UNIT 1

Topic: INTRODUCTION TO LITERATURE AND LITERARY TYPES

Sub-Topics: a. Genres and Characteristics of Literature
b. Elements of Poetry
c. Classification of Poems
d. Classification of Short Stories
e. Classification of Novels
f. Elements of a Narrative
g. Differences Between a Short Story and a Novel
h. Elements of an Essay
i. Differences Between a Formal Essay and an Informal Essay
j. Classification of Essays
Course & Year Level: DM II – A & B; RT II
Professor: Riezel May B. Ada
Subject: FILI 3
Time Frame: 2 hours per week

A. Unit Overview
In this unit, the students will be able to in-depthly realize that literature is not dead, it is still existing no matter how
modernized and fast-paced our day-to-day living is right now. The students will come to conclusion that literature is not old, it is
timeless. They will be exposed with various literary pieces, and at the same time, they must also create their original pieces. In this
unit, the students will not only discuss information related to literature, they will also perform tasks that could improve some of their
macro-skills like reading, listening, and writing. This unit will let students understand that though literature existed before them, they
can still make their own obra maestras today through the topics being presented here.
B. Instructional Learning Outcomes (ILO)

At the end of this unit, the learners should be able to:

1. Identify the terminologies being used in relation to literature;
2. Construct a prose for the purpose of introducing oneself;
3. Generate appropriate techniques in reading a poem;
4. Compose a poem using rhymes;
5. Identify the elements and classifications of poems;
6. Categorize the classification of short stories and novels;
7. Compose a short story;
8. Perform a role-play using the given short story/ ies;
9. Identify the elements of an essay;
10. Construct an informal and a formal essay;
11. Differentiate short story from a novel;
12. Differentiate informal essay from a formal essay.
C. Preliminary Activities/ Motivation
 Opening Prayer
 Lecture/ Discussion
 Activities
 Review/ APK
 Closing Prayer
D. Lesson Proper/ Discussion
INTRODUCTION TO LITERATURE AND LITERARY TYPES
Literature – is a collection of writings in prose or verse, especially writings having excellence of form or expression and expressing
ideas of permanent or universal interest (Webster).
Philippine Literature – is a body of writings by those Filipinos who are not only literate in Tagalog or other Philippine languages, but
also knowledgeable in Philippine culture.

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 GENRES AND CHARACTERISTICS OF LITERATURE
Literature is divided into two general types:
1. Poetry – being in stanza form; basically has rhyme, rhythm, and measure; are generally written figuratively.
2. Prose – being in paragraph form; has no rhyme, rhythm, and measure; are principally written literally.
For a piece of writing to be classified as literature, it must possess the following characteristics:
 Universality –if it transcends local conditions. It applies not only to its place of origin, but also to other places.
 Timelessness – if it transcends time. It applies not only to the time it was written, but also to all times.
 Nobility of thought – if it is a product of a lofty mind, one possessed by an intellectual.
 Imaginativeness – if it is a product of imagination. While it may be based on fact, the writer still used his imagination in
creating the piece.
 Expressiveness – if it serves as an instrument by which the writer expresses his ideas and emotions.
ELEMENTS OF POETRY
A. Sense – the use of words, images, and symbols to produce a meaningful poem.
1. Figure of Speech – the use of a word or words different from its usual meaning in order to provide emphasis, freshness of
expression, or clarity. It can be produced by means of the four fundamental operations, as follows:
a. Addition (adiectio) – also called repetition/ expansion/ superabundance.
b. Omission (detractio) – also called subtraction/ abridgement/ lack.
c. Transposition (transmutatio) – also called transferring.
d. Permutation (immutatio) – also called interchange/ switching/ substitution/ transmutation.
(en.wikipedia.org/wiki/Figure_of_speech)
2. Connotation – the meaning assigned by the writer to the words he uses in his literary piece.
3. Imagery –the creation of a picture or images in the mind of the reader/s by the use of words that appeal to the senses.
a. Visual imagery – produced by the use of words that appeal to the sense of sight.
b. Auditory imagery – produced by the use of words that appeal to the sense of hearing.
c. Olfactory imagery – produced by the use of words that appeal to the sense of smell.
d. Gustatory imagery – produced by the use of words that appeal to the sense of taste.
e. Tactile imagery – produced by the use of words that appeal to the sense of touch.
f. Kinesthetic imagery – produced by the use of words that appeal to the sense of movement.
g. Thermal imagery – produced by the use of words that appeal to the sense of heat.
B. Sound – the use of tone color, rhythm, and measure to produce euphony (good sound) and harmony in poetry.
1. Tone color – the element resulting from the use of rhyme, repetition, and other sound devices.
2. Rhyme – the presence of words that have identical or similar (approximate) final sounds. The recurrence of the same final
sounds result in what is known as rhyme pattern:
a. Internal rhyme – exists within a line.
b. Terminal rhyme – exists at the end of lines.
c. Perfect/ Exact rhyme – exhibited by words having identical final sounds.
d. Approximate/ Imperfect rhyme – exhibited by words having similar or approximate final sounds.
e. Eye rhyme – exhibited by words having the same final letters with differing sounds.
f. Masculine/ Single rhyme – exhibited by one-syllable word.
g. Feminine/ Double rhyme – exhibited by two-syllable words with stress on the first syllable.
h. Triple rhyme – exhibited by three-syllable words with stress on the same syllable.
i. Compound rhyme – exhibited by compound words producing two pairs of rhyming words.
j. Rime riche/ Identical rhyme – exhibited by homophonous words or homonyms.
k. Monorime – exhibited by a stanza having terminal words with the same final sounds.
l. Dirime – exhibited by a stanza having two pairs or sets of rhyming words at the end of lines.
m. Tririme – exhibited by a stanza having three pairs or sets of rhyming words at the end of lines.
3. Rhythm – the regular succession of accented and unaccented syllables in a line; associated with the metrical feet classified
below:
a. Iamb – a two-syllable foot which is accented on the second syllable.
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 b. Anapest/ Antidactylus – a three-syllable foot which is accented on the third syllable.
c. Trochee Choree/ Choreus – a two-syllable foot which is accented on the first syllable.
d. Dactyl – a three-syllable foot which is accented on the first syllable.
e. Spondee – a two-syllable foot which is accented on both syllables.
f. Pyrrhus/ Pyrrhic/ Dibrach–a two-syllable foot which is unaccented on both syllables.
g. Tribarach – a three-syllable foot which is unaccented on all syllables.
h. Amphibrach – a three-syllale foot which is accented on the second syllable.
i. Bacchius – a three-syllable foot which has one unaccented syllable followed by two accented ones.
j. Antibacchius – a three-syllable foot which has two accented syllables followed by one unaccented one.
k. Amphimacer/ Cretic – a three-syllable foot which has an unaccented syllable between two accented ones.
l. Molossus – a three-syllable foot which consists of three accented syllables.
C. Structure – a property of poetry which refers to the way the words are put together or arranged such that they make sense.
1. Vertical Measure – the number of lines within a stanza or the number of stanzas.
a. Couplet – has two lines.
b. Triplet – has three monoriming lines.
c. Tercet – has three lines that are not monoriming.
d. Terzarima – has three lines with rhyme pattern.
e. Quatrain – has four lines.
f. Cinquain/ Quintet/ Quintain – has five lines.
g. Sestet – has six lines.
h. Septet – has seven lines.
i. Octave – has eight lines.
j. Nonet – has nine lines.
k. Etheree – has 10 lines with a 1-2-3-4-5-6-7-8-9-10 syllable count or the reverse 10-9-8-7-6-5-4-3-2-1 syllable count;
it may be doubled (1-2-3-4-5-6-7-8-9-10-10-9-8-7-6-5-4-3-2-1 syllable count), tripled, quadrupled, and so on.
l. Sonnet – has 14 lines. It may be:
 Shakespearean – 3 quatrains and 1 couplet with abab-cdcd-efef-gg rhyme scheme.
 Spenserian – 3 quatrains and 1 couplet with abab-bcbc-cdcd-ee rhyme scheme.
 Petrarchan – 1 octave and 1 sestet with abbaabba-cdeedc rhyme scheme.
 Filipino – with various rhyme scheme and vertical measure.
2. Horizontal Measure – the number of syllables or metrical feet within a line.
a. Mono-syllabic – has one syllable.
b. Disyllabic – has two syllables.
c. Trisyllabic – has three syllables.
d. Tetrasyllabic – has four syllables.
e. Pentasyllabic – has five syllables.
f. Hexasyllabic – has six syllables.
g. Heptasyllabic – has seven syllables.
h. Octosyllabic – has eight syllables.
i. Nonasyllabic – has nine syllables.
j. Decasyllabic – has ten syllables.
k. Undecasyllabic – has 11 syllables.
l. Dodecasyllabic – has 12 syllables.
m. Monometer – has one foot.
n. Dimeter – has two feet.
o. Trimeter – has three feet.
p. Tetrameter – has four feet.
q. Pentameter – has five feet.
r. Hexameter – has six feet.
s. Heptameter – has seven feet.
t. Octameter – has eight feet.
3. Parallelism – the use of similar structures in poetry and prose works.
4. Ellipsis – the omission of some words or phrases to produce a literary effect.

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 CLASSIFICATION OF POEMS
1. Narrative poem – a poem that tells a story.
a. Epic – a long narrative poem which deals with the exploits or adventures of a hero. It is either a:
 Literary epic – if it was written by a known author.
 Folk epic – if it was written anonymously or of an unknown origin.
b. Ballad – a short narrative poem which deals with a single incident and has a singable quality. It is either a:
 Literary ballad – if somebody claimed authorship of it.
 Folk ballad – if no author could be attributed to it.
c. Metrical tale – a short story in verse form which lacks the singable quality of a ballad.
d. Metrical romance – a love story in verse form.
2. Lyric poem – a poem that is short, at times musical, subjective, and expressive of the writer’s thoughts and emotions regarding his
chosen subject.
a. Ode – a poem addressed to some praised object, person, or quality, characteristically exhortatory and philosophical, and using
an elevated language.
b. Elegy – a poem for the dead that is far from pessimistic, ennobling, exalted in tone, and offering an optimistic note in the end.
c. Simple lyric – a poem that is pictorial and reflective.
d. Sonnet – a poem which has 14 lines. It is classified into:
 Petrarchan
 Shakespearean
 Spenserian
 Filipino
e. Hymn – a metrical composition adapted for singing in a religious service.
f. Psalm – a song of praise to God or the Virgin Mary.
g. Song – a melodious poem intended to be sung and readily adapted to music.
3. Dramatic poem – a poem which forms part of a dramatic presentation or which is intended to be performed on stage.
a. Tragedy – a drama in which the hero fails to fulfill his goal/s; the protagonist whose failure is attributed to his fatal mistake (tragic
flaw), cannot overcome such mistake which inevitably results in a sad ending.
b. Comedy – a drama in which the hero succeeds in fulfilling his goal/s; sometimes, it is comic all throughout as a comedy of
manners or a slapstick comedy such that the viewers laugh and laugh as they watch the performance.
c. Tragicomedy – a mere combination of a tragedy and a comedy, it is a drama in which a hero fails with respect to some goals but
succeeds with respect to the other goals.
d. Farce – a drama written by an author whose intention is to poke fun at the hero, his subject, oftentimes representing a public
official or a person of authority.
e. Melodrama – a drama that focuses not on the protagonist, but on the action or situation; it is characterized by a sentimental love
story, sensational actions, extravagant emotions, and a happy ending.
f. Historical play – a drama that serves to re-enact a historical event that plays an important role on the lives of the viewers.
g. Religious play – a drama that serves to re-enact a biblical event or to teach a truth or truths pertaining to a certain religion.
CLASSIFICATION OF SHORT STORIES
1. Story of character – focuses on the protagonist as an element of a narrative.
2. Story of setting – also called a story of local color, it focuses on the setting as an element of a narrative.
3. Story of theme – focuses on the theme as an element of a narrative.
4. Story of plot – focuses on the plot as an element of a narrative.
5. Drabble – an extremely short work of fiction which has exactly 100 words in length.
6. Flash fiction – is characterized by its extreme brevity.
7. Flash prose – a very short work of fiction which has between 500 and 1,500 words.
8. Tale
a. Cautionary tale – a traditional story told in folklore, to warn its hearer of a danger.
b. Fairy tale – a fictional story that usually features folkloric characters (such as fairies, goblins, elves, trolls, witches, giants, and
talking animals) and enchantments.
c. Folk tale – a story passed down within a particular population, which comprises the traditions of that culture or group.
d. Fable – a brief story, which illustrates a moral and which features animals, plants, inanimate objects, or forces of nature which
are anthropomorphized.
e. Frame tale – whereby the main story is composed, at least in part, for the purpose of organizing a set of shorter stories.
f. Urban legend – a modern folk tale consisting of stories often thought to be factual by those circulating them.
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 g. Old wives’ tale – a wisdom much like an urban legend, supposedly passed down by old wives to a younger generation.
h. Tall tale – a story that claims to explain the reason for some natural phenomenon.
(en.wikipedia.org/wiki/Tale)
9. Legend – narrates about the origin of a thing.
10. Myth – narrates about gods and goddesses.
11. Fable – whose characters are animals or plants or both.
12. Parable – teaches a virtue through the use of biblical characters or events.
13. Vignette – depicts impressionistic scenes that focus on one moment or give a trenchant impression about a character, a place, or an
idea.
14. Feghoot – is humorous and ends in an atrocious pun.
15. Molbo story – a short tale about Molboers or the inhabitants of Molboland.
16. Short prose – a very short work of fiction of about less than 1,000 words, which may or may not be narrative.
17. Sketch story – a very short story which contains little or no plot; it is descriptive of impressions of people or places.
CLASSIFICATION OF NOVELS
1. Picaresque novel – derived from the form picaro (picaroon or rascal), it is an autobiographical account of the main character who lives
by wits, encounters a number of adventures, and does not change; it generally lacks formal structure.
2. Romantic novel/Romance novel – a novel which has love, romance, or heterosexual relationship as its theme.
3. Novel of the soil – a novel which relates the life of a farmer or deals with agricultural problems.
4. Novel of the sea – a novel which relates the life of a fisherman or deals with marine problems.
5. Novel of adventure – a novel which has the adventure of the protagonist, an exciting undertaking involving risk and physical danger,
as its main theme.
6. Detective novel – variously called murder mystery, crime fiction, crime story, spy story, and who-dunnit; it focuses on solving a crime
(oftentimes murder).
7. Horror novel – a novel which incites fear on the part of the reader by means of scary experiences of the characters.
8. Fantasy novel – a novel which deals with fantastic beings and events.
9. Scientific novel – also called science fiction, it focuses on subjects that pertain to the sciences.
10. Philosophical novel – also called a novel of idea, it is a novel which focuses on a philosophical ideology.
11. Historical novel – a novel which is set in a genuinely depicted historical context that predates the life of the author.
12. War novel – referred to as military fiction, it is a novel which depicts war scenes or presents characters preparing for a war or
recovering from the ruins of war.
13. Regional novel – a novel whose setting has a significant impact on the characters and plot structure; it uses regional dialects.
14. Social novel – a novel whose plot centers on social environment and incorporates persuasive language as it calls for social reform.
15. Religious novel/Christian novel – a novel which deals with man’s relationship with the divine or God or Christianity.
16. Symbolic novel – a novel which employs symbolism.
17. Realistic novel – a novel which depicts the reality of the times.
18. Stream-of-consciousness novel – a novel which focuses on introspection and inner consciousness and reports the non-verbalized
flow of the characters’ thoughts which are usually erratic and illogical.
19. Bildungsroman – German term for “novel of formation,” it used to be called “apprenticeship novel” because it deals with growing up; it
is also called kunstlerroman when the protagonist is an artist or a writer.
ELEMENTS OF A NARRATIVE
1. Setting – the time and place in which the events of a narrative take place.
a. Locale – the place where the story takes place.
b. Time – the time when the story takes place.
2. Character – the persons, animals, plants, inanimate objects such as robots, natural and supernatural beings that possess life and
give life to the story.
a. Protagonist – to whom the story revolves.
b. Antagonist – who is opposed to the protagonist.
c. Confidant – to whom the protagonist confides or relies for support.
d. Foil – serves as a contrast to the protagonist or any other character in the story, but does not necessarily oppose the latter.
e. Background character – provides reality to the story by his or her mere presence.
f. Unseen/Absent character – who is mentioned in the story but does not have any involvement in the series of actions or in the
dialogue.

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 g. Dynamic character – changes his personality as the story progresses.
h. Static character – remains the same kind of person as the story progresses.
i. Round character – shows varied and sometimes contradictory traits.
j. Flat character – shows only one personality trait.
k. Stereotype – a flat character of a familiar and often-repeated type.
3. Plot – the series of events or actions that comprise the story; it is generally divided into exposition, rising action, complication, climax,
denouement or resolution, falling action, and conclusion.
a. Linear plot – chronologically shows events in their proper order from exposition to conclusion.
b. In medias res – starts in the middle of the story and provides flashbacks (events which took place prior to the story’s initial action)
to promote reader’s understanding of the story.
c. Circular plot – structured in such a way that it ends where it has started as in a cycle.
d. Exposition – the initial part of the plot in which the setting and the characters are introduced.
e. Rising incident/s – the event/s that lead to the complication.
f. Complication – the part of the plot in which the conflict develops.
g. Crisis – the problem of the story.
h. Climax – the highest point of the story.
i. Resolution or Denouement – the part of the plot in which the conflict is resolved.
j. Falling incident/s – the event or incident that lead to the conclusion; shorter than the rising incident.
k. Conclusion – the last part of the plot which gives the story some finality; however, when a story ends with a cliffhanger, the
reader is let to make his conclusion.
4. Conflict – synonymous with opposition, it is the motivating driving force that involves both characters and readers in the narrative.
a. Social conflict (man vs. man) – exists between the protagonist and the antagonist.
b. Physical conflict (man vs. nature) – exists between the protagonist and any of the natural forces.
c. Metaphysical conflict (man vs. supernatural beings) – exists between the protagonist and supernatural beings or forces.
d. Internal/Personal/Psychological conflict (man vs. himself) – exists between the protagonist and his own self.
5. Point of View – the angle of narration; this refers to “who is the narrator” and “how is the narration done.”
a. Autobiographical/first-person POV – the narrator is the central character or one of the major/minor characters.
b. Omniscient third-person POV – the narrator is an all-knowing and all-seeing observer who tells everything about the characters.
c. Objective third-person POV – the narrator is an objective observer who reports only the speech (what he hears) and the actions
(what he sees) of the characters.
d. Selective third-person POV – the narrator is both an omniscient and an objective observer; it is a combination of omniscient third-
person and objective third-person points of view.
6. Theme – the idea or concept of the author expressed in a concise statement; referred to as the message of the story, it concretizes
the abstract idea the writer wants to impart.
7. Tone – the element of a narrative or any literary work which refers to the attitude of the writer toward his subject.
8. Mood – (synonymous with tone) it refers to the feeling that an author creates in a literary work; (synonymous with atmosphere) it
refers to the quality of a setting.
9. Moral – a practical lesson about right and wrong conduct contained in the narrative.
10. Symbol – a person, place, thing, or an experience that represents something else.
11. Values – these are the things which make a literary piece important to its readers or users. Classified into:
a. Aesthetic
b. Social
c. Psychological
d. Literary
DIFFERENCES BETWEEN A SHORT STORY AND A NOVEL
POINT OF CONTRAST SHORT STORY NOVEL
1. Length Short (between one and 10 pages) Long (more than 50 pages)
2. Setting One or few settings Multiple setting
3. Characters Few characters (between two and five Many characters (more than 20)
characters)
4. Plot Simple plot, usually linear Complicated plot, usually non-linear and
with subplots
5. Theme Singular theme Single theme for the entire work; individual
themes for the chapters

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 6. Chapters Not divided into chapters Divided into chapters
7. Sitting Read in one sitting Read in a number of sittings due to its
length

ELEMENTS OF AN ESSAY
Essay – a short prose work with a focused subject of discussion.
1. Theme – the main idea, moral, or message of an essay.
2. Style – the manner in which the writer presents his ideas in a composition.
3. Organization – the combination or arrangement of the distinct artistic parts (ideas) to form a unified essay.
4. Point of view – the perspective used by the writer or of the narrative voice.
5. Diction – the choice of words used in the selection.
DIFFERENCES BETWEEN AN INFORMAL ESSAY AND A FORMAL ESSAY
POINT OF CONTRAST INFORMAL ESSAY FORMAL ESSAY
1. Length Short Generally longer than an informal essay
2. Subject Any topic under the sun Usually scientific topics, serious subject
matter
3. Language Colloquial English Standard English
Very literary Scientific/technical and impersonal
4. Diction Literary terms Scientific or technical jargon
5. Style Personal Impersonal
6. Objectivity Subjective Objective
7. Point of View First person Third person, sometimes second person
8. Readership General public Select groups of persons, professionals
9. Authorship Anybody or any writer Experts or specialists in their fields

CLASSIFICATION OF ESSAYS
A. Form of Discourse – according to purpose, as follows:
1. Expository essay – deals with a definition, comparison, contrast, causation, and the like.
2. Descriptive essay – serves to describe or give the characteristics of a person, place, object, idea, or event.
3. Narrative essay – serves to tell a story.
4. Argumentative/Persuasive essay – serves to convince or actuate (let the reader to take an action).
B. Subject matter – based on the topic of discussion.
1. Editorial essay – states the opinion of the editor or publisher regarding a controversial issue or subject matter.
2. Didactic essay – serves to preach or teach its readers a moral.
3. Nature essay – describes things of nature such as plants, animals, humans, and natural elements.
4. Naturalistic essay – focuses on naturalism as a school of thought.
5. Scientific essay – serves to inform its readers about science items and issues.
6. Philosophical essay – serves to expound on an ideology or a philosophical issue.
7. Religious essay – deals with God, the divine, the supernatural, or with man’s relationship with God.
8. Reflective essay – involves the writer’s views and feelings about his chosen subject.
9. Critical essay – an argumentative essay which offers an analysis, interpretation, and/or evaluation of a literary work or a work of
art.
10. Biographical essay – a narrative essay which tells about the life of an individual.
11. Autobiographical essay – a narrative essay which tells about the life of the writer himself.
E. I need to remember the following:
 What is literature?
 What is Philippine literature?
 What are the genres and characteristics of literature?
 What are the elements of poetry?
 What are the classifications of poems?
 What are the classifications of short stories?
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  What are the classifications of novels?
 What are the elements of a narrative?
 What are the differences between a short story and a novel?
 What is an essay?
 What are the elements of an essay?
 What are the differences between an informal and a formal essay?
 What are the classifications of essays?
F. Research Findings
Works of literature, at their best, provide a kind of blueprint of human society. From the writings of ancient civilizations such
as Egypt and China to Greek philosophy and poetry, from the epics of Homer to the plays of William Shakespeare, from Jane
Austen and Charlotte Bronte to Maya Angelou, works of literature give insight and context to all the world's societies. In this way,
literature is more than just a historical or cultural artifact; it can serve as an introduction to a new world of experience.
But what we consider to be literature can vary from one generation to the next. For instance, Herman Melville's 1851 novel
"Moby Dick"  was considered a failure by contemporary reviewers. However, it has since been recognized as a masterpiece and is
frequently cited as one of the best works of Western literature for its thematic complexity and use of symbolism. By reading "Moby
Dick" in the present day, we can gain a fuller understanding of literary traditions in Melville's time. 
(https://www.thoughtco.com/what-is-literature-740531)
G. I learned the following:
 Literature – is a collection of writings in prose or verse, especially writings having excellence of form or expression and
expressing ideas of permanent or universal interest.
 Philippine Literature – is a body of writings by those Filipinos who are not only literate in Tagalog or other Philippine
languages, but also knowledgeable in Philippine culture.
 Prose - is verbal or written language that follows the natural flow of speech. It is the most common form of writing, used in
both fiction and non-fiction.
 Poetry - literature that evokes a concentrated imaginative awareness of experience or a specific emotional response through
language chosen and arranged for its meaning, sound, and rhythm.
 Short Story - brief fictional prose narrative that is shorter than a novel and that usually deals with only a few characters.
 Novel - is a long narrative work of fiction with some realism. It is often in prose form and is published as a single book. 
 Narrative - is a story. The term can be used as a noun or an adjective. As a noun, narrative refers to the story being told. It is
the account of events, experiences, and details. It also refers to the story-telling process. As an adjective, it describes the
form or style of the story being told.
 Essay – a short prose work with a focused subject of discussion.
H. Application/ Activities
 Activities
I. Wrap-Up/ Closure/ Summary
1. Literature is divided into two general types:
a. Poetry
b. Prose
2. For a piece of writing to be classified as literature, it must possess the following chaarcteristics:
a. Universality
b. Timelessness
c. Nobility of thought
d. Imaginativeness
e. Expressiveness
3. Elements of a Poetry
a. Sense
b. Sound
c. Structure
4. Classification of Poems
a. Narrative poem
b. Lyric poem
c. Dramatic poem
5. Elements of an Essay
a. Theme
b. Style
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 c. Organization
d. Point of view
e. Diction
6. Classification of Essays
a. Form of Discourse
b. Subject matter
J. References and Other Links of Interest
 Prof. Jesus Z. Menoy, Philippine Literature for Today’s Generation: A Thematic Approach (pp. 1-30)
 (en.wikipedia.org/wiki/Figure_of_speech)
 (en.wikipedia.org/wiki/Tale)
 ThoughtCo. (https://www.thoughtco.com/what-is-literature-740531)
 MasterClass (https://www.masterclass.com/articles/what-is-prose-learn-about-the-differences-between-prose-and-poetry-
with-examples#:~:text=Prose%20is%20verbal%20or%20written,%2C%E2%80%9D%20meaning
%20%E2%80%9Cstraightforward.%E2%80%9D)
 Encyclopaedia Britannica (https://www.britannica.com/art/poetry)
 Encyclopaedia Britannica (https://www.britannica.com/art/short-story)
 Literary Devices (https://literarydevices.net/novel/)
 Literary Terms (https://literaryterms.net/narrative/)
 The Story of an Hour (https://literarydevices.net/short-story/)

9
 UNIT 2
Topic: AN ANTHOLOGY OF PHILIPPINE LITERATURE
Sub-Topics: a. All About Me: Discovering Oneself and Projecting a Positive Self-Image
b. All About Family and Other Relations: Breaking Social Barriers
c. All About School and Work: Instilling Good Behavior Through Education
d. All About Culture: Promoting Cultural Awareness and Understanding
e. All About Country: Rekindling Nationalistic Spirit
f. All About the Environment: Caring for the World
g. All About God: Strengthening Faith in the Supreme Being
Course & Year Level: DM II – A & B; RT II
Professor: Riezel May B. Ada
Subject: FILI 3
Time Frame: 2 hours per week

A. Unit Overview
In this unit, the students will be given a chance to picture themselves out, not just their own, but on how they function with
the different roles being put upon their shoulders. The students will have the opportunity to analyze and synthesize things, dilemmas,
and situations through the articles or literary works that they are about to encounter in this unit. Also, they must inculcate some values
within them to be able to understand the characters within the texts. On the other hand, the students must also allow themselves to
reflect on whatever ideas the texts will present to them. They shall not only understand whatever it is within the text, but they must
also empathize and put their own on the shoes being portrayed by the characters or relayed upon by the author.
B. Instructional Learning Outcomes (ILO)
At the end of this unit, the learners should be able to:
1. Explain the significant features of the various literary pieces;
2. Actively participate in all activities like group discussions or reportings;
3. Inculcate values, awareness of, and appreciation for Filipino literary works;
4. Write a wholesome reflection paper about the presented readings.
C. Preliminary Activities/ Motivation
 Opening Prayer
 Lecture/ Discussion
 Activities
 Review/ APK
 Closing Prayer
D. Lesson Proper/ Discussion
AN ANTHOLOGY OF PHILIPPINE LITERATURE
A. ALL ABOUT ME: DISCOVERING ONESELF AND PROJECTING A POSITIVE SELF-IMAGE
- emphasizes the importance of understanding oneself through a process of self- discovery and building self-confidence in order to
develop a positive attitude toward oneself.
1. Unprettyby KhatrinaBonagua
2. 12 Rules You Can Live By
B. ALL ABOUT FAMILY AND OTHER RELATIONS: BREAKING SOCIAL BARRIERS
- presents a variety of social relationships, the problems concomitant with such relationships, and the ways by which the involved
parties deal with the same problems.
1. Why Every OFW Should Have a Facebook Accountby Susan V. Ople
2. Say ‘Thank You’ (Always) and Feel Good and Happy by IsaganiCasimiro

10
 C. ALL ABOUT SCHOOL AND WORK: INSTILLING GOOD BEHAVIOR THROUGH EDUCATION
- highlight the indispensable value of education in people’s lives. Without education, dreams remain a fantasy; with education, dreams
turn to reality. This deals with school and work and tend to improve behaviour through education.
1. All College Professors Must Be Reading Teachersby Esther L. Baraceros
2. Education Gives Luster to the Motherlandby Jose P. Rizal
D. ALL ABOUT CULTURE: PROMOTING CULTURAL AWARENESS AND UNDERSTANDING
- is a call for love, understanding, and cooperation among members of a certain cultural group or tribe. It reverberates the lines of an
English song, “United, we stand; divided, we fall”.
1. Why Filipinos Have Flat Noses
2. Song of My Seven Loves(Translated from the Maranaw by Frank C. Laubach)
E. ALL ABOUT COUNTRY: REKINDLING NATIONALISTIC SPIRIT
- indicates one’s pride in being a Filipino and his commitment to serve the country’s goals toward national progress. This tends to
inculcate in the readers’ minds the spirit of nationalism.
1. Press(ured) Freedomby KhatrinaBonagua
2. The Filipino Hero of the New Millenniumby John Manalo
F. ALL ABOUT THE ENVIRONMENT: CARING FOR THE WORLD
- is a wake-up call for readers to heed environmental concerns and to take appropriate actions to save Mother Earth from dying. This
is pro-world or environment-friendly.
1. English – A Tool for World Unity and Global Understandingby James Manuel
2. A Mother’s Cry for Helpby Julius Matias
G. ALL ABOUT GOD: STRENGTHENING FAITH IN THE SUPREME BEING
- generally speaks of the happiness felt by one who worships the Lord. This aims at fortifying one’s faith in the Lord Almighty.
1. Power and Pride Sans Prejudiceby Jack Mendez
2. A Journey With the Lordby Jesus Z. Menoy
E. I need to remember the following:
 How much do you know about yourself?
 How much do you know about your family and others?
 How much do you know about school and work?
 How much do you know about culture?
 How much do you know about our country?
 How much do you know about the environment?
 How much do you know about God?
F. Research Findings

The diversity and richness of Philippine literature evolved side by side with the country's history. This can best be appreciated in
the context of the country's pre-colonial cultural traditions and the socio-political histories of its colonial and contemporary traditions.         

11
 The average Filipino's unfamiliarity with his indigenous literature was largely due to what has been impressed upon him: that his
country was "discovered" and, hence, Philippine "history" started only in 1521.

So successful were the efforts of colonialists to blot out the memory of the country's largely oral past that present-day Filipino
writers, artists and journalists are trying to correct this inequity by recognizing the country's wealth of ethnic traditions and disseminating
them in schools and in the mass media.

The rousings of nationalistic pride in the 1960s and 1970s also helped bring about this change of attitude among a new breed of
Filipinos concerned about the "Filipino identity." (http://www.seasite.niu.edu/tagalog/Literature/literary_forms_in_philippine_lit.htm)

G. I learned the following:

 Anthology of Philippine Literature – is all about me, my family and other relationships, about school and work, culture, the
country, the environment, and most of all, about God.
H. Application/ Activities
 Activities
I. Wrap-Up/ Closure/ Summary
A. Anthology of Philippine Literature
1. All about Me
2. All about Family and Other Relations
3. All about School and Work
4. All about Culture
5. All about Country
6. All about the Environment
7. All about God
J. References and Other Links of Interest
 Prof. Jesus Z. Menoy, Philippine Literature for Today’s Generation: A Thematic Approach (pp. 47-262)
 Philippine Literature Syllabus (http://cendz777pl.blogspot.com/2014/11/philippine-literature-syllabus.html)
 http://www.seasite.niu.edu/tagalog/Literature/literary_forms_in_philippine_lit.htm

12
 UNIT 3
Topic: APPROACHES TO THE STUDY OF LITERATURE AND LITERARY CRITICISM
Sub-Topics: a. Approaches to Literary Study
b. Schools of Thought of Literary Criticism
Course & Year Level: DM II – A & B; RT II
Professor: Riezel May B. Ada
Subject: FILI 3
Time Frame: 2 hours per week

A. Unit Overview
In this unit, the students will tackle the world of literature in-depthly. They will be reading literary works that can make them
think twice and critically to really understand what is being meant by the literary work. Also, they will find out that things can be used
to represent another in the means of acting as symbols. The students will be critiquing the literary work not just through what are
being read within the lines but also on how the information or message being conveyed by the text is expressed and what it really
means.
B. Instructional Learning Outcomes (ILO)
At the end of this unit, the learners should be able to:
1. Identify the various literary forms or genre with their respective characteristics;
2. Read literary texts representing various genres;
3. Write analysis and reflection papers on literary texts;
4. Express appreciation in reading literary texts;
5. Have integrated the values required in analysing literary texts.
C. Preliminary Activities/ Motivation
 Opening Prayer
 Lecture/ Discussion
 Activities
 Review/ APK
 Closing Prayer
D. Lesson Proper/ Discussion
APPROACHES TO LITERARY STUDY
(Asuncion David-Maramba: Philippine Contemporary Literature)
1. Cultural Approach – is concerned about the culture of the race or group described in the selection. Every ethnic group has a culture
divided into two:
a. Material Culture – which consists of the group’s
 Tools
 Implements
 Objects
 Artifacts
 Other items that have physical existence
b. Non-Material Culture – which consists of the group’s
 Language
 Religion
 Beliefs
 Laws
 Folkways
 Customs
13
  Traditions
 Other items that have no physical existence

2. Formalistic or Literary Approach – focuses on the structure or form of the reading selection. In studying a poem, the concerns are:
a. Sense
 Denotative and connotative meanings
 Figures of speech
 Imageries
 Symbols
b. Sound
 Rhyme
 Rhythm
c. Structure
 Horizontal and vertical measures
 Parallelism
 Ellipsis
While, in studying essay, the concerns are:
 Organization
 Structure
 Style or author’s manner of writing
 Point of view
 Diction
Therefore, in studying a poetic or prose narrative, the concerns are the elements such as:
 Setting
 Characters
 Plot
 Theme
 Point of view
 Conflict
 Symbolism

3. Historical Approach – if the reading selection deals with events having historical significance.
4. Impressionistic Approach – expresses the impression of the entire reading selection or of a portion or element of it.
5. Moral or Humanistic Approach – concerned about morals or the morality of a character or of his acts, studies a reading selection
moralistically or humanistically.
6. Psychological Approach – investigates on the mental framework of the author as he wrote the reading selection or on the
psychological make-up of one or some of the characters in the narrative.
7. Sociological Approach – is concerned about societal problems or social relationships as they find expression in a reading selection.
SCHOOLS OF THOUGHT OF LITERARY CRITICISM
(C. John Holcombe: 2007)

14
 Critic – does more than an analysis; he comments positively and/or negatively on certain aspects of the reading selection. His focus
depends largely on the school of thought chosen by the critic.
1. Biographical Criticism – depends on the life story of the author in doing the critical analysis.
2. Cognitive Scientific Criticism – is guided by his knowledge of science processes to explain how the narrative is structured.
3. Deconstruction/ Deconstructive/ Post-Structuralist Criticism –opposed to formalistic or structural criticism, derived from the word
“deconstruct”, it begins with the assumption that “the world is unknowable and that language is unstable, elusive, and unfaithful”.
(Pascua and Roque, 2001)
4. Formalistic Criticism or New Criticism or Structural Criticism – concerns himself with the form or structure of the reading selection.
5. Gender Criticism (Feminist Criticism, LGBT Criticism) – comments on the treatment of the female, gays, or lesbians in the reading
selection.
6. Historical Criticism – deals with the past events and criticizes the manner by which the events influenced the reading selection.
7. Impressionistic or Reader-response Criticism – investigates on the positive and negative responses of the readers to the reading
selection holistically or analytically.
8. Linguistic Criticism or Rhetorical Criticism – focuses on the etymology or origin of the words by the writer.
9. Marxist Criticism – centers on the struggles of the working class to upgrade their living standards.
10. Moral Criticism or Ethical Criticism – delves on moral or ethical issues affecting the reading selection.
11. Myth Theory or Archetypal Criticism – emphasizes the role of archetypes (universal themes, images, and patterns often occurring
in literary works) in the production of the reading selection.
12. Political Criticism – deals with the manner by which politics, political systems, political parties, and the like affect the lives of the
characters in the story or the ideology of the writer.
13. Psychoanalytic Criticism or Freudian Criticism – derived from the word “psychoanalysis”, this deals with Sigmund Freud’s concept
of fantasies and dreams and how these affect the psychology of the character in the reading selection or of the author of the same
selection.
14. Psychological Criticism or Jungian Criticism – allied to the psychoanalytic criticism, this deals with Carl Jung’s concept of analysis
of the character’s psychology.
15. Sociological Criticism – investigates the way society affects the lives of the characters in the reading selection.
16. Stylistic Criticism – is concerned with the manner by which the writer presents his ideas in the reading selection.
E. I need to remember the following:
 What are the various approaches to literary study?
 What are the several schools of thought of literary criticism?
F. Research Findings

“Literature makes us better thinkers. It moves us to see the multi-sidedness of situations and therefore expands the breadth of our
own visions, moving us towards dreams and solutions we might not otherwise have imagined.” – Judith Langer, Envisioning Literature.

In Literature, students read and respond to a variety of literary texts from the genres of prose, poetry and drama. The texts can range
from classics such as Shakespeare, to modern works such as The Boy in Striped Pyjamas, by John Boyne. The greatest value of
Literature is that it promotes empathy as it develops in the child a greater understanding of the human condition.

(https://www.schoolbag.edu.sg/story/why-study-literature-as-a-humanities-subject#:~:text=When%20students%20study%20Literature
%2C%20they,feel%20their%20joys%20and%20pain.)

G. I learned the following:

15
Approaches to the Study of Literature
1. Cultural Approach
2. Formalistic or Literary Approach
3. Historical Approach
4. Impressionistic Approach
5. Moral or Humanistic Approach
6. Psychological Approach
7. Sociological Approach
H. Application/ Activities
 Activities
I. Wrap-Up/ Closure/ Summary
Literary Criticisms
1. Biographical Criticism
2. Cognitive Scientific Criticism
3. Deconstruction/Deconstructive/Post-structuralist Criticism
4. Formalistic Criticism or New Criticism or Structural Criticism
5. Gender Criticism (Feminist Criticism, LGBT Criticism)
6. Historical Criticism
7. Impressionistic or Reader-response Criticism
8. Linguistic Criticism or Rhetorical Criticism
9. Marxist Criticism
10. Moral Criticism or Ethical Criticism
11. Myth Theory or Archetypal Criticism
12. Political Criticism
13. Psychoanalytic Criticism or Freudian Criticism
14. Psychological Criticism or Jungian Criticism
15. Sociological Criticism
16. Stylistic Criticism
J. References and Other Links of Interest
 Prof. Jesus Z. Menoy, Philippine Literature for Today’s Generation: A Thematic Approach (pp. 263-267)
 Syllabus in Philippine Literature (http://instructionalminutes.blogspot.com/2013/07/syllabus-in-philippine-literature.html)
 https://www.schoolbag.edu.sg/story/why-study-literature-as-a-humanities-subject#:~:text=When%20students%20study
%20Literature%2C%20they,feel%20their%20joys%20and%20pain.

16
 UNIT 4
Topic: FIGURES OF SPEECH
Sub-Topics: a. Figures of Comparison
b. Figures of Contrast
c. Figures of Representation or Reference
d. Figures of Order
e. Figures of Omission
f. Figures of Substitution
g. Figures of Sound
h. Figures of Repetition
i. Figures of Addition
j. Other Figures
Course & Year Level: DM II – A & B; RT II
Professor: Riezel May B. Ada
Subject: FILI 3
Time Frame: 2 hours per week

A. Unit Overview
In this unit, the students will be able to understand that the literal and figurative meanings of words have their common share
of similarities and differences. Also, both can be used to improve the structure and meaning of sentences. Each is useful in dealing
with the complexity of both the specific and general uses of the English language.
B. Instructional Learning Outcomes (ILO)
At the end of this unit, the learners should be able to:
1. Identify the various types of figures of speech;
2. Differentiate each type of figures of speech from one another;
3. Understand the meaning of every single figure of speech being presented;
4. Use the figures of speech in constructing sentences.
C. Preliminary Activities/ Motivation
 Opening Prayer
 Lecture/ Discussion
 Activities
 Review/ APK
 Closing Prayer
D. Lesson Proper/ Discussion
FIGURES OF SPEECH
- are connotative presentations of words to produce a literary effect.
FIGURES OF COMPARISON
KIND DEFINITION EXAMPLES
Simile A figurative comparison with the use of as Life is like a game.
or like. Your love is like the sun.
Your lips are red as roses.

17
Metaphor A figurative comparison without the use Life is a game.
of as or like. Your lips are roses.
Life is a rosary full of mystery.
Allegory An extended metaphor.

FIGURES OF CONTRAST
KIND DEFINITION EXAMPLES

Oxymoron Juxtaposition (placing side by side) of two Sound of silence

contrasting words.
Antithesis Juxtaposition of two contrasting ideas.
Paradox A seemingly self-contradictory statement
which can be proven to be true.
Blinding darkness
Living dead
To err is human; to forgive, divine.
The whole is greater than the sum of its
parts.
The more you hate, the more you love.

Irony A statement of one idea, the opposite of For Brutus is an honorable man.
which is meant. You’re so lovely today; you look like a
Christmas tree.

FIGURES OF REPRESENTATION OR REFERENCE

KIND DEFINITION
Metonymy A figurative representation of one thing
for another; like a cause for an effect, an
author for his work.
Synecdoche A figurative representation of a part for a
whole or of a whole for a part.
Allusion A figurative reference to biblical,
mythological, literary, scientific, political,
or historical personage, place, event,
idea, or thing.
Personification A figurative attribution of personal or
human qualities to things that are not
human; like inanimate objects.
Transferred Epithet A figurative attribution of qualities to
things that do not possess such qualities.
Apostrophe A direct address to an inanimate object, a
dead person (as if living), an absent
person, or an idea.
EXAMPLES
The subjects pay taxes to the Crown (for
King or Queen).
There is Death (for poison) in the cup.
CCP (for Bobcats) beats TIP.
I feed seven mouths (for persons).
This Romeo is bleeding. (literary allusion)
Don’t concentrate on the Muses.
(mythological allusion)
Earth with her thousand voices praises
God.
Money talks.
Love is blind.
Sleepless pillow.
O Death! Where is thy sting?
Love, thy will be done.

FIGURES OF ORDER
KIND DEFINITION EXAMPLES
Climax Arrangement of words or ideas in an I came. I saw. I conquered.
ascending order of importance. We came, we sang, we fell in love.
Anticlimax Arrangement of words or ideas in a In elementary, she graduated
descending order of importance. valedictorian; in high school, salutatorian;
and in college, cum laude.
18
Anastrophe Transposition of two words within a Figures pedantical
phrase, clause, or line. Rule tyrannical
Hyperbaton Departure from ordinary word order; like A lovely day it was!
DO-S-TV. In war, people shed blood.
Inversion Transposition of subject and predicate Here comes the bride.
within a line, clause, or sentence. Along came a spider.
Metathesis Transposition of two letters within a word. With lever burning hot – Frevent.

FIGURES OF OMISSION
KIND DEFINITION EXAMPLES
Asyndeton Omission of connectives; like a I’ll give you the sun, the moon, the stars
conjunction or a linking verb. above.
To err is human; to forgive, divine.
Aphaeresis Omission of a letter/s from the beginning ‘Tis the season of Christmas.
of a word. ‘Cause I found you.
Syncope Omission of a letter/s from the middle of a Somewhere o’er the rainbow.
word. Home art zone. And ta’en they.
Apocope Omission of a letter/s from the end of a And when I ope my lips, let no dog bark!
word. It’s everlastin’.
Ellipsis Omission of a word/s within a sentence or Give it me.
line.
Scesis Onomaton Omission of the verb of a sentence or A maid in conversation chaste.
line.
Zeugma Omission of a verb/s, in which one verb is How my wife wronged me; I, her.
used to govern several clauses. The husband should love his wife; his
wife, him.
Anapodoton Omission of a clause. Haply you shall not see me more; or if.
A mangled Shadow.

FIGURES OF SUBSTITUTION
KIND DEFINITION EXAMPLES
Anthimeria Substitution of one part of speech to It’s time to rice.
another; like a verb for a noun or a noun Fedex it.
for a verb.
Antisthecon Substitution of a letter or sound for Or, they meet, in me, O nature, cesse!
another within a word.
Periphrasis Substitution of a descriptive phrase for a The Land of the Morning Calm will unite.
name or vice versa. The Father of Evolution had supporters.

FIGURES OF SOUND
KIND DEFINITION EXAMPLES
Alliteration Repetition of the initial letter or sound in a Pedro Paterno picked a pack of pad
succession of words. paper.
She shall sell seashells along the
seashore.
Onomatopoeia Use of a word to indicate a sound. In the field, birds chirp, cows moo, dogs
bark, catsmeow, snakes hiss.
Assonance Repetition of the vowel sound (not Haste makes waste.
necessarily the initial sound) in a Nine times ninety-nine.
succession of words.

19
Consonance Repetition of the consonant sound (not Ninety-nine nannies renewed their
necessarily the initial sound) in a contracts.
succession of words. Betty baked Toby a banana cake.

FIGURES OF REPETITION
KIND DEFINITION
Antanaclasis Repetition of a word but in different
meanings.
Anaphora Repetition of a word or words at the
beginning of lines, clauses, or sentences.
Epistrophe Repetition of a word or words at the end
of lines, clauses, or sentences.
Symploce Repetition of both beginnings and
endings of lines, clauses, or sentences.
Epanalepsis Repetition of the beginning at the end.
Anadiplosis Repetition of the end of a clause, line, or
sentence at next beginning.
Antimetabole Repetition of words in successive
phrases, clauses, or lines, in reverse
grammatical order; like AB,BA.
Chiasmus Repetition of ideas (not necessarily
words) in successive lines, phrases, or
clauses in reverse grammar order.
Isocolon Repetition of phrases or clauses of equal
length and corresponding grammatical
structure.
Pleonasm Needless repetition of words (tautology
on the level of a phrase).
Tautology Needless repetition of the same idea in
different words (pleonasm on the level of
a sentence).
Germination/ Epizeuxis Repetition of a word, phrase, or clause in
a succession (with no other words
between).
EXAMPLES
I will sign the will with free will.
Please check the check with a check
mark.
Thou shalt not kill.
Thou shalt not commit adultery.
Thou shalt not steal.
The poor in spirit are blessed.
The meek are blessed.
The merciful are blessed.
You trust the one you love.
You protect the one you love.
You do not desert the one you love.
Love begets love.
A spade is a spade.
I do not know you. You who are a
stranger.
The heart of the problem is the problem
of the heart.
God is love. Love is God.
Who dotes, yet doubts; suspects, yet
strongly loves.
Rizal learned the arts from Uncle Jose,
sports from Uncle Manuel, and the
sciences from Uncle Gregorio.
Wrong mistake
Toil hard
Initial start
If you have a friend, keep your friend, for
an old friend is to be preferred before a
new friend, this I say as your friend.
Row, row, row your boat.
Get down, get down, and move it all
around.

FIGURES OF ADDITION
KIND DEFINITION EXAMPLES
Prothesis Addition of a letter or letters to the I all alone my outcast state.
beginning of a word. Seven swans a-swimming.
Epenthesis Addition of a letter or letters to the middle Departmental – departamental
of a word. Visiting – visitating

20
 Paragoge Addition of a letter or letters to the end of Cook – cooker (one who cooks)
a word. Vast – vasty
Polysyndeton Addition of a connective; like a I love cakes and ice cream and
conjunction or linking verb. chocolates and finger foods.

OTHER FIGURES
KIND DEFINITION EXAMPLES
Hyperbole An exaggeration or overstatement for Cowards die a thousand times.
literary effect. The orphaned child cried an ocean of
tears.
Litotes An understatement for literary effect. He is no fool.
She’s not pretty that she attracts many
men.
Pun A play on words to produce humorous, House’s everything for all Filipinos.
witty effects.

E. I need to remember the following:

 What are the various types of figures of speech?
 What are the differences of each type of figure of speech from one another?
 How to understand the meaning of every single figure of speech being presented?
 How to use the figures of speech in constructing sentences?
F. Research Findings

A figure of speech is a word or phrase that is used in a non-literal way to create an effect. This effect may be rhetorical as in the
deliberate arrangement of words to achieve something poetic, or imagery as in the use of language to suggest a visual picture or make an
idea more vivid. Overall, figures of speech function as literary devices because of their expressive use of language. Words are used in
other ways than their literal meanings or typical manner of application.

(https://literarydevices.net/figure-of-speech/)

G. I learned the following:

 Figures of speech are connotative presentations of words to produce a literary effect.
H. Application/ Activities
 Activities
I. Wrap-Up/ Closure/ Summary
1. Figures of Speech are classified into:
a. Figures of Comparison
b. Figures of Contrast
c. Figures of Representation or Reference
d. Figures of Order
e. Figures of Omission
f. Figures of Substitution
g. Figures of Sound
h. Figures of Repetition
21
 i. Figures of Addition
J. References and Other Links of Interest
 Prof. Jesus Z. Menoy, Philippine Literature for Today’s Generation: A Thematic Approach (pp. 271-276)
 Syllabus in Philippine Literature (http://instructionalminutes.blogspot.com/2013/07/syllabus-in-philippine-literature.html)
 https://literarydevices.net/figure-of-speech/

22