of the poor. But you are rich, and may give yourself a much greater
pleasure by means of the poor man. Put a coin into each shoe, and then we will hide
ourselves and watch how the discovery affects him."
The student did so, and they both placed themselves behind the bushes close
by. The poor man soon finished his work, and came across the field to the path where he
had left his coat and shoes. While putting on his coat he slipped his foot into one of his
shoes; but feeling something hard, he stooped down to feel what it was, and found the
coin. Astonishment and wonder were seen upon his countenance. He gazed upon the coin,
turned it round, and looked at it again and again. He then looked around him on all sides, but
no person was to be seen. He now put the money into his pocket, and proceeded to put on
the other shoe; but his surprise was doubled on finding the other coin. His feelings
overcame him; he fell upon his knees, looked up to heaven and uttered aloud a fervent
thanksgiving, in which he spoke of his wife, sick and helpless, and his children without bread,
whom the timely bounty, from some unknown hand, would save from perishing.
The student stood there deeply affected, and his eyes filled with tears. "Now," said
the professor, "are you not much better pleased than if you had played your intended
trick?" The youth replied, "You have taught me a lesson which I will never forget. I feel now
the truth of those words, which I never understood before: 'It is more blessed to give than to
receive.'"
Source: https://sites.google.com/a/wautoma.k12.wi.us/character-education/stories

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1. What is story all about?

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2. How does the story make you feel?
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3. How would you feel if the same thing happened to you?
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4. What is the author’s message in the story?
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5. What lesson does the story have that resembles life?
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Activity #3
Watch the video “The beauty of life through words” and be able to write an
essay about importance of literature in your life. Use 10-15 sentences.
The rubric may serve as guide in writing your essay.
Informal Essay Rubric
4 3 2 1
Features Expert Accomplished Capable Beginner
Quality of Very informative and Somewhat Gives some Gives no new

Writing well organized informative and information but information and
organized poorly organized poorly organized
Few spelling and A number of So many spelling,

Grammar, Virtually no spelling, punctuation spelling, punctuation and
Usage and punctuation or errors, minor punctuation or grammatical
Mechanics grammatical errors grammatical grammatical errors that it
errors errors interferes with the
meaning
REFERENCES
Book:
Kahayon, A.H. (2008). Philippine Literature Through the Years: National Book Store
Websites:
https://www.merriam-webster.com/dictionary/literature
https://salirickandres.altervista.org/introduction-literature/
https://www.enotes.com/homework-help/why-study-literature-important-what-skills-
do-408329
http://repository.usu.ac.id/bitstream/handle/123456789/16874/Chapter%20I.pdf;jsessi
onid=813B622094FE897D01522EF9FA235FC4?sequence=5
https://www.britannica.com/art/literature

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Module 2 – Frameworks of Literature
Learning Objectives:
 Identify the different frameworks of literature

 Develop research skills using various (library and online)
resources
 Demonstrate mastery of the key concepts of the discussed
theories
 Introduction
When we read a poem, for example, we approach the text in a certain way
and, whether we are aware of this or not, we make assumptions about the text which,
in a broad sense, already constitute a framework for decoding what the text is, what it
tries to express, etc. Since our reading practice and our world view in general is
inevitably steeped in some ‘theory’ or another, we may just as well make an effort to
become more familiar with this underlying theory. After a while, we may find that our
vision has become clearer and that we can discern things in texts which we would not
have noticed without a theoretical background.
In this sense, theory is a bit like wearing glasses. Glasses can help you
sharpen your view, and aspects one did not notice before are suddenly thrown into
greater relief. At the same time, however, glasses can be tinted in different colors and
thus you may perceive an object one way while someone else sees it differently. The
same applies to literary theory. Theory can help us identify small and often minute
facets of a text. However, if one always wears the same theoretical lens, one risks
missing out on a lot of other features which may be equally fascinating but which
simply do not match the categories or concepts of one’s theory. In order to avoid that,

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students should learn early on in their studies what types of theory are currently
available and how to engage with them critically.
Below or just a few of the many literary theories or lenses that you can use to
view and talk about art, literature, and culture.
1. Formalism
“Formalism” is, as the name implies, an interpretive approach that
emphasizes literary form and the study of literary devices within the text. The
work of the Formalists had a general impact on later developments in
“Structuralism” and other theories of narrative. “Formalism,” like “Structuralism,”
sought to place the study of literature on a scientific basis through objective
analysis of the motifs, devices, techniques, and other “functions” that comprise
the literary work. The Formalists placed great importance on the literariness of
texts, those qualities that distinguished the literary from other kinds of writing.
Neither author nor context was essential for the Formalists; it was the narrative
that spoke, the “hero-function,” for example, that had meaning. Form was the
content. A plot device or narrative strategy was examined for how it functioned
and compared to how it had functioned in other literary works. Of the Russian
Formalist critics, Roman Jakobson and Viktor Shklovsky are probably the most
well-known.
The Formalist adage that the purpose of literature was “to make the
stones stonier” nicely expresses their notion of literariness. “Formalism” is
perhaps best known is Shklovsky’s concept of “defamiliarization.” The routine of
ordinary experience, Shklovsky contended, rendered invisible the uniqueness
and particularity of the objects of existence. Literary language, partly by calling
attention to itself as language, estranged the reader from the familiar and made
fresh the experience of daily life.
Formalists disagreed about what specific elements make a literary work

"good" or "bad"; but generally, Formalism maintains that a literary work contains
certain intrinsic features, and the theory "...defined and addressed the
specifically literary qualities in the text" (Richter 699). Therefore, it's easy to see
Formalism's relation to Aristotle's theories of dramatic construction.
This approach views each piece of literature that possesses all of its
meaning inside the text. Meaning does not exist outside the text. In other words,
the history behind the text or its author’s biography do not contribute to the text’s
theme or content. To analyze literature through formalism, you will focus on the
style, structure, tone, imagery, etc. You will analyze how certain elements work
together to create meaning within a text.
2. Traditional Literary Criticism

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Academic literary criticism prior to the rise of “New Criticism” in the

United States tended to practice traditional literary history: tracking influence,
establishing the canon of major writers in the literary periods, and clarifying
historical context and allusions within the text. Literary biography was and still is
an important interpretive method in and out of the academy; versions of moral
criticism, not unlike the Leavis School in Britain, and aesthetic (e.g. genre
studies) criticism were also generally influential literary practices. Perhaps the
key unifying feature of traditional literary criticism was the consensus within the
academy as to the both the literary canon (that is, the books all educated
persons should read) and the aims and purposes of literature. What literature
was, and why we read literature, and what we read, were questions that
subsequent movements in literary theory were to raise.
3. Reader Response Criticism

This approach views “literature” not as an object, like formalism does,
but as a dynamic interaction between the text and reader. This theory holds that
there are many different ways to interpret the text based on the reader’s cultural,
religious, economic, etc. background. In other words, readers bring their own
thoughts, views, experiences and attitudes to the text and interpret the story
through a personal lens. This critical theory is often used to discuss a text in a
classroom setting where students are supposed to provide their own insights on
the literature read.
At its most basic level, reader-response criticism considers readers'

reactions to literature as vital to interpreting the meaning of the text. However,
reader-response criticism can take a number of different approaches. A critic
deploying reader-response theory can use a psychoanalytic lens, a feminist
lens, or even a structuralist lens. What these different lenses have in common
when using a reader-response approach is they maintain "...that what a text is
cannot be separated from what it does" (Tyson 154).
Tyson explains that "...reader-response theorists share two beliefs: 1)

that the role of the reader cannot be omitted from our understanding of literature
and 2) that readers do not passively consume the meaning presented to them
by an objective literary text; rather they actively make the meaning they find in
literature" (154). In this way, reader-response theory shares common ground
with some of the deconstructionists discussed in the Post-structural area when
they talk about "the death of the author," or her displacement as the
(author)itarian figure in the text.

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4. New Criticism
The “New Criticism,” so designated as to indicate a break with

traditional methods, was a product of the American university in the 1930s and
40s. “New Criticism” stressed close reading of the text itself, much like the
French pedagogical precept “explication du texte.” As a strategy of reading,
“New Criticism” viewed the work of literature as an aesthetic object independent
of historical context and as a unified whole that reflected the unified sensibility of
the artist. T.S. Eliot, though not explicitly associated with the movement,
expressed a similar critical-aesthetic philosophy in his essays on John Donne
and the metaphysical poets, writers who Eliot believed experienced a complete
integration of thought and feeling. New Critics like Cleanth Brooks, John Crowe
Ransom, Robert Penn Warren and W.K. Wimsatt placed a similar focus on the
metaphysical poets and poetry in general, a genre well suited to New Critical
practice. “New Criticism” aimed at bringing a greater intellectual rigor to literary
studies, confining itself to careful scrutiny of the text alone and the formal
structures of paradox, ambiguity, irony, and metaphor, among others. “New
Criticism” was fired by the conviction that their readings of poetry would yield a
humanizing influence on readers and thus counter the alienating tendencies of
modern, industrial life. “New Criticism” in this regard bears an affinity to the
Southern Agrarian movement whose manifesto, I’ll Take My Stand, contained
essays by two New Critics, Ransom and Warren. Perhaps the enduring legacy
of “New Criticism” can be found in the college classroom, in which the verbal
texture of the poem on the page remains a primary object of literary study.
5. Marxism and Critical Theory

Marxist literary theories tend to focus on the representation of class
conflict as well as the reinforcement of class distinctions through the medium of
literature. Marxist theorists use traditional techniques of literary analysis but
subordinate aesthetic concerns to the final social and political meanings of
literature. Marxist theorist often champion authors sympathetic to the working
classes and authors whose work challenges economic equalities found in
capitalist societies. In keeping with the totalizing spirit of Marxism, literary
theories arising from the Marxist paradigm have not only sought new ways of
understanding the relationship between economic production and literature, but
all cultural production as well. Marxist analyses of society and history have had

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a profound effect on literary theory and practical criticism, most notably in the
development of “New Historicism” and “Cultural Materialism
The Frankfurt School of philosophers, including most notably Max

Horkheimer, Theodor Adorno, and Herbert Marcuse—after their emigration to
the United States—played a key role in introducing Marxist assessments of
culture into the mainstream of American academic life. These thinkers became
associated with what is known as “Critical theory,” one of the constituent
components of which was a critique of the instrumental use of reason in
advanced capitalist culture. “Critical theory” held to a distinction between the
high cultural heritage of Europe and the mass culture produced by capitalist
societies as an instrument of domination. “Critical theory” sees in the structure
of mass cultural forms—jazz, Hollywood film, advertising—a replication of the
structure of the factory and the workplace. Creativity and cultural production in
advanced capitalist societies were always already co-opted by the
entertainment needs of an economic system that requires sensory stimulation
and recognizable cliché and suppressed the tendency for sustained
deliberation.
6. Structuralism
“Structuralism” sought to bring to literary studies a set of objective

criteria for analysis and a new intellectual rigor. “Structuralism” can be viewed
as an extension of “Formalism” in that that both “Structuralism” and “Formalism”
devoted their attention to matters of literary form (i.e. structure) rather than
social or historical content; and that both bodies of thought were intended to put
the study of literature on a scientific, objective basis. “Structuralism” relied
initially on the ideas of the Swiss linguist, Ferdinand de Saussure. Like Plato,
Saussure regarded the signifier (words, marks, symbols) as arbitrary and
unrelated to the concept, the signified, to which it referred. Within the way a
particular society uses language and signs, meaning was constituted by a
system of “differences” between units of the language. Particular meanings
were of less interest than the underlying structures of signification that made
meaning itself possible, often expressed as an emphasis on “langue” rather than
“parole.” “Structuralism” was to be a metalanguage, a language about
languages, used to decode actual languages, or systems of signification. The
work of the “Formalist” Roman Jakobson contributed to “Structuralist” thought,
and the more prominent Structuralists included Claude Levi-Strauss in
anthropology, Tzvetan Todorov, A.J. Greimas, Gerard Genette, and Barthes.

LITERATURE 1 21
7. Psychoanalytical Criticism
Based on the theories of Freud, this criticism centers on the psychology
of the characters and analyzes character motivation, behavior and actions. If
you can figure out the protagonist’s psychology, then you can use that to
interpret the text. The theory is also used to analyze the author’s state of mind.
There are two main offshoots of this critical theory:
 It investigates the psychology of particular writer focusing how an author’s

biographical situations affect or influence their selection of theme and use
of literary techniques.
 It analyzes fictional characters using the concepts, terms and methods of
psychological theories.
8. New Historicism Criticism
Here, you research the historical time period and discuss the work
within its historical context. This theory looks at the cultural makeup of a
certain era and the ideas and values that define that era. The text serves as a
“retelling of history” and, if viewed as a historical document, can supply a
radically different viewpoint than what is commonly known about an event, era
and/or person. New Historicism also provides cultural and historical critique as
well as helping the reader to find new meanings in a text.
“New Historicism,” a term coined by Stephen Greenblatt, designates a
body of theoretical and interpretive practices that began largely with the study
of early modern literature in the United States. “New Historicism” in America
had been somewhat anticipated by the theorists of “Cultural Materialism” in
Britain, which, in the words of their leading advocate, Raymond Williams
describes “the analysis of all forms of signification, including quite centrally
writing, within the actual means and conditions of their production.”
According to “New Historicism,” the circulation of literary and non-
literary texts produces relations of social power within a culture. New
Historicist thought differs from traditional historicism in literary studies in
several crucial ways. Rejecting traditional historicism’s premise of neutral
inquiry, “New Historicism” accepts the necessity of making historical value
judgments. According to “New Historicism,” we can only know the textual
history of the past because it is “embedded,” a key term, in the textuality of the
present and its concerns. Text and context are less clearly distinct in New
Historicist practice.
9. Post-Colonial Criticism

LITERATURE 1 22
Using this critical method, you will analyze issues that are caused by
centuries of colonialism, like England’s economic role in India and Africa in the
1800 and 1900s. This theory includes the dynamics of racism and Third World
politics. If you applied this theory to “The Things They Carried,” you would
research Vietnam as a former colony of France and how/why the United
States, as a powerful and wealthy country, became involved in a civil war
there.
10. Gender Studies and Queer Theory

Gender theory came to the forefront of the theoretical scene first as
feminist theory but has subsequently come to include the investigation of all
gender and sexual categories and identities. Feminist gender theory followed
slightly behind the reemergence of political feminism in the United States and
Western Europe during the 1960s. Political feminism of the so-called “second
wave” had as its emphasis practical concerns with the rights of women in
contemporary societies, women’s identity, and the representation of women in
media and culture. These causes converged with early literary feminist
practice, characterized by Elaine Showalter as “gynocriticism,” which
emphasized the study and canonical inclusion of works by female authors as
well as the depiction of women in male-authored canonical texts.
Feminist gender theory is postmodern in that it challenges the

paradigms and intellectual premises of western thought, but also takes an
activist stance by proposing frequent interventions and alternative
epistemological positions meant to change the social order. In the context of
postmodernism, gender theorists, led by the work of Judith Butler, initially
viewed the category of “gender” as a human construct enacted by a vast
repetition of social performance. The biological distinction between man and
woman eventually came under the same scrutiny by theorists who reached a
similar conclusion: the sexual categories are products of culture and as such
help create social reality rather than simply reflect it.

LITERATURE 1 23
Activity # 1: Upon Seeing an Orange (oral)
 Gender theory asks: What possibilities are available to a woman who

eats this orange? to a man?
 Formalism asks: What shape and diameter is the orange?
 Social class theory Who owns the orange? Who gets asks: to eat it?
 Postcolonialism asks: Who doesn’t own the orange? Who took the orange
away?
 Reader response What does the orange taste like? theory asks: What
does the orange remind us of?
 Structuralism asks: How are the orange peel and the flesh differentiated
into composite parts of the orange?

LITERATURE 1 24
Activity #2:Theory Wars
Looking at Star Wars Through Critical Lenses
In your groups, discuss the questions below. You will be asked to share the
fruits of your discussion with the whole class in your symposium.
1. Try to recall the first time you saw this film. In what ways was the class viewing
different from your first viewing? What were some things you noticed that you
didn’t notice before? What seemed to be important this time that didn’t come
through in a previous viewing?
2. Think back to our discussions of archetypes from last year. Describe how
characters, plot, conflict, or theme in Star Wars could be viewed in archetypal
terms. For example, is this a classic story of good versus evil? Is Princess Leah
the typical heroine?
3. Read through the handout on literary theory. Select the two theories that you think
might be most helpful in illuminating the film. Write down the theories below.
1. __________
2. __________
4. Now come up with some statements about the film for each of the theories you
named in question 3. For example, if you selected feminist criticism you might
discuss the lack of female characters and evaluate the role of Princess Leah from
a feminist perspective. If you chose reader response theory you might describe
how the film reminded each of you of a personal experience in your struggle with
good and evil. (Use loose-leaf paper— journal potential.)
5. After you discuss these interpretations, decide how to present them to the whole
class. Your presentation should be no more than about 10 minutes of your
symposium.

LITERATURE 1 25
Activity # 3: Prisms of Possibilities
Read the _________________ poem and discuss it in your group, using the
assigned lens. We will consider each lens when we reconvene as a large group.
New
Reader Historicism
Feminist/Gender Marxist/Social Criticism
Response
What aspects
of the poem
lend
themselves to
this particular
lens? Cite
specific
textual
passage(s)
that support
this reading.
If you look
through this
lens, what
themes or
patterns are
brought into
sharp relief?
Class If you
look through
this lens, what
questions
emerge?
Do you
believe in this
reading? Why
or why not?

LITERATURE 1 26
Assessment
Directions: Identify what literary theory is being described in the following

statements:
______________1. This criticism centers on the psychology of the characters and

analyzes character motivation, behavior and actions.
______________2. This theory holds that there are many different ways to interpret
the text based on the reader’s cultural, religious, economic, etc. background.
______________3. This approach views each piece of literature that possesses all of
its meaning inside the text.
______________4. Using this critical method, you will analyze issues that are
caused by centuries of colonialism
______________5. This criticism makes use of the historical time period and
discusses the work within its historical context.
______________6. It emphasizes practical concerns with the rights of women in

contemporary societies, women’s identity, and the representation of women in media
and culture.
______________7. It makes use of analyzing linguistic conventions in analyzing

literary works and by examining underlying structures within the text.
______________8. It focuses on the representation of class conflict as well as the

reinforcement of class distinctions through the medium of literature
______________9. It emphasized close reading, particularly of poetry, to discover

how a work of literature functioned as a self-contained, self-referential aesthetic
object.
______________10. It takes the humanist view, and looks for both technical skills
and significant content, for a re-representation of themes that belong to the great
commonplaces of human existence.
Answers:
1. Psychoanalytical Criticism
2. Reader Response Criticism

LITERATURE 1 27
3. Formalism
4. Post-Colonial Criticism
5. New Historicism Criticism
6. Gender Studies and Queer Theory
7. Structuralism
8. Marxism and Critical Theory
9. New Criticism
10. Traditional Literary Criticism
REFERENCES:
https://ashford.instructure.com/courses/12493/files/2317813/preview?verifier=3lNbA
RSL4ioCsVfTvwkzKci0LKsQYRvz8i1cjWnX
https://courses.lumenlearning.com/introliterature/chapter/new-criticism-suggested-
replacement/#:~:text=New%20Criticism%20was%20a%20formalist,%2C%20s
elf%2Dreferential%20aesthetic%20object.
https://iep.utm.edu/literary/
https://mooneyclassblog.files.wordpress.com/2014/12/appleman_activities.pdf
https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theor
y_and_schools_of_criticism/reader_response_criticism.html
https://www.poetryfoundation.org/learn/glossary-
terms/structuralism#:~:text=In%20literary%20theory%2C%20structuralism%20
challenged,and%20situated%20among%20other%20texts.&text=Structuralism
%20regarded%20language%20as%20a,had%20given%20way%20to%20post
structuralism.

LITERATURE 1 28
MODULE 3 – LITERARY STANDARDS
Learning Objectives
1. Identify and define the seven (7) literary standards

2. Demonstrate the ability to evaluate literary works based
on the standards
3. Explain the importance of each standard
4. Apply the literary standards in studying different literary
works
Introduction:
Studying different forms and genres of literature is often based on a person’s

evaluative criteria. It is based on this set of evaluative criteria that we choose, study,
and appreciate specific literary works especially during our leisure time. The choices
we make based on these given criteria eventually determine our choice in studying
different literary works that help us mold our character.
Reflective Questions:
 Why do we need to study literature?

 What are the certain qualities of literature that make it stand above the rest?
 What do we gain by studying classic literary works?

LITERATURE 1 29
Source: https://emilyweatherburnblog.wordpress.com/contact/
The definition of a classic piece of literature can be a hotly debated topic; you
may receive a wide range of answers depending on the experience of the person you
question on the topic. However, there are some tenets that the classics, in the
context of books and literature, all have in common. These qualities of classic
literature make them appropriate for study. (Esther Lombardi, 2019)
We also call these qualities as literary standards.
Input
Source: https://elcomblus.com/literary-
standards/#:~:text=The%20seven%20literary%20standards%20are,not%20a%20work%20is%20literar
y.
The seven literary standards are: artistry, suggestiveness, intellectual

value, spiritual value, permanence, universality and style. These are a set of
characteristics to determine whether or not a work is literary. The criteria were
developed by writer William J. Long in his textbook "English Literature: Its History and
Its Significance for the Life of the English-speaking World."

LITERATURE 1 30
1. Universality
– Literature appeals to everyone, regardless of culture, race, gender, and times
which are all considered significant.
When a theme is relatable by a wide range of readers, we call this a universal

theme. These are themes that many people can relate to for a number of reasons,
whether it's because they incorporate common life experiences or are simply
concepts of human nature that most readers can understand. Universal themes allow
readers to connect to the story emotionally.
Some of the more common universal themes found in literature include
individual struggle towards a personal goal, a person's struggle with humanity,
falling in love, life cycles, karma, coping with tragedy, adolescence and
discovering the world around us. These are universally understood by a majority
of readers due to how easily they can be applied to their own lives.
2. Artistry
– Literature has an aesthetic appeal and thus possesses a sense of beauty.
It must be of high artistic quality, at least for the time in which it was written.
Although different styles will come and go, a classic can be appreciated for its
construction and literary art. It may not be a bestseller today due to pacing and dated
language, but you can learn from it and be inspired by its prose.
3. Intellectual Value
– Literature stimulates critical thinking that enriches mental processes of abstract and
reasoning, making man realize the fundamental truths of life and its nature.
4. Suggestiveness
– Literature unravels and conjures man’s emotional power to define symbolisms,
nuances, implied meanings, images and messages, giving and evoking visions
above and beyond the plane of ordinary life and experience.
5. Spiritual Value
– Literature elevates the spirit and the soul and this has the power to motivate and
inspire, drawn from the suggested morals or lessons of the different literary genres.
6. Permanence
– Literature endures across time and draws out the time factor: timeliness, occurring
at a particular time, and timelessness, remaining invariable throughout time.

LITERATURE 1 31
In classic literature, a work is usually considered to be a representation of the

period in which it was written—and it merits lasting recognition. In other words, if the
book was published in the recent past, it is not a classic; while the term "modern
classic" may apply to books written after World War II, they need longevity to achieve
the designation of a simple "classic." A book of recent vintage that is of high quality,
acclaim, and influence needs a few generations to determine whether it deserves to
be called a classic.
7. Style
– Literature presents peculiar way/s on how man sees life as evidenced by the
formation of his ideas, forms, structures, and expressions which are marked by their
memorable substances.
In literature, style is the way in which an author writes and/or tells a story. It’s
what sets one author apart from another and creates the “voice” that audiences hear
when they read. There are many important pieces that together make up a writer’s
style; like tone, word choice, grammar, language, descriptive technique, and so on.
Style is also what determines the mood of a piece of literature.
Truthfully, style can be hard to define because it varies so much from each piece of
literature to the next. Two authors can write about the exact same thing, and yet the
styles of the pieces could be nothing like each other because they would reflect the
way each author writes. An author’s style might even change with each piece he
writes. When it comes to style, what comes easy for one author might not work for
another; what fits one genre may not fit for others at all; what thrills one group of
readers may bore another. A reader might love a certain genre or subject, but dislike
an author’s style, and vice versa. In fact, it’s not unusual to hear people say about a
novel or a movie, “it was a good story, but I didn’t like the style.”
Rather than merely sharing information, style lets an author share his content
in the way that he wants. For example, say an author needs to describe a situation
where he witnessed a girl picking a flower:
1. She picked a red rose from the ground.

2. Scarlet was the rose that she plucked from the earth.
3. From the ground she delicately plucked the ruby rose, cradling it in her hands as
if it were a priceless jewel.
As you can see, there are many ways to share the same basic information. An
author can give a short and simple sentence, like #1. Or, he could use more
descriptive words and a poetic sentence structure, like in #2, with phrases like
“scarlet was the rose” instead of “the rose was red.” Finally, an author could
use imagery to paint a picture for the audience and add feeling to the sentence, like
in #3.

LITERATURE 1 32
Here are some key parts that work together to make up a piece of literature’s
style:
 Diction: the style of the author’s word choice

 Sentence structure: the way words are arranged in a sentence
 Tone: the mood of the story; the feeling or attitude a work creates
 Narrator: the person telling the story and the point-of-view it is told in
 Grammar and the use of punctuation
 Creative devices like symbolism, allegory, metaphor, rhyme, and so on
A particular literary piece must possess these seven literary standards in order
To be called an epitome of artwork capable of enduring the inexorable gusty tides of
alteration. To criticize it is to consider the seven literary standards. Be critical. Ask
yourself once in a while:
 Does it move you?
 Does it tickle your imaginations?
 What does it suggest?
 What moral lessons can be drawn out?
 Would it still be read and make a good reference hundreds of years from now?
 Does it possess multifaceted natures for all sorts of audience?
 Does the style fascinate you? Is the style used unique or forgery?
Click the link to watch the video: https://www.youtube.com/watch?v=fXObQbL_ab8

LITERATURE 1 33
ENJOY LITERATURE,
ENJOY LIFE!
Source: https://depositphotos.com/109079524/stock-photo-attractive-woman-is-enjoying-
literature.html
POINT FOR DISCUSSION
 Name a specific literary work that you have read and discuss the literary
standards that you can find.
 Give the title of a popular Koreanovela that you have watched, and specify the
qualities that attracted you to it and explain why?
ASSESSMENT:
Activity #1
A. Determine the literary standard being described. Write your answer on the
space provided.

LITERATURE 1 34
__________________ 1. It appeals to the reader's sense of beauty - beauty in

words (deeper meanings)
__________________ 2. It stimulates thought (it makes the reader think)
__________________ 3. It moves the reader deeply and stirs up feelings and
imagination
__________________ 4. It brings out moral values and inspires the reader to be a
better person
__________________ 5. It endures through time (classics); the reader can read it
again and again without getting bored - it would give new
insights each time
__________________ 6. It knows no age or race: it is beautiful for everyone
__________________ 7. It is recognized by the distinct way it portrays life; the
reader remembers how it is written and what is written in
it
B. Enumerate the following:
8-12 Elements of Style

13-15 Examples of Universal Themes

LITERATURE 1 35
Activity #2
Leo Tolstoy, Tolstoy also spelled Tolstoi, Russian in full Lev Nikolayevich,
Graf (count) Tolstoy, (born August 28 [September 9, New Style], 1828, Yasnaya
Polyana, Tula province, Russian Empire—
died November 7 [November 20], 1910,
Astapovo, Ryazan province), Russian author,
a master of realistic fiction and one of the
world’s greatest novelists.
Tolstoy is best known for his two

longest works, War and Peace (1865–69)
and Anna Karenina (1875–77), which are
commonly regarded as among the finest
novels ever written. War and Peace in
particular seems virtually to define this form
for many readers and critics. Among Tolstoy’s
shorter works, The Death of Ivan Ilyich (1886)
is usually classed among the best examples
of the novella. Especially during his last three
decades Tolstoy also achieved world
Source: renown as a moral and religious teacher.
https://en.wikiquote.org/wiki/Leo_Tolstoy His doctrine of nonresistance to evil had an
important influence on Gandhi.
Although he is from the Soviet Union, it is fascinating how his love and belief in
the teachings of Jesus grew and inspired most of his well-known works such as
“Where Love Is, There God Is Also”.
Search for this short story in Literature books or from the internet. Read the
short story and enumerate and explain the literary standards that you find in his story.
Explain in 10 sentences each the literary standards that you found and how it was
presented in the story.
You may refer to the rubric on the next page in writing your explanation:

LITERATURE 1 36
Points Description
Literary standard found was correctly and accurately identified and the
10
explanation is excellent and is well supported.
Literary standard found was correctly and accurately identified but it
8
needs more adequate explanation and support
Literary standard found was correctly and accurately identified; lacks
6
adequate explanation and support given is irrelevant
Literary standard found was correctly and accurately identified; there is
4
limited explanation and little support is given
Literary standard found was not correctly and accurately identified;
2
erroneous explanation and support is given
No literary standard was found and was correctly and accurately
0
identified; no explanation and support is given
Activity #3
The students will be divided into three (3) groups and they will be asked to
read “The Necklace” by Guy de Maupassant. After reading the story, they will be
assigned to focus on a specific character and make character silhouettes of the one
assigned to them
Students will record the
character or individual's traits,
thoughts, words, feelings and
emotions, past and future, and
influences on him/her. They will also
explain based on the literary standards
why they fully understand the
character’s persona. Encourage
students to use direct evidence and
quotations in the text as much as
possible.
You may assign students to
groups or allow them to choose their
own, but students in a group should
have analyzed the same character.
Once in their group, students can
share their analysis and as they listen
Source:https://www.google.com/search?q=char
acters+of+the+necklace&source=lnms&tbm=isc
URS-IM-AA-CI-0154
h&sa=X&sqi=2&ved=2ahUKEwia_eKC2djqAhVXu Rev 00 Effective Date: August 24, 2020
54KHQnWA4EQ_AUoAXoECBAQAw&biw=1366
LITERATURE 1 37
to others, add any key points about their character they might have missed.
REFERENCES
Allison, Brinn. Retrieved from https://www.theliterarymaven.com/2014/12/character-

activity-close-reading.html
Callanga, Kamar. Retrieved from https://www.scribd.com/document/352193784/The-
7-Literary-Standards-of-Literature
Giles, Kathleen. Retrieved from https://quizlet.com/39403963/7-literary-standards-for-
world-literature-flash-cards/
Lombardi Esther. Retrieved from https://www.thoughtco.com/concept-of-classics-in-
literature-739770https://literaryterms.net/style/
Mc Naron, Toni. Retrieved from https://ccaps.umn.edu/college-in-the-
schools/introduction-literature-poetry-drama-narrative
https://curriculum.gov.bc.ca/curriculum/english-language-arts/11/literary-studies
https://depositphotos.com/109079524/stock-photo-attractive-woman-is-enjoying-
literature.html
https://en.wikiquote.org/wiki/Leo_Tolstoy
https://nuworldlit.wordpress.com/2013/11/13/literary-standards/
https://study.com/academy/lesson/literary-elements-lesson-plan.html
https://www.britannica.com/biography/Leo-Tolstoy
https://www.google.com/search?q=literary+standards&tbm=isch&ved=2ahUKEwiIuK
77m9PqAhWTAZQKHcCKC7sQ2-
cCegQIABAA&oq=literary&gs_lcp=CgNpbWcQARgAMgQIABBDMggIABCxAx
CDATICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAOgUIABCxAzoK
CAAQsQMQgwEQQzoHCAAQsQMQQ1CcK1jQeGC4jAFoAXAAeAaAAZsIiA
G2ZJIBCzMtMi4yLjUuNS40mAEAoAEBqgELZ3dzLXdpei1pbWewAQDAAQE
&sclient=img&ei=CQoRX8iPL5OD0ATAla7YCw&bih=625&biw=1366#imgrc=q
zGmLTZ0R5x99M
https://www.reference.com/world-view/seven-literary-standards-da99877887b7425

LITERATURE 1 38
MODULE 4
CLASSIFICATION AND TYPES

OF LITERATURE
As an introduction to basic literary

forms, Literature is a preparation
for the Rise of the Novel,
Appreciating Drama and
Appreciating Poetry. Its primary
purpose is to provide learners
foundation of elementary skills
necessary for the reading, those
skills that will be more fully
developed in the following courses.
It helps identify the explanation of
drama, novel, poetry and
introduces learners to the basic
literary terms that are required for
understanding a piece of literature.
Getting to know each other and after that

Motivation/warm up activity
Music Title: Memories by Maroon 5

Please visit this site
htttps://www.youtue.com/watch?v=o2DxT11sm
ni&feature+share
or youtube channel

LITERATURE 1 39
CLASSIFICATION OF LITERATURE
Fiction vs. Non-fiction
Literature can be classified in many different ways. One key distinction for
prose literature is between FICTION and NONFICTION. While non-fiction tells a true
story made of facts or honest opinions, fiction does not have to abide by these
restrictions and can be fabricated.
Nonfiction includes genres like biography, memoir, creative nonfiction, and
journalism; fiction, on the other hand, includes genres like literary fiction, mystery,
crime, science fiction, and fantasy.

LITERATURE 1 40
I. PROSE - “prosa” which means straightforward. It consists written works within

the common flow of conversation in presented a straightforward manner.
a. Novel - This is a long narrative divided into chapters. The events may be
taken from true-to-life stories and spans for a long period of time. There are
many characters involved.
Example: Movie adaptation of the novel “A Walk To Remember” by Nicholas

Sparks
b. Short Story
This is a narrative involving one or more characters, one plot and one
single impression.
Example:
c. Plays
This is presented on a stage, is divided into acts and each act has
many scenes.
Example:
d. Legends - These are fictitious narratives, usually about origins. It provides

historical information regarding the culture and views of particular group of
people or country.
Example:

LITERATURE 1 41
e. Folk tales - A traditional narrative, usually anonymous, and handed down

orally.
Example:
f. Fables (special type of folk tale)

These are also fictitious and they deal with animals and inanimate
things who speak and act like people. Their purpose is to enlighten the
minds of children to events that can mold their ways and attitudes.
Example:
g. Myths - A traditional sacred story, typically revolving around the activities of

gods and heroes, which aim to explain a natural phenomenon or cultural
practice.
Example:

LITERATURE 1 42
h. Anecdotes - These are merely products of the writer’s imagination and the
main aim is to bring out lessons to the reader.
Example:
i. Essay - This expresses the viewpoint or opinion of the writer about a

particular problem or event. The best example of this is the Editorial page of
a newspaper.
Example:
j. Biography - This deals with the life of a person which may be about himself,
his autobiography or that of others.
Example: Cayetano Arellano – Socorro O. Albert
k. News - This is a report of everyday events in society, government, science

and industry, accidents etc., happening nationally or not.
l. Oration - This is a formal treatment of a subject and is intended to be

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

LITERATURE 1 43
Examples: “Because of What We Are, and What We Believe”

I have A Dream – Martin Luther King
II. POETRY - It is an imaginative awareness of experience expressed through

meaning, sound, and rhythmic language choices as to evoke emotional
response.
A. Narrative Poetry: This form describes important events in life either real or
imaginary.
1. Epic - It is an extended narrative about heroic exploits under

supernatural control. It may deal with heroes and gods. The
hero/heroine usually has the following characteristics: idealism,
courage, wisdom, beauty, endurance, chivalry and justice.
Two Kinds of Epic poetry
a. Popular or ancient epic – often without a definite author and is of

slow growth.
b. Modern epic – with a definite author.
2. Metrical Tales - This is a narrative which is written in verse and can be

classified either as a ballad or metrical romance.
Examples of these are simple idylls or home tales, love tales, or

tales of the supernatural or tales written for a strong moral purpose in
verse form. “The Lady of Shallot” by Lord Alfred Tennyson
3. Ballads - This is considered as the shortest and simplest of the

narrative poems. It has a simple structure and tells of a single incident.
Variations of these are: love ballads, war ballads, sea ballads,
humorous, moral, historical, or mythical ballads.

LITERATURE 1 44
Example:
B. Lyric Poetry: Originally, this refers to that kind of poetry meant to be sung
to the accompaniment of a lyre, but now, this applies to any type of poetry
that expresses emotions and feelings to the poet. They are usually short,
simple and easy to understand.
Types of Lyric Poetry:
1. Folksongs - (Awiting Bayan) These are short poems intended to be

sung.
2. Sonnets - This is a lyric of poem of 14 lines dealing with an emotion, a

feeling or an idea. There are two types: the Italian and the
Shakespearean.

LITERATURE 1 45
3. Elegy - This is a lyric poem which expresses feelings of grief and

melancholy, and whose theme is death. Example:
5. Psalms - This is a song praising God or the Virgin Mary and containing
a philosophy of life.
6. Awit (Song) - These have the measures of twelve syllables

(dodecasyllabic) and slowly sung to the accompaniment of a guitar or
banduria.

LITERATURE 1 46
B. Dramatic Poetry: This is an emotional piece of literature which includes a

story which is recited or sung. Soliloquy and dramatic monologues are the
main instruments of this form of poetry.
1. Comedy - This word comes from the Greek term “Komos” meaning
festivity or revelry. This form usually is light and written with a purpose
of amusing, and usually has a happy ending.

LITERATURE 1 47

LITERATURE 1 48
5. Social Poems - This form is either purely comic or tragic and its
pictures the life of today. it may aim to bring about changes in the social
conditions.
Make a simple composition expressing your thoughts or feelings

about Covid-19 through types of literature.
You can choose the following in expressing your work through:

 simple short video clips using other apps
 writing composition (modular based)
 or present it in our online class

LITERATURE 1 49
Literary Compositions That Have Influenced the World
1. The Bible or the Sacred Writings: This has become the basis of Christianity
originating from Palestine and Greece.
2. Koran: The Muslim Bible originating from Arabia.

LITERATURE 1 50

LITERATURE 1 51

LITERATURE 1 52

LITERATURE 1 53
REFERENCES
https:// www.enotes.com/homework-help/what-classification-literature-according -
purpose-438265
htttps://www.youtue.com/watch?v=o2DxT11smni&feature+share

LITERATURE 1 54
MODULE 6
AIDS TO THE STUDY OF LITERATURE
Literary Terms, Devices and Approaches in Studying Literature
Learning Objectives
After working on this module, you are expected to:
1. Identify the literary terms and devices used in studying

literature;
2. Distinguish the literary devices used in various literary
genres;
3. Be enlightened on the approaches in studying literature;
4. Apply the knowledge learned in reading and in analyzing
various literary works.
Introduction
In the previous module, you were acquainted on what Literature is as well as

the disclosure of its two major divisions, Prose and Poetry and if these two are left
unexplored, it will defeat Literature’s true essence in your life.
As cited by C.S Lewis, “Literature adds to reality, it does not simply describe it.
It enriches the necessary competencies that daily life requires and provides; and in
this respect, it irrigates the deserts that our lives have already become.” It is very
clear then that literature helps enrich one’s manifold experiences which enable you to
succeed in your quest for the true meaning of your existence.
It is also along the cited premise that this module intends to unveil wherein,
you are invited to understand the realm of discerning the message that every literary
work brings. Before we continue with our discussion, I want you to work first on this
activity:
Task 1: Fill up the table below with the necessary information being asked by writing
at least five (5) literary terms that you’ve come across with in your literature
classes and describe its function in a literary work.

LITERATURE 1 55
Literary Terms Function(s) in studying Literature

1.
2.
3.
4.
5.
Lesson 1
The Three Main Ingredients of Literature
Objectives: At the end of this lesson, you are expected to:

1. Identify and differentiate the three main ingredients that make up a literary
work;
2. Gain insights on the importance of literatures’ main ingredients; and
3. Analyze literary text using the structure learned.
?
What is considered to the study of Literature?
Our exposure to literature started when we were able to read letters and
maybe much earlier when we heard our mothers sang lullabies to put us to sleep or
from the stories they read to us at bedtime. In whatever manner we get into the
appreciation of it, undeniably, both oral and written literature present human
experiences not by telling us what they are but by telling us through a medium called
language because the sound and sense of meaning of the words are what constitute
the language of literature.
To some students who are daunted to read literary works as if they fell in a pit
of a dismal region of the ocean of words here are some of the tips to explore and
enjoy the essence of literature.
According to Tan (2004), literature has three main ingredients; these are
Subject, Form and Point of View. Any literary work always talks about something
thus, it has a subject which can be treated into three levels: the description of the

LITERATURE 1 56
subject, the generalization drawn from this description and the theme of a literary
work. Through this manner, we will be able to go on a higher level of generalization
about the subject which likewise lead to the realization of what literary work means.
On the other hand, the form is called the vehicle used by literature to
communicate its subject or the verbal structuring of ideas which is also an effective
approach to analyze a literary text. According to Kenneth Burke, the form of literature
is nothing more than the arousing and satisfying of the reader’s appetite. The last of
this ingredient is the point of view. This is the most complex ingredient of studying
literary work and traditionally referred to the angle of vision of the narrator, the first
person, omniscient, modified omniscient etc.. In addition, this is also the most
subjective area among the ingredients yet, the most effective medium of approaching
literature and these three are the triads that will provide an easy way of
understanding literary works and of appreciating them on the basis of the human
values they will communicate.
Subject
The Three Main

Ingredients of
Literature
Form Point of View
Task No. 2: Look for the copy of the narrative poem of Robert Southey’s “Bishop
Hatto” and using the format below analyze succinctly the three main
ingredients used.
_____________________________
(Title)
A. Subject of the literary work: _____________________________________

1st Level: ____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
nd
2 Level:____________________________________________________

LITERATURE 1 57
____________________________________________________
____________________________________________________
____________________________________________________
rd
3 Level:____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
B. Form: ______________________________________________________
C. Point of View: ________________________________________________
D. Reference used: ______________________________________________
______________________________________________
Assessment Rubric:
Category 5 4 3 2
Comprehension Student clearly Student seems to Student Student has
understands the understand most understands trouble
poem and of the poem and some parts of understanding
accurately accurately the poem and most parts of
answers answers most accurately the poem or
questions related questions related answers some answers are
to the story to the poem question related incomplete
to the poem
Interpretation Forms a creative Forms a Student Student finds
hypothesis about somewhat identifies the it difficult to
the meaning of reasonable literal meaning interpret the
the poem and is hypothesis about of the work meaning or
able to support meaning and is and/or can relate mood of the
this with evidence able to support how the work work.
from the text. this with evidence makes him/her Writing
from the work. feel personally.
Writing Answers are well- Answers are well- Answers are not Answers do
Skills/Mechanics stated, and stated, but rarely clearly stated. not make
supported with supported with Several logical sense.
evidence from the evidence from the mechanical Mechanical
reading. No poem. Minor, errors errors
errors in grade appropriate inappropriate to strongly affect
grammar, errors in grade level, but readability
sentence grammar, not strongly
structure, or sentence affecting
spelling. structure or readability
spelling.

LITERATURE 1 58
Lesson 2
Understanding Literary Devices in Poetry and in Prose
Objectives: At the end of this lesson you are expected to:

1. Identify and enumerate the literary devices used in prose and in poetry;
2. Appreciate the value of literary work through its literary devices and
techniques;
3. Interpret literary works with ease and enthusiasm.
Introduction
Have you encountered difficulty analyzing or interpreting literary works? Well,

you are not alone in having similar predicament simply because, most of these
literary works are written or conveyed by authors in a different way through the use of
literary devices.
What are literary devices? These are techniques that writers of literature use
to express their ideas and enhance their writing. This
also highlights important concepts in a text, which strengthen the narrative, and help
readers connect to the characters and themes. In addition, these devices serve a
wide range of purposes in literature.
Before you explore the different literary devices, let us again review the
difference between these two major divisions of literature:

LITERATURE 1 59
What did you notice? Yes, they are both systems of creative writings yet, they
differ in many aspects specifically on the language they use wherein, poetry makes
use of figurative language while prose writings can be simple expressed in an
ordinary way. In this lesson, you will first explore the language of poetry.
Task 1: Read carefully the poem of Alfred Tennyson entitled, “The Eagle” and answer
intelligently the activity that follows:
He clasps the crag with crooked hands;

Close to the sun in lonely lands,
Ring'd with the azure world, he stands.
The wrinkled sea beneath him crawls;

He watches from his mountain walls,
And like a thunderbolt he falls.
1. Illustrate in tabular form words from the poem that appeal to your sense of:
A. Sight D. Hearing
B. Smell E. Touch
C. Motion F. Taste
2. In two to four sentences, describe what happened to the subject in the poem?
______________________________________________________________
_________________________
______________________________________________________________
_________________________
______________________________________________________________
_________________________
______________________________________________________________
_________________________
______________________________________________________________
_________________________

LITERATURE 1 60
Let us now explore!
Your answer in item number 1 are words that create a mental picture or
images. They are the so-called imagery. These are words that contain an image
when they appeal to the senses or words that illustrate mental duplication of
sense impression in poetry. For a better understanding of what imagery is study
he picture below that shows the type of imagery.
Now that you have an idea what imagery is let us try another activity about
exploring imagery and we will call this “See Beyond the Obvious”.
Task No. 3: List down ten (10) poetic lines that contain mental images. Do not
forget to include the name of their authors.
REFERENCES:
Balatbat, Angelita C. et. al. (2001) Literature: A Journey Across the Miles.
Valenzuela City: Mutya Publishing House Inc.
google.images.study.com
Tan, Arsenia B. 5th Ed. (2001) Introduction to literature. Mandaluyong City:
Academic Publishing Corporation.

LITERATURE 1 61
Module 8 – European Literature
 Describe European Literature.

 Discuss important themes of European Literature
 Understand and appreciate varied literary texts from the Europe
through application of different approaches to literature as discussed in
the previous unit.
 Introduction
European literature refers to the literature of Europe. European literature includes

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 and Russian and works by the Scandinavians and Irish. Important classical
and medieval traditions are those in Ancient Greek, Latin, Old Norse, Medieval
French and the Italian Tuscan dialect of the renaissance.
Diverse as they are, European literatures, like Indo-European languages, are parts of
a common heritage belonging to a race of proud nations which boast the likes of
Homer who wrote Iliad and Odyssey, Virgil who wrote the Aeneid, Dante who
wrote Divine Comedy, Chaucer who wrote Canterbury Tales. These, and other
literary masterpieces form part of what we call as Western Canon.
Points for Discussion:
 What qualities best describe European literature?

 What is their standard of “beauty” according to the story
Pygmalion and Galatea? Do you think it is any different from
the Asian representation of beauty?
 Which do you think is better, life imprisonment or death?

LITERATURE 1 62
Pygmalion and Galatea by Ovid
The story of Pygmalion and Galatea is an enchanting myth about a Cypriot

sculptor who fell in love with his own sculpture. He prays to goddess Aphrodite
(aka Venus) to bring the sculpture to life for it to be his wife. The goddess grants
his wish, and the bottom line is, Pygmalion and his creation lived happily ever
after.
Read the full story of Pygmalion

and Galatea or watch the video using
this link:
https://www.youtube.com/watch?v=NCak93uE
3tM
 Points for Discussion
1. Why did Pygmalion dislike women? Was he right to do so?
_______________________________________________________________
2. Pygmalion could have sculpted anything in his studio, but instead he chose to
make his ideal woman. Why?
_______________________________________________________________
3. If you had a friend who had a crush on a statue, what would you tell them?
_______________________________________________________________
4. Could you ever fall in love with someone who you've never had a conversation
with? Is that a recipe for a lasting relationship?
_______________________________________________________________
5. Why do you think Aphrodite grants Pygmalion his wish?

LITERATURE 1 63
_______________________________________________________________
6. What does this story tell us about the importance of beauty in ancient Greek
culture? Can it help us think about our own ideas about beauty?
_______________________________________________________________
Reflective Question:
“Which do you think is better, life imprisonment or death?
The Bet by Anton Chekhov
"The Bet" is an 1889 short story by Anton Chekhov about a banker and
a young lawyer who make a bet with each other following a conversation
about whether the death penalty is better or worse than life in prison.
Read the full story of The Bet using

this link:
http://www.eastoftheweb.com/short-
stories/UBooks/Bet.shtml
 Self-Assessment Questions
1. What are the respective positions of the banker and the lawyer with respect to
capital punishment?
_______________________________________________________________
2. Why does the lawyer extend the bet from 5 to 15 years?
_______________________________________________________________

LITERATURE 1 64
3. Is the narrator impartial? Why or why not?
_______________________________________________________________
4. What does the lawyer do to take solace in his time of imprisonment? How
does his attention shift over the course of his imprisonment?
_______________________________________________________________
5. How does the lawyer decide to conclude the bet, and why?
_______________________________________________________________
Assessment:
Identify two moral issues that arise from the debate on capital punishment.
Discuss how your opinions on these issues were affected after reading the
stories. Cite specific references from the story to support your claim.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________

LITERATURE 1 65
References:

LITERATURE 1 66
Module 9
LATIN AMERICAN LITERATURE
Learning Objectives
1. Describe Latin American Literature.

2. Understand the central themes dominant in Latin
American Literature.
3. Internalize the meaning of beauty from the Ten
Commandments of the Artists.
4. Apply in daily life situation the lesson learned from
selected quotes.
Latin American Literature
After adopting the American constitution in 1780, the United States of America
expanded. Because of its cultural growth, the public school system was also
extended followed by the establishment of the American Academy of Arts in New
York. The demand for national literature became insistent. Americans believed that
English literature is not suited to the young Americans.
Creating their own literature became a problem for Americans because

publishers preferred to reprint the works of English writers. Because of this, the early
Americans did not know how to introduce their literary works. They need to learn
from the English writers.
Later, writers in the persons of Wordsworth and Scott came out. They were
known as romantic writers because of their appreciation for the beauty of nature. It
was their great desire that gave America real literary motivation. They studied and
imitated English literature with a hope of surpassing the English models in perfection.
The writers who met this challenge were Washington Irving, James Fenimore, and
William Cullen Bryant. These three writers established themselves as men of letters.
Literature in America flourished. Popular literature came from the pens of

Henry Wadsworth Longfellow, James Russel Lowell, Oliver Wendell Holmes, and
John Greenleaf Whittier. They were known as Cambridge writers because they were
professors at Harvard College.

LITERATURE 1 67
From 1850 to 1855, American writers produced more works of quality and
originality. By 1885, America boasted of a national literature worthy to stand
independently and proudly with the literature of the Old World.
Latin American Literature refers to written and oral works created by authors in
parts of North America, South America, and the Caribbean. Latin American authors
usually write in Spanish, Portuguese, English or a language native to their specific
country.
The central themes dominant in Latin American literature are Romanticism,

Realism, Naturalism, and Emerging Literary Trends. The Latin American wars of
Independence that occurred in the early nineteenth century in Latin American led to
literary themes of identity, resistance, and human rights.
THE TEN COMMANDMENTS OF THE ARTISTS
Gabriela Mistral is a Chilean poet.
Her full name is Lucila de Maria del Perpetuo Socorro Godoy Alcayaga,
known for her pseudonym Gabriela Mistral. She was a diplomat, educator,
and humanist. She was born on April 7, 1889, and died on January 10, 1957.
I. You shall love beauty, which is the shadow of God over the Universe.
II. There is no godless art. Although you love not the Creator,
You shall bear witness to Him creating His likeness.
III. You shall create beauty not to excite the senses but to give sustenance to the
soul.
IV. You shall never use beauty as a pretext for luxury and vanity
but as a spiritual devotion.
V. You shall not seek beauty at carnival or fair or offer your work there,
for beauty is virginal and is not to be found at carnival or fair.
VI. Beauty shall rise from your heart in song, and you shall be the first to be purified.
VII. The beauty you create shall be known as compassion

and shall console the hearts of men.

LITERATURE 1 68
VIII. You shall bring forth your work as a mother brings for her child:
out of the blood of your heart.
IX. Beauty shall not be an opiate that puts you to sleep

but a strong wine that fires you to action
for if you fail to be a true man or a true woman, you will fail to be an artist.
X. Each act of creation shall leave you humble,

for it is never as great as your dream and
always inferior to that most marvelous dream of God which is Nature.
EXERCISE
Name: __________________________________ Date:_________________ Score: ______
Vocabulary Development
Match the words in Column A with their corresponding meanings in Column B.

Write the letter of your choice on the space provided before the words in Column A.
A B
_____ 1. sustenance A. It is a reason given in justification of a course of action
that is not the real reason.
_____ 2. pretext
B. It is a substance used to treat pain or cause sleep.
_____ 3. luxury
C. It is the maintaining of someone or something in life.
_____ 4. vanity
D. It is the quality of having ridiculous amount of pride.
_____ 5. virginal
E. It is the state of great comfort and extravagant living.
_____ 6. purified
F. It is the sympathetic consciousness of others’ distress
_____ 7. compassion together with a desire to alleviate it.
_____ 8. console G. It is to be free from guilt or evil.
_____ 9. opiate H. It is to comfort someone at a time of grief or

disappointment.
_____ 10. marvelous I. It means a thing that causes wonder.
J. It refers to an innocent and young girl who has

no experience of sex.

LITERATURE 1 69
Comprehension Check-up
1. What is the poet’s concept of beauty?

______________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
_________________
2. According to the poet, why should we not create beauty to excite the senses
but to give sustenance to the soul?
______________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
_________________
3. Why should we not use our beauty as a pretext for luxury and vanity
but as a spiritual devotion?
______________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
_________________
4. Explain in your own words, “if you fail to be a true man or true woman,
you will fail to be an artist.”
______________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
_________________
5. Comment on the last stanza of the Commandments of the Artist.

______________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

LITERATURE 1 70
___________________________________________________
___________________________________________________
_________________
SELECTED QUOTES OF GABRIEL GARCIA MARQUEZ
Gabriel Garcia Marquez was a Colombian novelist, short-story writer, screen

writer, and journalist, known affectionately as Gabo or Gabito throughout Latin
America. His full name is Gabriel Jose de la Concordia Garcia Marquez. He
was born on March 6, 1927 in Aracataca, Colombia and died on April 17,
2014 in Mexico City, Mexico.
1. Tell him, ’the colonel said, smiling ‘that a person doesn’t die when he should
but when he can.
2. There had never been a death so foretold.
3. Don’t struggle so much, the best things happen when not expected.
4. This was when I heard that the first symptom of old age is
when you begin to resemble your father.
5. I would give wings to children, but I would leave it to them to learn how to fly by
themselves.
6. It is not true that people stop pursuing dreams because they grow old,
they grow old because they stop pursuing dream.
7. I have waited for this opportunity for more than half a century,
to repeat to you once again my vow of eternal fidelity and everlasting love.
8. An early-rising man is a good spouse but a bad husband.
9. There is always something left to love.
10. Nobody is worth crying for, and those that are worth it will not make you cry.
11. A lie is more comfortable than doubt, more useful than love, more lasting than truth.
12. The only regret I will have in dying is if it is not for love.
13. A true friend is the one who holds your hand and touches your heart.

LITERATURE 1 71
14. I don’t believe in God, but I’m afraid of Him.
15. What is essential, therefore, is not that you no longer believe,

but that God continues to believe in you.
EXERCISE
Name:__________________________________ Date:_________________ Score: ______
Comprehension Check-up
1. Which among the quotes appeal to you the most?

Explain what they mean and why you have chosen them.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
____________
2. Are the quotes of Gabriel Garcia Marquez still relevant today? Justify your answer.
______________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
_________________
3. Do these quotes contain universal value? Why or why not?

______________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
_________________
4. Explain the various thoughts expressed by the quotes.

______________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________

LITERATURE 1 72
___________________________________________________
_________________
5. How would you justify the significance of Marquez’ quotes to our daily lives?
______________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
_________________
REFERENCES
Saymo, Apolinario S. et al (2004). World Literature. Bulacan: Trinitas Publishing,

Inc
https:// www.merriam-webster.com
https:// www.lexicon.com > synonym
https:// www.vocabularyr.com, vanity
https:// www.collinsdictionary.com
https:// www.dictionaryr.com
https:// www.dictionary.cambridge.org>
https:// www.compassion.com
https:// www.cancer.gov>def>opiate
https:// www.dictionaryr.com>browse

LITERATURE 1 73
Module 10 – Anglo-American Literature
 Describe Anglo-American Literature.

 Discuss important themes of European Literature
 Understand and appreciate varied literary texts from the Europe
through application of different approaches to literature as discussed in
the previous unit.
 Introduction
Anglo-American is used to refer to anything belonging to, relating to, or involving

England and America, especially the United States, or the people of the two
countries. Anglo is a prefix indicating a relation to the Angles, England, the English
people, or the English language, such as in the term Anglo-Saxon language. It is
often used alone, somewhat loosely, to refer to people of British Isles descent in The
Americas, New Zealand and Australia.
Hence, Anglo-american literature refers to the body of written work produced in the
English language from England and America.
 Points for Discussion
 What qualities best describe Anglo-American literature?

 How is their poetry different form Philippine poetry? Cite
specific observations.


LITERATURE 1 74
Emily Dickinson is an American poet born in Amherst, Massachusetts. She is

considered as one of America’s greatest and most original poets of all time. She took
definition as her province and challenged the existing definitions of poetry and the poet’s
work. She wrote over 1500 poems, but published only seven of them—anonymously—
in her lifetime. As a result, most of the poems in our reading—numbers 67, 303,
324, 465, 712, 986, and 1129—were never prepared for publication—at least not
by Dickinson
Tell all the truth but tell it slant — Emily Dickinson
Tell all the truth but tell it slant —

Success in Circuit lies
Too bright for our infirm Delight
The Truth's superb surprise
As Lightning to the Children eased
With explanation kind
The Truth must dazzle gradually
Or every man be blind —
 Self-assessment questions:
1. Why do you think Dickinson chooses to capitalize certain words? What

is the effect?
2. How would the poem be different if Dickinson used periods instead of
dashes?
3. What is it about the truth that's so powerful that Dickinson thinks it
needs to be told "slant"?
4. Is telling the truth "slant" the same as lying? How would the speaker
respond? What parts of the poem support your answer?

LITERATURE 1 75
5. What connections can you make between writing poetry and telling the
truth "slant"? How might the speaker answer that question?
Harry Potter and the Order of the Phoenix
Harry Potter and the Order of the Phoenix is a 2007 fantasy film directed by
David Yates and distributed by Warner Bros. Pictures. It is based on J. K.
Rowling's 2003 novel of the same name. It was one of the most widely-
anticipated books of the series, since there was a wait of three years between it
and the previous book, Goblet of Fire.
click here to watch the movie!
At the end of summer, Harry is forced to conjure his Patronus outside of

school, to protect himself and his cousin Dudley from Dementors. Harry is then
summoned to appear before the Wizengamot, his first trip to the Ministry of Magic.
While the Order of the Phoenix, using headquarters at the home of Harry’s godfather
Sirius Black, works against the forces of the rejuvenated Voldemort, the Ministry
refuses to credit the return of this arch-villain, removes Dumbledore as headmaster of
Hogwarts, and installs Dolores Umbridge, who runs the school by strict and arbitrary
rules and unusually cruel punishments. Hermione rallies a group of students to take
secret lessons in Defense Against the Dark Arts from Harry; they call themselves
Dumbledore’s Army. Harry is disturbed by increasingly vivid images he experiences
unwillingly through the eyes of Voldemort and finds it difficult to absorb the lessons in
Occlumency, which he takes with Professor Snape to learn to shut his mind. Finally,
one of his visions leads Harry and several members of the D.A. to the Ministry of

LITERATURE 1 76
Magic. Lured into a trap by Voldemort and his Death Eaters, they battle to save a
prophecy which tells of the connection between Voldemort and Harry.
 Self-assessment questions:
1. What role do slavery and enslavement play in Harry Potter and the Order of
the Phoenix?
2. The Sorting Hat warns of conflict and the importance of unity. How do you see
these themes throughout the book?
3. The Justice system is wildly abused throughout the novel – from Harry’s attack
and trial to the Inquisitorial Squad. The corruption and nepotism was certainly
annoying – which was the most heinous? Most important to the story?
4. Umbridge represents everything that is wrong with society – she’s a racist,
ladder-climbing, power-grabbing, prejudiced, abusive, opportunistic and
merciless scum. What is the worst thing about her, in your opinion?
Assessment:
 Write like Emily
Read through Emily Dickinson's poem once more and consider the images she uses,
the words she selects, and the rhythm of the lines. How do these choices affect the
overall mood of the poem and your response to it? How does she use metaphors to
help the reader understand her condition? Jot down some of your impressions here.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________
Now, think about your own impression of the “Truth” and try to re-create the poem.

LITERATURE 1 77
 Book/Film Review
Review the book or the film version of “Harry Potter and the Order of the Phoenix”
based on the guidelines:
 Introduction (with title, release date, background information)

 Summary of the story
 Analysis of the plot elements (rising action, climax)
 Creative elements (dialogues, characters, use of colors, camera techniques, mood,
tone, symbols, costumes or anything that contributes or takes away from the overall
plot)
 Opinion (supported with examples and facts from the story)
 Conclusion (announcing whether the filmmaker was successful in his/her purpose, re-
state your evidence, explain how the motion picture was helpful for providing a
deeper understand of course topic)
Your output can be any of the following format:

 Written and posted in a personal blog, or social media account. (300-800
words)
 Video format posted on YouTube or Facebook.
The output will be evaluated using the rubric below:
Criteria Exemplary – 5 pts. Satisfactory – 4 pts. Needs Improvement- 2 pts.
Lead Fabulous opening Adequate opening Poor opening sentence-

sentence that attracts sentence that gives the the reader is left wondering
reader interest and reader some indication of how you feel about the film.
establishes the tone of the your opinion.
review.
Performers Mentions key performers Mentions key performers Fails to mention significant
and roles they play. or their roles. actors or characters by
name.
Plot Summary Provides a succinct plot Provides an overly detailed Provides so much
synopsis without divulging plot synopsis or a synopsis information about the plot
too much about the film. that does not quite give the that the film is ruined for
reader enough information the viewer, or gives almost
no information about the
film.
Uses examples Provides relevant Provides some examples Includes no examples of

from the film. examples/illustrations from of action/dialogue from the action or dialogue from the
the film to back-up the film that supports the film.
reviewer’s opinion about opinion.
the film’s effectiveness.

LITERATURE 1 78
The opinion Makes a provable case for Voices an opinion but does Has virtually no opinion
the film’s merit and not explain in depth why about the film or has an
analyzes what worked and things in the film worked or opinion that is not backed
did not work in the film. didn’t. up by any examples from
the film.
Inspired word Chooses interesting Uses appropriate word Inappropriate word

choice/ writing appropriate words and choice but may have a few choices, poorly constructed
fluency well-constructed poorly constructed sentences or paragraphs.
sentences and sentences
paragraphs.
REFERENCES:
https://edusson.com/blog/how-to-write-movie-review
http://hpread.scholastic.com/HP_Book5_Discussion_Guide
https://uncw.edu/cas/assessment/docs/rubrics/filmreviewrubric
https://www.poetryfoundation.org/poets/emily-dickinson
https://www.poetryfoundation.org/poems/56824/tell-all-the-truth-but-tell-it-slant-1263
https://www.sparknotes.com/lit/harrypotter5/summary/

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LITERATURE 1 1

INTRODUCTION TO LITERATURE AND ITS PHILSOPHY

To the University of Rizal System Student:

Welcome to Lit 1 – Introduction to Literature and Its Philosophy. This

URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

Jameson C. Martinez, one of the course coordinators, is an Assistant

Madi P. De Jesus, another course coordinator, is a language and literature

The other course writers are:

Imelda O. Ausa, is a graduate of Bachelor of Secondary Education major in

Eloisa M. Bayangos is an Assistant Professor III in the College of Education

Rommel R. Castro is an Associate Professor V and is the Dean of the

URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

Lovely Celeste F. Benasa is an Assistant Professor I in the in the College of

Janet DG Figueroa, is an Instructor I from University of Rizal System Tanay

Dr. Evelyn P. Magdalena is a faculty of the College of Education at

Salome Concordia-Villasis is an Assistant Professor III and an English

Course Code: Lit 1

URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

To equip students with the skills necessary to engage, understand, critically

At the end of the course, the student should be able to:

1. Exhibit an understanding of the different approaches to literature, as

Unit 1 – Introduction to the Study of Literature

Module 1 -The Meaning and Importance of Literature Prof. Eloisa M. Bayangos,

URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

Module 2 - Frameworks of Literature Prof. Danifer Anciado,

Unit 2 – Nature and Scope of Literature

Module 5 - Topics/Themes in the Study of Literature

Unit 3 – Literary Masterpieces

Module 8 - European Literature Prof. Henry Cenidoza, Prof.

URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

UNIT 1 – INTRODUCTION TO THE

 Module 1 – The Meaning and Week 1-2 including orientation

 Module 3 – Literary Standards Week 4

Module 5 - Topics/Themes in the

URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

Module 8 - European Literature

URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

Paano Ka Ginawa (Film

URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

MODULE 1 – The Meaning and Importance of Literature

At the end of the lesson, the student shall be able to:

 What is the meaning of literature?

URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

Literature is a work of fiction that is the result of creation by a spontaneous

URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

But, according to Merriam Webster, Literature are writings in prose or verse,

For Britannica Encyclopedia, Literature is a body of written works. The name

Furthermore, literature can be classified according to a variety of systems, like

One can enumerate reasons why we need to study literature.

Here are but a few:

1. Literature helps us grow both personally and intellectually.

URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

In addition with the above mentioned significance of studying literature, I would

Using the 2 photographs, explain in 7 sentences which one can be considered

URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

Read the story and answer the following questions.

URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

1. What is story all about?

URS-IM-AA-CI-0154 Rev 00 Effective Date: August 24, 2020

The rubric may serve as guide in writing your essay.

Informal Essay Rubric

Quality of Very informative and Somewhat Gives some Gives no new

Few spelling and A number of So many spelling,