PWU-CDCEC CALAMBA

ALVA CENTER ROSAL ST. BRGY. UNO, CROSSING CALAMBA CITY, LAGUNA
Contact No.: 0908-511-8386

PRELIMINARY EXAMINATION
LITERARY CRITICISM

Name: Crissel R. Anthony Score:

Date: October 1,2022 Section: 4YR-BSED

Biographical & Historical Theory and Reader-Response Criticism

Si Fanny A. Garcia (ipinanganak noong Pebrero 26, 1949 sa Malabon, Rizal na ngayon ay Malabon City) ay siyang
guro, manunulat, mananaliksik, editor, at tagapag- salin. Nagtapos siya sa University of the Philippines-Diliman.
Siya ay nagwagi ng 2005 National Book Award para sa Autobiography ng Manila Critics Circle para sa
librong Erick Slumbook: Paglalakbay Kasama ang Anak Kong Autistic (2004).
Si Fanny A. Garcia ay isa ring premyadong manunulat sa Carlos Palanca Memorial Awards for Literature sa mga
kategoryang maikling kwento, sanaysay, iskrip, at kuwentong pambata. May labindalawa na siyang libro kasama
na ang bersyong Ingles na "Journeys with My Autistic Son (2009)." Sa kasalukuyan (2012), nagtuturo siya sa De
La Salle University-Manila at sa University of the Philippines-Diliman. Nakapagturo na rin siya noon sa Philippine
Science High School.

SANDAANG DAMIT ni Fanny Garcia

May isang batang mahirap. Nag-aaral siya. Sa paaralan ay kapansin-pansin ang

kaniyang pagiging walang-imik. Malimit siyang nag-iisa. Laging nasa isang sulok. Kapag
nakaupo na’y tila ipinagkit. Laging nakayuko, mailap ang mga mata, sasagot lamang
kapag tinatawag ng guro. Halos paanas pa kung magsalita. Naging mahiyain siya sapagkat maaga niyang
natuklasang kaiba ang kaniyang kalagayan sa mga kaklase. Ipinakita at ipinabatid nila iyon sa kaniya. Mayayaman
sila. Magaganda at iba-iba ang kanilang damit na pamasok sa paaralan. Malimit nila siyang tuksuhin sapagkat
ang kaniyang damit, kahit nga malinis, ay halatang luma na, palibhasa’y kupasin at punung-puno ng sulsi.
Ilarawan ang pisikal at emosyunal na kalagayan ng batang babae. Kapag oras na ng kainan at labasan na ng kani-
kanilang pagkain, halos ayaw niyang ilitaw ang kaniyang baon. Itatago niya sa kandungan ang kaniyang pagkain,
pipiraso ng pakonti-konti, tuloy subo sa bibig, mabilis upang hindi malaman ng mga kaklase ang kaniyang dalang
pagkain. Sa sulok ng kaniyang mata ay masusulyapan niya ang mga pagkaing nakadispley sa ibabaw ng pupitre
ng mga kaklase: mansanas, sandwiches, kending may iba-ibang hugis at kulay na pambalot na palara. Ang
panunukso ng mga kaklase ay hindi nagwawakas sa kaniyang mga damit. Tatangkain nilang silipin kung ano ang
kaniyang pagkain at sila’y magtatawanan kapag nakita nilang ang kaniyang baon ay isa lamang pirasong tinapay
na karaniwa’y walang palaman. Kaya lumayo siya sa kanila. Naging walang kibo. Mapag-isa. Ang nangyayaring
ito’y hindi naman lingid sa kaniyang ina. Sa bahay ay di minsan
o makalawa siyang umuuwing umiiyak dahil sa panunukso ng mga kaklase, at siya’y
magsusumbong. Mapapakagat-labi ang kaniyang ina, matagal itong hindi makakakibo,
at sabay haplos nito sa kaniyang buhok at paalong sasabihin sa kaniya, hayaan mo
sila anak, huwag mo silang pansinin, hamo, kapag nakakuha ng maraming pera ang
iyong ama, makakapagbaon ka na rin ng masasarap na pagkain, mabibili na rin kita ng
maraming damit. At lumipas pa ang maraming araw. Ngunit ang ama’y hindi pa rin nakapag-uwi ng maraming
pera kaya ganoon pa rin ang kanilang buhay. Ngunit ang bata’y unti-unting nakaunawa sa kanilang kalagayan.
Natutuhan niyang makibahagi sa malaking suliranin ng kanilang pamilya. Natutuhan niyang sarilinin ang
pagdaramdam sa panunukso ng mga kaklase. Hindi na siya umuuwing umiiyak. Hindi na siya nagsusumbong sa
kaniyang ina. Sa kaniyang pagiging tahimik ay ipinalalagay ng kaniyang mga kaklase na siya’y kanilang talun-
talunan kaya lalong sumidhi ang kanilang pambubuska. Lumang damit. Di masarap na pagkain. Mahirap.
Isinalaksak nila sa kaniyang isip. Hanggang isang araw ay natuto siyang lumaban. Sa buong pagtataka nila’y bigla
na lamang nagkatinig ang mahirap na batang babaeng laging kupasin, puno ng sulsi, at luma ang damit, ang
batang laging kakaunti ang baong pagkain. Yao’y isa na naman sanang pagkakataong walang magawa ang
kaniyang mga kaklase at siya na naman ang kanilang tinutukso. “Alam n’yo,” aniya sa malakas at nagmamalaking
tinig, “ako’y may sandaang damit sa bahay.” Nagkatinginan ang kaniyang mga kaklase, hindi sila makapaniwala.
“Kung totoo ya’y ba’t lagi na lang luma ang suot mo?” Mabilis ang naging tugon niya, “Dahil iniingatan ko ang
aking sandaang damit. Ayokong maluma agad.” “Sinungaling ka! Ipakita mo muna sa’min para kami maniwala!”
Iisang tinig na sabi nila sa batang mahirap. “Hindi ko madadala rito. Baka makagalitan ako ni Nanay. Kung gusto
n’yo’y sasabihin ko na lang kung ano ang tabas, kung ano ang tela, kung ano ang kulay, kung may laso o bulaklak.”
 PWU-CDCEC CALAMBA
ALVA CENTER ROSAL ST. BRGY. UNO, CROSSING CALAMBA CITY, LAGUNA
Contact No.: 0908-511-8386

At nagsimula na nga siyang maglarawan ng kaniyang mga damit. Ayon sa kaniya’y may damit siya para sa iba-
ibang okasyon. May damit siyang pambahay, pantulog, pampaaralan, pansimbahan, at iba pa. Naging mahaba
ang kaniyang pagkukuwento. Paano’y inilarawan niya hanggang kaliit-liitang detalye ang bawat isa sa kaniyang
sandaang damit. Tulad halimbawa ng isang damit na pandalo niya sa pagtitipon. Makintab na rosas ang tela nito
na sinabugan ng pinaggupit-gupit na mumunting bulaklak at makikislap na rosas at puting abaloryo. Bolga ang
manggas. May tig-isang malaking laso sa magkabilang balikat. Hanggang sakong ang haba ng damit. O kaya’y
ang kaniyang dilaw na pantulog na may prutas sa kuwelyo, manggas, at laylayan. O ang kaniyang puting
pansimba na may malapad na sinturon at malalaking bulsa. Mula noo’y naging kaibigan niya ang mga kaklase.
Ngayo’y siya ang nagging tagapagsalita at sila naman ang kaniyang tagapakinig. Lahat sila’y natutuwa sa
kaniyang kuwento tungkol sa sandaang damit. Nawala ang kaniyang pagkamahiyain. Naging masayahin siya
bagaman patuloy pa rin ang kaniyang pamamayat kahit ngayo’y nabibigyan nila siya ng kapiraso ng kanilang
baong mansanas o sandwich, isa o dalawang kendi. Ngunit isang araw ay hindi pumasok sa klase ang mahirap
na batang babaeng may sandaang damit. Saka ng sumunod na araw. At nang sumunod pa. At pagkaraan ng
isang linggong hindi niya pagpasok ay nabahala ang kaniyang mga kaklase at guro. Isang araw ay nagpasya silang
dalawin ang batang matagal na lumiban sa klase. Ang natagpuan nilang bahay ay sira-sira at nakagiray na sa
kalumaan. Sumungaw ang isang babaeng payat, iyon ang ina ng batang mahirap. Pinatuloy sila at nakita nila ang
maliit na kabuuan ng kabahayan na salat na salat sa anumang marangyang kasangkapan. At sa isang sulok ay
isang lumang teheras at doon nakaratay ang batang babaeng may sakit pala. Ngunit sa mga dumalaw ay di agad
ang maysakit ang napagtuunang-pansin kundi ang mga papel na maayos na maayos na nakahanay at nakadikit
sa dingding na kinasasandigan ng teheras. Lumapit sila sa sulok na yaon at nakita nilang ang mga papel na
nakadikit sa dingding ay ang drowing ng bawat isa sa kaniyang sandaang damit. Magaganda, makukulay.
Naroong lahat ang kaniyang naikuwento. Totoo’t naroon ang sinasabi niyang rosas na damit na pandalo sa
pagtitipon. Naroon din ang drowing ng kaniyang pantulog, ang kaniyang pansimba, ang sinasabi niyang pamasok
sa paaralan na kailanma’y hindi nasilayan ng mga kaklase dahil ayon sa kaniya’y nakatago’t iniingatan niya sa
bahay. Sandaang damit na pawang iginuhit lamang.

LITERARY CRITICISM ANALYSIS WORKSHEET

Title of selection:
Sandaang Damit
Author:
Fanny Garcia
Genre:
Fiction
Setting:
School and House of
Historical context:
Showing the different problems of the Philippines such as
Poverty in the country.

The author wrote this piece to: (author’s purpose):

The authors wrote this piece to open our mind in the reality of the world. It shows the different
Issues and problems in our society such as poverty, unemployment, social discrimination and health related
problems. Also, how will our government formulate more programs on health, employment and education and
poverty.

The main idea of this piece is:

The main idea of the story this story is the girl pretending that she has a hundred clothes in order to be
accepted by her classmates.

The message (or theme) of this selection which the author would like us to “take away” is:

The message of the story, Poverty, Discrimination and lack of service about health.
 PWU-CDCEC CALAMBA
ALVA CENTER ROSAL ST. BRGY. UNO, CROSSING CALAMBA CITY, LAGUNA
Contact No.: 0908-511-8386

Characters: (Major)

Protagonist(s): The young poor girl

Antagonist(s): Classmates in school

Static characters: The teacher in school and Father

Dynamic characters: The mother in the story

Did the author use any special literary devices in this selection such as: personification, metaphor, simile,
foreshadowing, suspense, flashback, imagery, irony, humour, poetic sound devices such as rhyme, etc…? List
and give specific examples:
The author uses many symbolisms in her literary works such as the following:

 Apple, Sandwiches and candies - Symbol of being able to live or be social upliftment.
 Piece of Bread – Symbol poverty.
 Clothes - Symbol of different social status.
 Hundreds set of Clothes (Sandaang Damit) – Symbol of Dreams in life.
 Drawings of Clothes – Symbol of reality

What was the author’s “tone” toward the subject/person/idea he/she wrote about?

The author’s tone in the person was how do the young girl strives despite of various challenges in life.

What “point of view” was this piece told from? List word clues that indicate this.

The author’s point of view in the story is in 3 rd persons point of view because of the pronoun she uses such
as:
 Siya, Kanya

List the conflicts in this selection (internal and/or external):

 Poverty problem faced by the characters in the story.

 Experiencing teasing or discrimination of the girl from her classmates.

If this was a fiction/non-fiction or dramatic work, list the most important parts of the PLOT:

Exposition:
The story begins with author's description of the girl. She described her as a silent child, often lonely and
shy. It also expressed the temptation it was experiencing.

Rising action:
Little by little the child understands the situation of their family. She chose to keep her grief to herself and
no longer reported to her mother.

Climax:
When the girl learned to fight. She said he had the hundred clothes in their house and without believing
him he described these clothes one by one.

Falling action:
When she became her friend classmates because they believe she has a hundred clothes. Here they give
her some food and her shyness are gone.
 PWU-CDCEC CALAMBA
ALVA CENTER ROSAL ST. BRGY. UNO, CROSSING CALAMBA CITY, LAGUNA
Contact No.: 0908-511-8386

Resolution:
The story ends when the girl goes missing for a week.Her teacher and classmates were worried so they
visited her at that house. They saw the sick child and the papers stuck to the wall; they found the child's hundred
clothes that were just drawings.

Notes:
Don’t be ambitious and don’t expect too much.

New Criticism & Formalism and Psychoanalytic Criticism

A Red, Red Rose

BY ROBERT BURNS

O my Luve is like a red, red rose

That’s newly sprung in June;
O my Luve is like the melody
That’s sweetly played in tune.

So fair art thou, my bonnie lass,

So deep in luve am I;
And I will luve thee still, my dear,
Till a’ the seas gang dry.

Till a’ the seas gang dry, my dear,

And the rocks melt wi’ the sun;
I will love thee still, my dear,
While the sands o’ life shall run.

And fare thee weel, my only luve!

And fare thee weel awhile!
And I will come again, my luve,
Though it were ten thousand mile.

LITERARY CRITICISM ANALYSIS WORKSHEET

Title of selection:
A Red,Red Rose
Author:
Robert Burns
Genre:
Poetry
Setting:
Scotland- the author called for Scots bird.
Historical context: The author is a Scottish writer who love nature.

The author wrote this piece to: (author’s purpose):

The authors purpose in writing this piece to show the immeasurable love and express her undying love to
his homeland “Scotchland”
 PWU-CDCEC CALAMBA
ALVA CENTER ROSAL ST. BRGY. UNO, CROSSING CALAMBA CITY, LAGUNA
Contact No.: 0908-511-8386

The main idea of this piece is:

The main idea of this piece is showing his love and promise whatever happen if he was separate to his
love, he will return even he travels miles away just to win it back.

The message (or theme) of this selection which the author would like us to “take away” is:
Love and separation of love.

Characters: (Major)

Protagonist(s): Scottish “Burns” & Scottish Maiden

Antagonist(s):

Static characters:

Dynamic characters:

Did the author use any special literary devices in this selection such as: personification, metaphor, simile,
foreshadowing, suspense, flashback, imagery, irony, humor, poetic sound devices such as rhyme, etc…? List
and give specific examples:
Literary Devices used in the poem
Similes – Red rose, melody
Symbolism- Rose that symbol for love
Imagery- visual images
“O, my luve is like a red red rose”
“And the rocks melt wi’ the sun”
“While the sand o’ life shall run”
Hyperbole- “Till a’ the seas gang dry”
“And the rocks melt wi’ the sun”

What was the author’s “tone” toward the subject/person/idea he/she wrote about?

The expression of love and promises to her love.

What “point of view” was this piece told from? List word clues that indicate this.

The point of view of the piece is in 1st person point of view. He uses the word “my”.

List the conflicts in this selection (internal and/or external):

Burns are living his native country. Through literary poems he expresses and describe his love
and compare it to a young lady.

If this was a fiction/non-fiction or dramatic work, list the most important parts of the PLOT:

Exposition: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Rising action:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 PWU-CDCEC CALAMBA
ALVA CENTER ROSAL ST. BRGY. UNO, CROSSING CALAMBA CITY, LAGUNA
Contact No.: 0908-511-8386

Climax: _______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Falling action:
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

Resolution:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Notes:
The author compares Scotland to a female body because the way he describes the landscape
of the island.