Lesson 1

Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History

from Pre-Colonial to the Contemporary
Think About This!
Our forefathers already had their literature, which reflected in their customs and traditions.
They had their alphabet even before they had colonized. The Spanish friars burned their alphabet in
the belief that they were works of the devil or were written on materials that quickly perished, like
the barks of trees, dried leaves, and bamboo cylinders, which could not have remained firm even if
efforts were made to preserve them. Our unique geographic location is the reason why we are rich.

PRE-SPANISH LITERATURE - is characterized by:

• Folk tales. These are made up of stories about life, adventure, love, horror, and humor where one
can derive lessons.
An example of this is THE MOON AND THE SUN.

• The Epic Age. Epics are long narrative poems in which a series of heroic achievements or events,
usually of a hero, are dealt with at length.

• Folk Songs. These are one of the oldest forms of Philippine literature that emerged in the pre-
Spanish period. These songs mirrored the early forms of culture. Many of these have
12 syllables. Examples of which are Kundiman, Kumintang o Tagumpay, Ang Dalit o
Imno, Ang Oyayi o Hele, Diana, Soliraning and Talindaw

Understanding Literary History

Literature in this period may be classified as religious prose and poetry and secular
prose and poetry.
Spanish Influences On Philippine Literature
The first Filipino alphabet, called ALIBATA, was replaced by the Roman alphabet.
Also, the teaching of the Christian Doctrine became the basis of religious practices.
European legends and traditions brought here became assimilated in our songs,
corridos, and moro-moros.

• Folk Songs
It manifests the artistic feelings of the Filipinos and shows their innate appreciation
for and love of beauty. The examples are Leron-Leron Sinta, Pamulinawen,
Dandansoy, Sarong Banggi, and Atin Cu Pung Sing-sing.

• Recreational Plays
There were many recreational plays performed by Filipinos during the Spanish times. Almost
all of them were in a poetic form such Cenaculo, Panunuluyan, Salubong and Zarzuela.

Some of Rizal’s writings: Noli Me Tangere, Mi Ultimo Adios, Sobre La Indolencia Delos
Filipinos and Filipinas Dentro De Cien Aňos.
Some of Del Pilar’s writings: Pagibig sa Tinubuang Lupa (Love of Country), Kaingat
Kayo (Be Careful), and Dasalan at Tocsohan (Prayers and
Jokes).
 Some of Jaena’s writings: Ang Fray Botod, La Hija Del Fraile (The Child of the Friar), and
Everything Is Hambug (Everything is mere show), Sa Mga
Pilipino...1891), and Talumpating Pagunita Kay Kolumbus (An
Oration to Commemorate Columbus).

PERIOD OF ENLIGHTENMENT (1972- 1898)

In 19th Century, Filipino intellectuals educated in Europe called Ilustrados began to write about the
hitch of colonization.
The Propaganda Movement (1872-1896) - This movement was spearheaded mostly by the
intellectual middle-class like Jose Rizal, Marcelo del Pilar; Graciano Lopez Jaena, Antonio Luna,
Mariano Ponce, Jose Ma. Panganiban, and Pedro Paterno. 8

THE AMERICAN REGIME (1898-1944)

Linguistically, Americans influenced Filipino writers to write using English language.
Jose Garcia Villa became famous for his free verse.
Characteristics of Literature during this period:
The languages used in writing were Spanish and Tagalog and the dialects of the
different regions. But the writers in Tagalog, continued in their lamentations on the
conditions of the country and their attempts to arouse love for one’s native tongue and the
writers in English imitated the themes and methods of the Americans.

THE JAPANESE PERIOD (1941-1945)

Philippine Literature was interrupted in its development when another foreign
country, Japan, conquered the Philippines between1941-1945. Philippine literature in
English came to a halt. This led to all newspapers not to be circulated in the community
except for TRIBUNE and PHILIPPINE REVIEW.

 Filipino Poetry during this period

The common theme of most poems during the Japanese occupation was nationalism,
country, love, and life in the barrios, faith, religion, and the arts.
 Three types of poems emerged during this period:

a. Haiku , a poem of free verse that the Japanese like. It was made up of 17 syllables
divided into three lines and

b. Tanaga – like the Haiku, is short, but it had measure and rhyme.

c. Karaniwang Anyo (Usual Form)

PHILIPPINE LITERATURE IN ENGLISH (1941-1945)

Because of the strict prohibitions imposed by the Japanese in the writing and publishing of works
in English, Philippine literature in English experienced a dark period. For the first twenty years,
many books were published both in Filipino and in English.
In the New Filipino Literature, Philippine literature in Tagalog was revived during this period. Most
themes in the writings dealt with Japanese brutalities, the poverty of life under the Japanese
government, and the brave guerilla exploits. 9

PERIOD OF ACTIVISM (1970-1972)

According to Pociano Pineda, youth activism in 1970-72 was due to domestic and
worldwide causes. Because of the ills of society, the youth moved to seek reforms.
The Literary Revolution
The youth became vocal with their sentiments. They demanded a change in the
government. It was manifested in the bloody demonstrations and the sidewalk expressions
and also in literature.

PERIOD OF THE NEW SOCIETY (1972- 1980)

The period of the New Society started on September 21, 1972. The Carlos Palanca Awards
continued to give annual awards. Poems dealt with patience, regard for native culture, customs,
and the beauties of nature and surroundings. Newspapers donned new forms.
News on economic progress, discipline, culture, tourism, and the like were favored more than the
sensationalized reporting of killings, rape, and robberies. Filipinos before were hooked in reading
magazines and comics.
PERIOD OF THE THIRD REPUBLIC (1981-1985)
After ten years of military rule and some changes in the life of the Filipino, which started under the
New Society, Martial Rule was at last lifted on January 2, 1981. The Philippines became a new
nation, and this, former President Marcos called “The New Republic of the Philippines.” Poems
during this period of the Third Republic were romantic and revolutionary. Many Filipino songs
dealt with themes that were true-to-life like those of grief, poverty, aspirations for freedom, love of
God, of country and fellowmen.
POST-EDSA 1 REVOLUTION (1986-1995)
History took another twist. Once more, the Filipino people regained their independence, which they
lost twenty years ago. In four days from February 21-25, 1986, the so-called People Power (Lakas ng
Bayan) prevailed. In the short span of the existence of the real Republic of the Philippines, several
changes already became evident. It was noticed in the new Filipino songs, newspapers, speeches,
and even in the television programs. The now crony newspapers that enjoyed an overnight increase
in circulation were THE INQUIRER, MALAYA, and the PEOPLE’S JOURNAL. 10

21st CENTURY PERIOD

The new trends have been used and introduced to meet the needs and tastes of the new
generation. 21st Century learners are demanded to be ICT inclined to compete with the
style and format of writing as well. New codes or lingos are used to add flavor in the literary
pieces produced nowadays.
Lesson 2
Identifying Representative Texts from the Regions
The country’s rich repertoire of literary masterpieces may be rooted in the diverse cultural heritage of
the Filipino people. They have produced varied texts because of differences. The mighty roar of the North and
the fiery temperament of the South blended well. The Filipinos speak of the collective experiences from the
people who have gone through difficulties, triumphs, struggles, successes, armed conflicts, bloodless
revolutions, and others. It is the reason why these masterpieces resonated loud and clear in the Philippine
archipelago.
Imagery is a poetic element that tries to create a picture in the mind of the reader or a mental image through the use of
figural language. It represents objects, places, ideas, or even actions that appeal to the senses of the readers.

Gabu

by Carlos A. Angeles

The battering restlessness of the sea And neutral where the sea has beached its brine,

Insists a tidal fury upon the beach Where the spilt salt of its heart lies spread

At Gabu, and its pure consistency Among the dark habiliments of Time.

Havos the wasteland hard within its reach. The vital splendor misses. For here, here

Brutal the daylong bashing of its heart At Gabu where the ageless tide recurs

Against the seascape where, for miles around, All things forfeited are most loved and dear.

Farther than sight itself, the rock-stones part It is the sea pursues a habit of shores

And drop into the elemental wound.

The waste of centuries is grey and dead

A Taste of Philippine Poetry

Located in the northwest of Luzon, the Ilocos Region or Region 1 is comprised of four provinces, namely: Ilocos Norte,
Ilocos Sur, La Union, and Pangasinan. It is bordered to the west by the turbulent South China Sea, to the east by the
Cordillera Administrative Region, the northeast and southeast by Cagayan Valley and the South by Central Luzon. Most
of the inhabitants of the Ilocano homeland are concentrated along a narrow coastal plain. Because of geographical
boundaries, these people often experience heavy rains and violent typhoons, especially during rainy seasons.

The region, then, takes pride in long stretches of white sand and clear waters alongside its rich
cultural heritage. What you are about to read is a poem written by a Carlos Palanca Memorial
Awardee in Poetry in 1964, Carlos A. Angeles. His collection of poems entitled, Stun of Jewels, also
bagged him the Republic Cultural Heritage Award in Literature in the same year.
A Moment of Silence
Gabu depicts a coastline in Ilocos that is constantly experiencing the battering restlessness of the sea. The water that
comes back to the shore seems furious and ruthless with its daylong bashing, which havocs the wasteland. Being an
archipelagic country, the Philippines knows the importance of water and the sea.
A Taste of Tagalog Essay
More popularly known now as the CALABARZON referring to the provinces of Cavite, Laguna,
Batangas, Rizal, and Quezon, Region IV-A is home to Tagalog-speaking people in the Philippines.
Recognized all over the country for their bravery and fearlessness in battles, CALABARZON has
participated actively in the country’s fight for freedom and democracy. It is home to many Philippine
heroes foremost, and among them are Rizal of Laguna, Mabini of Batangas, and Aguinaldo of
Cavite.
A Taste of Creative Nonfiction
The island of Visayas is one of the major geographical divisions in the Philippines, the other two
being Luzon and Mindanao. It is divided into Western, Central, and Eastern Visayas. The Visayas
region is comprised of several islands circling the Visayan Sea. Its people, therefore, share a sea-
based culture and tradition that may be rooted in a strong religious foundation.
The dwelling place of many festivals such as the Ati-Atihan, Di-nagyang, Sinulog, Pintados, and Maskara, the Visayas may
indeed be considered as one of the cradles of Philippine civilization.

21st Century Literary Genres

Lesson 1:
21st Century Literature refers to new literary work created within the last decade. It is written by contemporary authors
which may deal with current themes/ issues and reflects a technological culture. It often breaks traditional writing rules.

A 21st Century Reader grew up using technology as a primary learning tool. He is capable of navigating and interpreting
digital formats and media messages. He also possesses literacy skills, which include technological abilities such as
keyboarding, internet navigation, interpretation of technological speak, ability to communicate and interpret coded
language and decipher graphics.

The major/traditional/ original literary genres

POETRY- is an imaginative awareness of experience expressed through meaning, sound and

rhythmic language choices to evoke an emotional response. It has been known to employ meter
and rhyme. The very nature of poetry as an authentic and individual mode of expression makes
it nearly impossible to define.
DRAMA- is a composition in prose or verse presenting in dialogue or pantomime a story involving conflict more
contrast of character, especially on intended to be acted on a stage: a play. It may be any situation or series of
events having vivid, emotional, conflicting or striking interest.

FICTION- is literature created from the imagination, not presented as fact, though it may be based on a true story or
situation. Types of literature in the fiction include the novel, short story and novella.

NON-FICTION- is based on facts and the author’s opinion about a subject. The purpose of non-fiction writing is to
inform and sometimes to persuade. Its examples are biographies, articles from textbooks and magazines and
newspapers.

You have discovered the conventional literary genres. This part of the lesson would let you learn modern literary genres
presently used by 21st century writers.
 21st Century Literature Genres
ILLUSTRATED NOVEL
• Story through text and illustrated images
• 50% of the narrative is presented without words
• The reader must interpret the images to comprehend the story completely.
• Textual portions are presented in traditional form.
• Some illustrated novels may contain no text at all.
• Span all genres.
• Examples include The Invention of Hugo Cabret by Brian Selznick and The Arrival by
Shaun Tan.

DIGI-FICTION
• Triple Media Literature
• Combines three media: book, movie/video and internet website
To get the full story, students must engage in navigation, reading, and viewing in all three
forms.
• Patrick Carman’s Skeleton Creek and Anthony Zuiker’s Level 26 are examples.

GRAPHIC NOVEL
• Narrative in comic book formats
• Narrative work in which the story is conveyed to the reader using a comic form.
• The term is employed in broadly manner, encompassing non-fiction works and thematically
linked short stories as well as fictional stories across a number of genres.
• Archie Comics by John Goldwater and illustrator, Bob Montana, is a good example.

MANGA
• Japanese word for comics
• It is used in the English-speaking world as a generic term for all comic books and graphic
novels originally published in Japan.
• Considered as an artistic and storytelling style.
• Ameri-manga- sometimes used to refer to comics created by American artists in manga style.
• Shonen- Boy’s Manga (Naruto, Bleach, One Piece)
• Shojo- Girl’s Manga (Sailormoon)
• Seinen- Men’s Manga (Akira)
• Josei- Women’s Manga (Loveless, Paradise Kiss)
• Kodomo- Children’s Manga (Doraemon, Hello Kitty)

DOODLE FICTION
• Literary presentation where the author incorporates doodle writing, drawings and
handwritten graphics in place of the traditional font.
• Drawing enhances the story, often adding humorous elements
• Examples include The Diary of a Wimpy Kid by Jeff Kinney and Timmy Failure by Stephan
Pastis
TEXT-TALK NOVELS
• Blogs, email and IM format narratives
• Stories told almost entirely in dialogue simulating social network exchanges.

CHICK LIT or CHICK LITERATURE

• Is genre fiction which addresses issues of modern womanhood, often humorously and
lightheartedly.
• Chick Lit typically features a female protagonist whose femininity is heavily thermalizing in
the plot.
• Scarlet Bailey’s The night before Christmas and Miranda Dickinson’s It started with a Kiss
are examples of this.

FLASH FICTION
• Is a style of fictional literature of extreme brevity
• There is no widely accepted definition of the length and category. It could range from word to
a thousand.

SIX-WORD FLASH FICTION

• Ernest Hemingway: For sale: baby socks, never worn.
• Margaret Atwood: Longed for him. Got him, Shit.

CREATIVE NON-FICTION
• Also known as literary non-fiction or narrative non-fiction
• A genre of writing that uses literary styles and techniques to create factually accurate
narratives.
• Contrasts with other non-fiction, such as technical writing or journalism, which is also rooted
in accurate fact, but is not primarily written in service to its craft.
• As a genre, creative non-fiction is still relatively young and is only beginning to be scrutinized
with the same critical analysis given to fiction and poetry.
• 1000 Gifts by Ann Voscamp and Wind, Sand, and Stars by Antoine de Saint-Exupery are
examples.

SCIENCE FICTION
• Is a genre of speculative fiction dealing with imaginative concepts such as futuristic science
and technology, space travel, time travel, faster than light travel, a parallel universe and
extra-terrestrial life.
• Often explores the potential consequences of scientific and other innovations and has been
called a “literature of ideas”.
• Examples include Suzanne Collins’ Mockingjay and Sarah Maas’ Kingdom of Ash.

BLOG
• A weblog, a website containing short articles called posts that are changed regularly.
• Some blogs are written by one person containing his or her own opinions, interests and
experiences, while others are written by different people.
HYPER POETRY
• Digital poetry that uses links and hypertext mark-up
• It can either involved set words, phrases, lines, etc. that are presented in variable order but
sit on the page much as traditional poetry does, or it can contain parts of the poem that move
and transform.
• It is usually found online, through CD-ROM and diskette versions exist. The earliest examples
date to no later than the mid-1980’s.

Context and Text’s Meaning

Lesson 1
Reading literary pieces becomes a challenge to a student like you. But as the years go by, changes
happened even in the literary genre. Understanding the selection, you read takes time, but if you will
familiarize yourself with the context of the literary piece, appreciation comes along.
Below is a poem written by Danton Remoto, a Filipino author. Read and try to discover what this poem wants
to convey. Then, answer the essential questions that follow.

Padre Faura Witness The Execution of Rizal

Author: Danton Remoto
(Poetry)

I stand on the roof

Of the Ateneo municipal,
Shivering
On this December morning.
Months ago,
Pepe came to me
In the observatory.
I thought we would talk
About the stars
That do not collide
In the sky:
Instead, he asked me about purgatory
(His cheeks still ruddy
From the sudden sun
After the bitter winter
In Europe

And on this day

With the years beginning to turn,
Salt things my eyes.
I see Pepe,
A blur
Between the soldiers
With their Mausers raised
And the early morning’s
Star:
 Still shimmering
Even if millons of miles away,
The star itself
Is already dead

Essential Questions:
1. Who are the characters in the poem? Write a piece of short information about each character.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Who speaks in the poem? Extract a sentence from the poem to prove your answer.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. Discuss the form/structure of the poem.

Context originates from the notion of weaving together. It is defined as the circumstances that form the setting
of events, statements, or ideas and in the way of which it can be fully understood and assessed. Reading a
literary piece may contribute to the production of the author and the reception of the reader as they
appreciate and explore.
• The writer's context is knowing about the writer's life, values, assumptions, gender, race, race, sexual
orientation, and the political and economic issues related to the author.
• Reader's context is about the reader's previous reading experience, values, assumptions, political and
economic issues
• The text's context is about its publishing history. It is part of the larger text such as newspaper,
history, events, translated in it.
• Social context and socio-cultural of a text feature the society in which the characters live and in
which the author's text was produced.
In this lesson, you will unravel what goes with the poem.
The structure of the poem refers to words that are put together or arranged such that they make
sense.
Imagery is creating a picture in the reader's mind by using words that appeal to the senses. There are types of
Imagery that are used in this module. (Menoy 2016))
• Visual imagery produced by the use of words that appeal to the sense of sight.
• Auditory Imagery produced by the use of words that appeal to the sense of hearing.
• Kinesthetic imagery produced by the use of words that appeal to the actions and movement.
Literary Techniques are methods the author or writer of a literary piece used to convey what they want to
impart to the reader, such as Flashback where the events have taken place before the present time the
narration is following.
 Creative Representation of Literary Text
Have you found studying literature more exciting with multimedia supports where you can actively
and collaboratively build knowledge structures using technology? Evidently, most of the learners
like you have realized the huge impact of the use of multimedia in studying literature. It provides
opportunities for learners like you to construct and reconstruct your ideas in audio and visual
formats. Through multimedia platforms, you can apply a wide range of strategies to understand,
interpret and evaluate texts.
Marshall (2001) defined multimedia as computer-controlled integration of text, graphics, drawings,
still and moving images (video), animation, audio, and any other media where every type of
information can be represented, stored, transmitted and processed digitally.
Here are some of the multimedia formats that you can use to creatively interpret various genres of
literary texts.
1.
Blog or a “weblog” is a website containing informational articles about a person’s own opinions,
interests and experiences. These are usually changed regularly (DepEd 2013, 9).

2.
Mind mapping is a graphical technique to visualize connections of ideas and pieces of information.
This tool structures information to better analyze, comprehend, synthesize, recall and generate new
ideas. You can use Microsoft Word or online mind mapping tools in creating a mind map (Pasuello
2017).

3. Mobile phone text tula is a traditional Filipino poem. A particular example of this poem is a
tanaga that consists of 4 lines with 7 syllables each with the same rhyme at the end of each line.
(DepEd 2013, 8).
4. Slideshow presentation is created with the use of Microsoft PowerPoint. It contains series of
pictures or pages of information (slides) arranged in sequence and often displayed on a large screen
using a video projector (Computer Hope 2018).

5. Tag cloud is a visual, stylized arrangement of words or tags within a textual content such as
websites, articles, speeches and databases (Techopedia 2020).

6. Video is an electronic device used to record, copy, playback, broadcast, and display moving
visual media (Lexico 2020).
 Elements of a Short Story
BASIC ELEMENTS OF A SHORT STORY
1. Character– A character in a short story is a person, in some stories an animal, who takes part in
the action of the story or other literary work. The way an author develops the character in a story is
very important in making the story appeal to the readers. It is said that the heart of the story are
the characters. The two most important characters in a short story are the protagonist and the
antagonist.
a. The protagonist is considered as the main character or most important of all the
characters. It is the character who learns something or undergoes some changes throughout
the course of the story. Some stories depict the protagonist as the hero of the story, while in
other stories the protagonist is not considered a hero as he has done nothing heroic. In any
case, the story always revolves around the protagonist.
b. The antagonist is the character that challenges the main character. It has no concern for
the well-being of the main character. The antagonist may be a person, the nature, the
society, or any intangible matter that contends with or creates a problem for the protagonist.
2. Setting– The place (locale) and time (period )when the story happens is called the setting. The
setting may be based on real place and real time or it may also be based on the author’s
imagination. When analyzing the setting of the story, consider where the action is taking
place. Most authors use descriptive words to describe the landscape, scenery, buildings,
season, or weather to provide a strong sense of setting which will help the reader visualize
the story and connect to the story’s plot.
3. Plot– A plot is the actual story. It is what the story is all about. It is also the series of events and
characters’ actions that lead to the highest point of interest in a short story. The following are
the different parts of a story’s structure:
a. Exposition –This is the beginning of the story. This is where the author introduces the
b. characters, identifies where the story is happening, and establishes the main conflict.

b. Rising Action–This event occurs as you begin to move throughout the story. This is where
conflicts start to build.
c. Climax– It is the most exciting part of a short story. This is the part in the story when
important decisions are made or important things are discovered. 15
d. Falling Action– This point occurs after the climax as the problems in the story start to work
themselves out. The excitement becomes less and less as the conflict is resolved.
e. Resolution– This is the solution to the problem in a story. The solution may not be what you
hoped for but as long as it fits the story in tone and theme, the conflict has been resolved.
4. Conflict– Every story needs to have a problem and this problem is called conflict. The main
character, also called the protagonist, needs to have someone or something to challenge him.
Without conflict, the story will not go anywhere and will not be very interesting to the
readers. The main character may be faced with one of the four different types of conflict.
These four types of conflict are:
• man versus man;
• man versus nature;
• man versus himself; and
• man versus society.
d. Falling Action– This point occurs after the climax as the problems in the story start to work
themselves out. The excitement becomes less and less as the conflict is resolved.
e. Resolution– This is the solution to the problem in a story. The solution may not be what you
hoped for but as long as it fits the story in tone and theme, the conflict has been resolved.
4. Conflict– Every story needs to have a problem and this problem is called conflict. The main
character, also called the protagonist, needs to have someone or something to challenge him.
Without conflict, the story will not go anywhere and will not be very interesting to the readers. The
main character may be faced with one of the four different types of conflict. These four types of
conflict are:
• • man versus man;
• • man versus nature;
• • man versus himself; and
• • man versus society.

5. Theme- This is the central idea in a short story and a general truth. This is considered as the
author’s message to the readers.
6. Point of View – This is the way the story is told or narrated. It is also known as the vantage
point that a writer uses to narrate the story. The following are the types of point of view in a short
story:
a. First Person – the narrator participates in and tells the story using the pronoun ‘I’.
b. Limited Third Person – the narrator is not in the story and narrates using the pronouns ‘she’ or
‘he’. Also, the narrator is unable to see into the minds of the characters.
c. Omniscient Third Person – the narrator is not in the story and tells the story using the
pronouns ‘she’ or ‘he’. In this point of view, the narrator can tell the thoughts of the characters as
he can see into their minds.

SINIGANG
Marie Aubrey J. Villaceran
“So, what happened?”
She had finally decided to ask the question. I had been wondering how long my Tita Loleng could
contain her curiosity.
I continued to pick out tomatoes for the Sinigang we were to have for dinner. I wasn’t usually the
one who assisted my aunt with the cooking. She preferred my younger sister, Meg, for I knew far
less in this area—not having the aptitude, or the interest, I guess—for remembering recipes. That
didn’t matter today, though. This time, Tita Loleng wanted more than just an extra pair of hands in
the kitchen.
“Nothing much,” I answered offhandedly. “We did what people usually do during funerals.” I
reminded myself to tread carefully with her. Though I did not really feel like talking, I could not tell
her off for she took offense rather easily.
I put the tomatoes in the small palanggana, careful not to bruise their delicate skin, and carried
them to the sink.
“Did you meet…her?” Tita Loleng asked.
There came to me a memory of sitting in one of the smaller narra sofas in the living room in
Bulacan. I faced a smooth white coffin whose corners bore gold-plated figures of cherubs framed by
elaborate swirls resembling thick, curling vines. Two golden candelabras, each supporting three
rows of high-wattage electric candles, flanked the coffin and seared the white kalachuchi in the
funeral wreaths, causing the flowers to release more of their heady scent before they wilted
prematurely. Through an open doorway, I could see into the next room where a few unfamiliar faces
held murmured conversations above their coffee cups.
“Are you Liza?” A woman beside me suddenly asked.
I was surprised, for I had not heard anyone approaching. Most of the mourners preferred to stay
out on the veranda for fear that the heat from the lights might also cause them to wither.
I looked up slowly: long, slim feet with mauve-painted toenails that peeked
through the opening of a pair of scruffy-looking slippers; smooth legs unmarred by swollen veins or
scars—so unlike the spider-veined legs of my mom—encased in a black, pencil-cut skirt; a white
blouse with its sleeves too long for the wearer, causing the extra fabric to bunch around the cuffs; a
slim neck whose skin sagged just a little bit; and a pale face that seemed like it had not experienced
sleep-in days. The woman looked to me like she was in her forties—the same age as my mother.
“Yes,” I had answered that woman—the same answer I now gave to Tita Loleng.
I gently spilled out all the tomatoes into the sink and turned on the tap. The water, like agua
bendita, cleansed each tomato of the grime from its origins.
“What did she tell you?” Tita Loleng asked.
“Nothing much. She told me who she was.”
“What did she look like?”
“She’s pretty, I guess.”
She was. She looked like she had Indian blood with her sharp nose and deep-set eyes thickly
bordered by long lashes. Just like Mom, she still maintained a slim figure though she already had
children. The woman, upon seeing my curious stare, had explained, “I am Sylvia.”
All my muscles tensed upon hearing her name. It took all my self-control to outwardly remain calm
and simply raise an eyebrow.
My reaction caused a range of emotion to cross the woman’s face before it finally crumbled and gave
way to tears. Suddenly, she grabbed my hand from where it had been resting on the arm of the
sofa. Her own hands were damp and sticky with sweat. She knelt in front of me—a sinner
confessing before a priest so he could wash away the dirt from her past.
But I was not a priest. I looked down at her and my face remained impassive. When her weeping
had subsided, she raised her head and looked at me. “Everyone makes mistakes, Liza.” Her eyes
begged for understanding.
It was a line straight out of a Filipino soap opera. I had a feeling that the whole situation was a
scene from a very bad melodrama I was watching.
I looked around to see if anyone had witnessed the spectacle unfolding in this living room, but it
was as if an invisible director had banned all but the actors from the set. Except for us, not a soul
could be seen.
I wanted Sylvia to free my hand so I nodded and pretended to understand. Apparently convinced,
she let go and, to my shock, suddenly hugged me tight. My nose wrinkled as the pungent mix of
heavy perfume and sweat assailed me. I wanted to scream at her to let go but I did not move away.
“Hmm, I think they’re washed enough na.” Tita Loleng said.
Turning off the tap, I placed the tomatoes inside the basin once more. Then, as an afterthought, I
told my Tita, “I don’t think she is as pretty as Mom, though.”
Tita Loleng nodded understandingly. She gestured for me to place the basin on the table where she
already had the knives and chopping board ready.
“Where was your Dad when she was talking to you?”
“Oh, he was sleeping in one of the bedrooms. Mom did not want to wake him up because they told
her he had not slept for two nights straight.”
Tita Loleng snorted. “Haay, your mother talaga,” she said, shaking her head.
I had to smile at that before continuing. “When he saw me, Sylvia had already been called away to
entertain some of the visitors.”
“Was he surprised to see you?” Tita knew that I had not wanted to go to the funeral. Actually, she
was one of the few people who respected, and understood, my decision.
“No.” I sliced each of the tomatoes in quarters. The blade of the knife clacked fiercely against the
hard wood of the chopping board. “He requested Mom to make me go there.” We both knew that I
could never have refused my mother once she insisted that I attend. I had even gone out and gotten
drunk with some friends the night before we were to leave just so I could have an excuse not to go,
but my mom was inflexible. She had ordered my two sisters to wake me up.
Tita Loleng gave me a sympathetic look. “No choice then, huh?” She was forever baffled at the way
my mother could be such a martyr when it came to my father and such a tyrant to her children.
Clack! Clack! The knife hacked violently against the board.
“Nope.” When my Dad had come out of the room, I remembered sensing it immediately—the same
way an animal instinctively perceives when it is in danger. I had been looking at the face of my dead
half-brother, searching for any resemblance between us. Chemotherapy had sunk his cheeks and
had made his hair fall out, but even in this condition, I could see how handsome he must have been
before his treatment. His framed photograph atop the glass covering of the coffin confirmed this.
Lem took after my father so much that Dad could never even hope to deny that he was his son. I, on
the other hand, had taken after my mother.
I knew my father was staring at me but I refused look at him. He approached and stood next to me.
I remained silent.
“I am glad you came,” he said.
I gave him a non-committal nod, not even glancing his way.Tita Loleng interrupted my thoughts
with another one of her questions.
“Did you cry?”
I shook my head vehemently as I answered, “No.”
I took the sliced tomatoes, surprised to find not even a splinter of wood with them, as well as the
onions Tita Loleng had chopped and put them in a pot. “What next?” I asked her.
“The salt.” Then she went and added a heaping tablespoonful of salt to the pot.
“Is that all?”
“Uh-huh. Your Mom and I prefer it a bit saltier, but your Dad likes it this way.” Then she gestured
towards the pot, closing and opening her fist like a baby flexing its fingers.
I started crushing the onions, tomatoes, and salt together with my hand.
“He was an acolyte in church,” my father had said then, finally splintering the silence I had
adamantly maintained. “Father Mario said that we shouldn’t feel sad because Lem is assured of
going to a better place because he was such a good child.” Good, I thought, unlike me whom he
always called “Sinverguenza”, the shameless daughter.
I finally turned to him. There was only one question I needed to ask. “Why?”
He met my gaze. I waited but he would not—could not— answer me. He looked away.
My mask of indifference slipped. It felt like a giant hand was rubbing salt into me, squeezing and
mashing, unsatisfied until all of me had been crushed.
“Stop it na, Liza!” Tita Loleng exclaimed. “Anymore of that mashing and you will be putting bits of
your own flesh and bone in there,” my aunt warned. She went to the refrigerator and took out
plastic bags containing vegetables. She placed them in the sink. “All of these will be needed for the
sinigang,” she said. “Prepare them while you’re softening the meat.” Then she took off her apron,
“You go and finish off here. I will just go to my room and stretch my back out a bit.” With a tender
pat on my head, she walked out of the kitchen. I breathed a sigh of relief. The questions had
stopped, for now.
I poured the hugas bigas into the mass of crushed onions and tomatoes and added the chunks of
beef into the concoction before covering the pot and placing it on the stove. I turned on the flame.
The sinigang needed to simmer for close to an hour to tenderize the meat.
In the meantime, I started preparing all the other ingredients that will be added to the pot later on.
Taking all the plastic bags, I unloaded their contents into the sink then washed and drained each
vegetable thoroughly before putting them beside my chopping board.
I reached for the bunch of kangkong and began breaking off choice sections to be included in the
stew. When I was a child, before Tita Loleng had chosen to stay with us, my mom used to do the
cooking and she would have Meg and I sit beside her while she readied the meals. I remembered
that whenever it came to any dish involving kangkong, I would always insist on preparing it because
I loved the crisp popping sound the vegetable made whenever I broke off a stem. It was on one such
occasion, I was in second year high school by then but still insistent on kangkong preparation,
when Mom had divulged the truth about the boy who kept calling Dad on the phone everyday at
home. Meg had also been there, breaking off string beans into two-inch sections. Neither of us had
reacted much then, but between us, I knew I was more affected by what Mom had said because
right until then, I had always been Daddy’s girl.
When the kangkong was done, I threw away the tough, unwanted parts and reached for the
labanos. I used a peeler to strip away the skin—revealing the white, slightly grainy flesh—and then
sliced each root diagonally. Next came the sigarilyas, and finally, the string beans. Once, I asked
Tita Loleng how she knew what type of vegetable to put into sinigang and she said, “Well, one never
really knows which will taste good until one has tried it. I mean, some people cook sinigang with
guavas, some with kamias. It is a dish whose recipe would depend mostly on the taste of those who
will do the eating.”
I got a fork and went to the stove where the meat was simmering. I prodded the chunks to test
whether they were tender enough—and they were. After pouring in some more of the rice washing, I
cleared the table and waited for the stew to boil.
A few minutes later, the sound of rapidly popping bubbles declared that it was now time to add the
powdered tamarind mix. I poured in the whole packet and stirred. Then I took the vegetables and
added them, a fistful at a time, to the pot. As I did so, I remembered the flower petals each of my
two sisters and I had thrown, fistful by fistful, into the freshly dug grave as Lem’s casket was being
lowered into it.
My dad was crying beside me and I recalled thinking, would he be the same if I was the one who
had died? I glanced up at him and was surprised to find that he was looking at me. His hand, heavy
with sadness, fell on my shoulder.
“I’m sorry,” he had told me.
I let the stew boil for a few more minutes before turning off the fire.
The sinigang would be served later during dinner. I pictured myself seated in my usual place beside
my father who is at the head of the table. He would tell Mom about his day and then he would ask
each of us about our own. I would answer, not in the animated way I would have done when I was
still young and his pet, but politely and without any rancor.
Then, he would compliment me on the way I had cooked his favorite dish and I would give him a
smile that would never quite show, not even in my eyes.

DIRECTIONS: Study the following questions carefully and write your answers on a separate
sheet of paper.
1. Where did the story happen?
2. Who were the characters in the story?
3. What do you think led to the emotional separation of Liza from her father?
4. What was the most interesting part of the story?
5. What was the story about?
6. Who narrated the story?