Cuapter: | UCU nan SSF What are the key concepts, boundaries, and intersections of the HUMSS disciplines? DU UUCaNt ‘You are required to write an issue analysis paper. Identify a social issue which you think is requiring urgent public attention and government action. Examine the nature, cause, and extent of the issue based on concepts and principles used in your humanities and social sciences courses. Propose a solution to the issue by drawing on the critical thinking skills you have learned in your courses. TUT) At the end of Chapter I, the students will be able to: Knowledge == Identify, deseribe, and explain key concepts, principles, and processes of the humanities and social sciences Skills "= Make appropriate decisions on how understanding of the key cancepls, principles, and processes of the humanities and social sciences shall be demonstrated based on sound criteria connote | 4HUMANITIES AND SOCIAL SCIENCES READER What are the key concepts, principles, and processes in the Humanities | and Social Sciences (HUMSS)? eM ee The Humanities + Creative Writing 1 Creative Nonfiction » Comparative Religion The Social Sciences Anthropology Economics Geography History Linguistic Political Science Psychology » Sociology e Applied Social Sciences 1 Social Work ee Cult Ker Concer a & = The Source Power cxapre! | 3Creative Nonfiction, Introduction to World Religions and Beigy Soa Trends, Networks and Critical Thinking in the Twenty Fist Century Pppne Politics and Governance, Community Engagement, Solidarity ang Clizenship, Disciplines and Ideas in the Social Sciences, and Disciplinog ‘and Ideas in the Applied Social Sciences. This review contains the definition of the humanities and social science ‘as academic disciplines and the description of the areas of learning per discipline. Humantries This term refers to the study of the way humans manage and sort out and record their experiences. According to Stanford (2016), to understand and record the world, we have used philosophy, literature, religion, art, music, history and language and these modes of expression have become some of the subjects that traditionally fall under the Humanities umbrella. Hence, ‘an appreciation of the chronicles of human experience provides some kind ofa link with and a “sense of connection” to past and present generations, Duke University (2014) captures a more encompassing definition of the Humanities, which states that: “The humanities disciplines use historical, philosophical, and artistic approaches to study the human condition. We study the different understandings and the existing records of the human experience across time and distance. Humanistic knowledge has a crucial part o play in the ‘education of the individual and the betterment of society. The humanities broaden and deepen human awareness, give training in language, art, and rhetoric, build the core competencies of citizenship, and are even ‘more important in a world where work and play have become globally connected.” Soctat Sciences Generally, social science is a major classification of educational fields related with civilization and the interactions among people in a society. It is the study of the way people act and impact their environment. According to ESRC (2015), the social sciences speaks of matters concerning the ‘world beyond our experience” and aids in elucidating “how our own society works?” Nisbet (2003), in its definition of social sciences, identified related areas of learning in this discipline, 6 | nnssrse“Social science [is] any discipline or branch of science that deals with human behaviour in its social and cultural aspects. The social sciences include cultural (or social) anthropology, sociology, social psychology, political science, and economics. Also frequently included are social and economic geography and those areas of education that deal with the social contexts of learning and the relation of the school to the social order. History is regarded by many as a social science, and certain areas of historical study are almost indistinguishable from work done in the social science.” Let us review the eight essential learning areas and their expected performance standards, Can you stil remember the tasks per learning area? These tasks are identified in the following table. Creative Writing Learning Areas Understand and discuss fundamental techniques in writing short stories, poems, and plays applied by known writers in the said fields. Expected Performance Standards © Write a short paragraph or vignettes using diction, image building, image construction, figure of speech, and specific experiences. Write short and creative poems. Write a scene/segment fora short story. Develop a scene/segment for a one-act play. Develop a craft essay using your preferred creative writing orientation, Options: % Develop a group blog for poems and short stories. Develop an anthology or a collection of poems, short stories, and play scripts. + Develop hypertext Iterature, Peas ® Creative Nonfiction Learning Areas Understand and apply formal elements and writing techniques, including autobiography and blogging, and be introduced to creative nonfiction as a literary form. Expected Performance Standards f= Clearly and coherently use a chosen element conventionally identified with a genre for a writen output HAPTER! | 7Py ee Te ee iad Use muttipe elements conventionally identified with a genre fora written output + Delver an artistic presentation summarizing and analyzing the form, theme, and techniques of a chosen creative nonfitional text. Introduction 10 World Religions Learning Areas Understand the main tenets and practices of the major world religions: Judalsm, Christianity, Hinduism, Buddhism, Confucianism, Taoism, and Shintoism. Expected Performance Standards sx Prepare character sketches of a person who is spiritual but not religious and a person who is religious but not spiritual. = Conduct a group activity that demonstrates the influence of a religion in a certain culture. "= Conduct @ group research on the doctrines of the various religions and compare thei origins and views on morality purpose, destiny, and views on women. e= Prepare a multimedia presentation about how people ‘rom all walks of lfe perceive the doctrines of each of the three major religions and compare them in relation to the individual, family, society, government and nature. += Simulate a panel discussion or an interreligious dialogue (on the following: the meaning and ultimate value of life @ how one relates to one's self, family, society, and ature ~__the way to achieve personal happiness and fulfillment Disciplines ‘and Ideas in the Social Sciences Learning Areas Understand the basic concepts, subjects, and methods of inquiry in the disciplines that comprise the social sciences. Expected Performance Standards *= Connect the disciplines with their historical and social foundations. "= Interpret personal and social experiences using relevant approaches in the social sciences. = Evaluate the strengths and weaknesses of each approach. HUMSS Fusion"= Carry out an exploration of personal and social ‘experiences using indigenous concepts, += Illustrate situations and contexts in which social science can be applied. Philippine | Learning Areas Politics Understand the basic concepts and vital elements of politics and and ‘governance from a historical-insttutional perspective. Explain Governance | the important features of the country’s political structures/ institutions, processes, and relationships. ' Expected Performance Standards "= Clearly identify a specific political phenomenon and how it can be studied. *= Explain the roles of diferent political institutions, "= Analyze the interactions between state and society. | = Propose a project on political engagement and youth empowerment. ‘Trends, Learning Areas Networks, | Discover patterns and extract meaning from emerging trends ‘and Critical | and develop critical thinking skils for decision- making and Thinking in the | understanding “ethics of care” Twenty Fist | Expected Performance Standards Century == Detive an idea from instances and present this idea through a 100-word essay, artwork, and other graphic representations. <= Draw a color-coded map of the networks of power relations (politcal, economic, cutural, and kinship ties) within a particular community. «= Locate on a map the diferent geographical origins ofthe various components/elements of an industria’ technologicallagricutural product and write a reflection ‘essay on the insights from the exercise, += Locate on a map the workplaces of OFWs in their ‘community and wit a reflection paper on the effects of {abor migration to their community. = Analyze and explain how production and consumption habits contribute tothe problem of climate change oouoren! | 9 Be leWrite a resolution that you can share with your friend about how you can personally contribute toward solving the problems of climate change. Explain creatively the il effects of undemocratic practices related to issues such as gender biases, poverty politica, marginalization, racial inequality, cultural domination, cr, representation, and politics of recognition. + Organize and mobilize an event that deals with a significant global issue using ICT. "= Create a social map that traces the various roles that students play in the community and rank the significance * of these roles. Disciplines and Ideas in the Applied Social Sciences Learning Areas Understand and utilize applied social sciences, namely, counseling, social work, and communication drawing foundation from theories and principles of psychology, sociology, anthropology, and other social sciences. Expected Performance Standards *= Explain public perceptions about the work of the social sciences and applied social science practitioners clearly, "= Demonstrate a high level of understanding of the basic concepts of counseling, social work, and communication work through a group presentation ofa situation in which practitioners of counseling work together to assist, individuals, groups, or communities involved in difficut situations, = Undertake participant observation as a counselor, social worker, and journalist to adequately document and critique their oles, functions, and competencies. ‘© Using acceptable research protocols, conduct a survey ‘among young adults on their counseling, social work, and communication needs. "= Using the results of the survey conducted, ertically evaluate whether the needs of the respondents are addressed by the practitioners and pertinent institutions. == Assess objectively through an individual project how the {functions of the applied social sciences have been fulfiled in any of the following: Case Study of a Counselee 10 | Huss Fusion‘Community Engagement, Solidarity, and Citizenship © Case Study on integrative Social Work Comparison of the Programming of Any Two Television Networks == Participate in a one-day exposure trip to an existing development program and write a sincere reflection on the effects of the processes on the clientele. ®= Submit a portfolio of output trom the course. Learning Areas Apply ideas and methods of the social sciences to understand, investigate, and examine challenges of contemporary community ite. Expected Performance Standards "= Explain the importance of studying community dynamics and community action in elation to applied social sciences and the learners’ future career options. += Compare and contrast the definitions of community using various perspectives, e.g., cial sciences, institutions, Civil society, and local/grassroots level. == Analyze functions of communities in terms of structures, dynamics, and processes. = Recognize the value of undertaking community action modalities. r= Explain the processes, methodologies, and approaches in applied social sciences related to community action, = Develop a community action plan using participatory ‘approaches. = Implement community-action initiatives. x Synthesize the integrative experience of implementing ‘community action initiatives, onaver! | 11The discussion below provides a brief review of the related concepts Per discipline. 1.1 THE HUMANITIES Essentiat Question What makes the humanities different from the sciences? ACQUISITION OF KNOWLEDGE The humanities as a discipline started in the West. It was conceived as a response to the theology-centered education of the Middle Ages that focused on humans apart from their sociohistorical context. The term ‘humanities’ itself was taken from the Latin words studia humanitatis, which means “studies of humanity” During the Renaissance, proponents of the discipline dedicated themselves to the study of ancient Latin and Greek secular texts. By studying the literature of the past, one can fully understand how history has shaped humanity. It provides light on how people should live today and how to prepare for the future. (Witt, et al., 1997, pp. 2-3) “Humanities are the branches of learning concerned with human thought, feelings, and relations” (Sanchez, Abad, and Jao, 2002, p. 3. ts central focus is the ideas and various creations that focus on human life and experience (Benton and Yanni, 2005). It refers to arts—visual arts such as architecture, painting, and sculpture; music; dance; theater or drama; and literature (Yagyagan, Cerda, and Laurel, 2010, p. 1)” The table below presents the focus and subdisciplines of the humanities: Analysis Philosophical Artistic Focus ‘What people believe about | How people creatively the nature and purpose of _| express ideas and emotions lite and reality in their sociocultural context 12 | HuMss FusionSubdisciplines | Philosophy, Religion Visual Arts (painting, sculptures, designs, architecture); Performing Arts (song, dance, music); Literary Arts/Creative Writing (poem, script, short story, children's literature) ‘Appucation Philippine National Artists Research on the Philippines's national artists. Choose one national artist and one of his/her most famous work. Fill in the table below with the needed information: ; nits |The ats Literatur, | Merton | Ths Worn etc.) How similar or different were your thoughts on the work from the artist's? You and the artist are very different from each other. For one, your current reality and the artist's historical context vary. Understanding, the way you ~ express your thoughts and emotions would likewise vary as well. But though eras change, certain forms and elements in Philippine art remain unchanged and stand the test of time. In the succeeding lessons, we shall focus on Creative Writing—how artists develop and present literary art in its various forms. cnapren! | 13CREATIVE WRITING “Originally, the term creative writing’ came into use as an understandable response to the sidelining of the writer's creative role by literary critics ang theorists. What is now called creative writing is a historical etfort to treat literature as a creative activity rather than an object for interpretation (Myers, 1994, p. 12). During those times, writers felt that thelr creativity was being stifled by the rigidity imposed on them by critics. Creative writing according to Witty and LaBrant (nd), as cited by Marksberry (1963), is a piece of any kind of writing at any time that ig chiefly in the service of such requirements as "keeping records of signitican, experience, sharing experience with an interested group, and for free individual expression which contributes to mental and physical health» (Wikipedia Foundation, Inc., 2015). As an academic discipline, Donnelly (2009) states that creative writing is: ‘AJ professional body of knowledge. Creative writing’s history is a hybrid of theories and practices drawn in part from composition studies andiiterary studies, of which creative writing’s practice today is still mostly affected. Although creative writing has drawn epistemologically from this base, itcontinues to constitute practices which are independent of those jin composition studies and literary studies, praxes which are guided by writerly and readerly processes of creative writers. In many ways, then, creative writing is a thriving field.” Poems, short stories, one-act plays, and craft essays are some examples of works under the creative writing discipline. Porus “A poem is a rhythmical composition of words expressing attitude, designed to surprise and delight, and to arouse an emotional response (Perez, 2001, p. 89)” In ancient times, the Greeks believed that poems were made only through divine inspiration. It was part of the dramas stage for the people. in the Philippines, poems have been very much a part of our ancestors’ lives even before colonization. Early dictionaries mention various forms of poetry existing during those times. These types of poems reflect the kind of life they had before. These include the diona (wedding song), dolayinin (rowing song), hila (boating song), hilirao (song when drinking), 14 | HuMss Fusioncoyayi (lullaby), indolanin (street song), and soliranin (navigation song), to name a few (Evasco, Ortiz, and Antonio, 2008, p. 3). The essential elements and types of poetry are identified below: Essential Elements of Poetry (Perez, 2001, pp. 91-135) 1. Expectation and Surprise—Poems have a way of surprising the reader. Themes, topics, and events may have a sudden twist. 2. Speaker—There is always a person, real or not, speaking as the voice of the poem. 3. Figurative Language—Poems are most often metaphorical. The words mean more than what they literally mean (Evasco, Ortiz, and Antonio, 2008). 4, Symbot-Poems use various objects, persons, and even events to represent what the author really means. This is done to make the poem more comprehensible. Sometimes it is also done to veil the real meaning that might endanger the writer especially those that were written during colonial times. 5, Structure—Poems have a certain structure in its stanzas and lines. Structured poems have the same number of syllables per line. They also have the same number of lines per stanza. 6. Tone and Rhyme—In Western literature, there is almost always a sing-song tone to poems. In Tagalog poems, the tone or sound is determined by the emotions expressed by the words. Poem Types 1, Traditional—Postic pieces that were written following the strict rules of poetry such as syllabic count and rhyming fall under this type. Example: ‘Ang sugat ay kung tinanggap ‘When woundis accepted Didaramdamin ang antak. Pang of pain will be naught. ‘Ang aayaw at ‘i mayag, The one who refuses, Galos lamang magnanaknak (One scrape causes abscess (Loose translation) 2. Nontraditional—Poetic pieces that do not necessarily follow strict rules in poetry fall under the nontraditional type. onarrent | 15,Example: Wala Wala akong alam, ‘Sa apatnapung taon kong pamumuhay, ‘Na tawag sa bangungot ‘Na napananaginipan nang gising, (Latiza, Grazie!) Categories of Poems 1. Lyrieal—These are poetic pieces that feature emotions, Example: Dalit ‘Ang sugat ay kung tinanggap Didaramdamin ang antak. ‘Ang aayaw at ‘i mayag, Galos lamang magnanaknak None. 1 know nothing, In my forty years of tving, to calla nightmare Dreamed while avake,Latiza, (Loose translation) When wound is accepted Pang of pain will be naught, The one who refuses, (One scrape causes abscess (Loose translation) Lullaby (Oyayl) ‘Meme na, bunso ko. ‘Ang Tatay mo'y wala rito Bumili ng puto Ipakakain sa iyo. Matulog ka na, bunso, ‘Ama mo'y malayo. Hindi ka masundo ‘At may buwaya sa pulo. (KepitBisig, 2009) Sleep, my child. Your father is not here. He has gone to buy rice cakes for you. Sleep, my child. Your father is far away. He cannot fetch you for there's @ crocodile in the island, 2. Narrative—A narrative poem tells a story. It often describes the experiences of the poet and of heroes. Example: Epic (Epiko) Tuwaang (Epic of Bagobo) ‘Tuwaang received a message of invitation {rom the wind saying that he should attend the long awaited wedding of the Dalaga ng Monawon. 16 HUNSS Fusion“Don't go, Tuwaang” his aunt warned him. “I feel that ‘something wrong is going to happen to you there” “Don't worry, tiyang. | can take care of myself! he said firmly, etermined to go. “You don't understand me, Tuwaang.” “Tm not afraid of anything, tiyang. Right now, all | ever want is to have a glimpse of the beauty of the Dalaga ng Monawon” ‘Tuwaang did not listen to his aunt, He insisted to go and prepared to attend the grand wedding + --|n Hades, Tuwaang saw Tuhawa, the god of Hades. Tuhawa told him ‘that the life of the groom was in the gold flute. Tuwaang emerged from the {ground and killed the groom by buying the gold flute. The bride ran to him happily. He embraced her and kissed her on her cheeks and lips. “Will you go with me?" Tuwaang asked the bride “With all my heart” she answered, ‘Tuwaang then went home to Kuaman with the bride and the Gungutan and they lived happily ever atter. ‘Awit at Korido Gubat na Mapangiaw ‘The Dark Wood (excerpt from Francisco Balagtas’ Florante at Laura) (translated by Rolando Tinio) ‘Sa isang madilim gubat na mapanglaw | In this dark wood thick with gloom, dawag na matinik ay walang pagitan, _| The thick vieave of thorny vines. halos naghihirap ang kay Pebong silang | Rays of Phoebus cannot pierce, dumalaw sa loob na lubhang masukal. Malalaking kahoy ang inihahandog pawang dalamhati, kahapisa't lungkot, huni pa ng ibon ay nakalulunos sa labong matip't nagsasayang loob. Almost, the solid wilderness. Great trees loom, disclosing ‘Sadness only, grief, despair. Mourntul birds dlspe! The cheerful air, the stoic pose. Tanang mga baging, na namimiipit | Convolutions ofthe vine sa sanga ng kahoy, ay balot ng tink | On branch and twig bristle with thorns. ‘may bulo ang bunga't nagbibigay-sakit | Their frit, as if downed with knives, sa kangino pa mang sumagit malapit. | Wounds the passerby. cuvereni | 17awang kulay luksa at nakiki-ayon ‘8a nakalilyong masangsang na amoy. Karamina'y siores at higerang kutad ‘na ang linim niyon ay nakasisindak, ito'y walang bunga't daho'y malalapad ‘na nakadidii sa loob ng gubat ‘Ang mga hayop pang dito'y gumagala, karamina'y s'yerpe't basilsko'y madia hyena’ tigreng ganid na nagsisisla 1ng buhay na tao't daigdig kapuwa. o'y gubat manding sa pinto'y malapit ing Abernong Reyno ni Plutong masungit ‘ng nasasakupang lupa'y dinidiig ing ilog Kositong kamandag ang tubig. (Tagalog Lang, n.d.) And flowers for the looming trees, ‘Specks of bright shooting through leaves, Wear the color of mourning, Sharpen the dizzying stench. CClumps of cypress and young fig Cast a téritying shade. Fruilless, they spread great leaves, Darkness deepens on the weod, ‘And beasts that roam Are shapes of serpent, baslisk, Hyena, tiger—beasts that prey (On man and beast. The wood hugs the gate (Of dour Pluto's Avernus, tts precincts watered by The rivering poisoned Coccytus. (Tagalog Lang, na) Pasyon Panalangin sa Diyos Prayer to God (loose transiation) | Oh Diyos sa kalangitan Hari ng sangkalupaan Diyos na walang kapantay, mabait lubhang maalam at puno ng karunungan. Ikaw ang Amang tibobos ‘ng nangungulilang lubos amang di matapus-tapos, maawi't mapagkupkop ssa faong lupa'talabok. yong itulot sa amin Diyos Amang maawain ‘mangyaring aming daltin, hirap, sakit at hlahit rng Anak mong ginigiiw (Luna and Sons, 1949) 0 God of heavens King of all the earth God with no equal Gracious and most knowing ‘And filled with wisdom. You are the Saving Father Of those much orphaned Father with no end. ‘Merciful and Sheltering To people who are but earth and soll May You grant to us Merciful God the Father Grant it that we sing The suffering, pain and distress Of Your beloved Son. HUMSS Fusion 18or persuade. Example: Riddle (Bugtong) Gagambang may kapote ‘Pag binuka'y may poste, Sagot: Payong (Latiza, Graziel) Proverb (Salawikain) ‘Ang taong lumakad nang ‘matulin, ‘Kung matinik ay malalim, 3, Repartee—These are postry pieces that aim to explain, teach, argue, Spider in a raincoat ‘Spread and there's a pole. Answer: Umbrella The one who walks ever as abruptly, the one who's pierced ever so deeply. (Loose translation) 4. Performance Poetry—In performance poetry, the poets themselves Perform or recite their works. Established in memory of the great Poet, Francisco Balagtas, the balagtasanis one form of performance Poetry. Two poets debate on a particular topic using poems that they themselves have created. The debaters take turns speaking with a lakandiwa, serving as moderator. The balagtasan may last for hours depending on the improvisation of the poets and the reactions of the. audience. Excerpt from a Balagtasan Piece: ‘Ang Manggagawa at ang Makina Lope K. Santos (Zalra, 1999) ‘Manggagawa: Sa kapangyariha't dunong ni Bathala _ | Ang katauhan ko't lakas ay nagmula; Tagatuloy ako ng Kaniyang ginawa, | | Tagatupad ako ng Kaniyang Tadhana Nang ako'ylikhai'y Kaniyang sinalinan 'Ng diwang umibig sa sariling buhay: ‘Ang batas sa kahat at kapangyarihaly Isinalin Niya sa Isip ko't kamay. Makina: ‘Di gaya ng Taong kamay ni Bathala ‘Ang kinikilalang sa kaniya'y gumawa; ‘Ang kabuhayan ko at unang simula'y ‘Sumipot at sukat nang di-sinasadya ‘Ayon sa alamat nl Ada't ni Eba ‘Ay yaong lalak! ang nlikhang una, ‘Ako nga ang Sugo ng Kasaganaan ‘Na of man magmula kay Bathalang kamay, Kung di sa kataon at sa Tao lamang, Siyang nagbubunton sa Tao ng yaman, a. crater! | 19oe a er Huminahon kayo, Makina’t Paggawa, ‘At walang dahilang kayo'y magkasira Hindi man isa ang inyong simula Ay isa lamang ang layo't adhika, English Translation: ‘The Worker and the Machine Lope K. Santos (Zatra, 1999) Worker: Machine: By the power and wisdom of God | Unlike man, the hand of Goa ‘My being and my strength came; Creator, as recognized by him | continue what He has done, My life's start and origin 1am the tufiter of His Will Itcame and happened unintentionally When Iwas created He has endowed | In the myth of Adam and Eve me Itwas the make that was made frst, With a spirit that loves my own lite; | lam the Messenger of Prosperity The law and dominion over all Though not created by God's hand He passed on to me, tomy mind and | Bul by chance and by man alone, tomy hand, 1 am the one who heaps riches to the man Moderator: Calm down, worker and machine There is no reason for you to be at adds Your beginnings may not be one But your goal and ambition, they are one. CREATIVE NONFICTION Creative nonfiction is the new term for what has been previously called ‘personal journalism or literary journalism. Those who venture in creative nonfiction must have the “skill of the storyteller and the research ability of the reporter (Cheney, 1991).” “Creative nonfiction is nonfiction prose which utilizes the techniques and strategies of fiction (Hidalgo, 2003, p.9)."Itis distinet from journalism in that “palance is unnecessary and subjectivity is not only permitted but encouraged 20 | Humss Fusion(Gutkind, 1997, p.15),"The essence of creative nonfiction is that it is personal. I describes the world from one’s own personality (Hidalgo, 2003). ‘According to Sharp (2009), Root's from “Naming Nonfiction” provided this exhaustive definition of creative nonfiction: [itis] the expression of, reflection upon, and/or interpretation of observed, perceived, or recollected experience. Itis a genre of literature that includes such subgenres as the personal essay, the memoir, narrative reportage, and expressive critical writing and whose borders with other genres and forms are fluid and malleable. It is the expressive, transactional, and poetic prose texts generated by students in college composition courses (pp. 28-29). This learning area introduces the students to the reading and writing of creative nonfiction as a literary form. This will also hopefully help develop the students’ skills in réading and thinking critically and creatively—skills that will help them to be imaginative readers and writers. The focus will be ‘on formal elements and writing techniques, including autobiography and blogging, among others (DepEd, 2014). Tyres oF Creative Nonfiction ‘There are many types of creative nonfiction. Any type of writing that falls in “between literary journalism and traditional reportage (Dillard, 1995, p.56) ean be considered creative nonfiction.” Onone end of the spectrum literary journalism which is the personalized narrative of real-life events. On the other end is traditional reportage, which represents the daily news coverage we see and read about. Literary Journalism Treetioasl rotten aleule Reportage The following types of writing are considered creative not 1. Magazine Feature Article Newspaper Cultural Commentary Review Interview Story Character Sketch 2h on cxaeten! | 21Strategies of Creative Nonfiction 22 6. Biographical Sketch or Profile—an in-depth article or essay that concentrates on one person or place (Gutkind, 1997, p. 7) 7. Personal Essay—a prose piece that is more personal than objectively Verifiable like an article (Hidalgo, 2003, P-12) 8. Autobiographical Sketch—memoirs, travel narratives, journals (Hidalgo, 2003, p. 12) 0 with how the writer handles the topic tive, Objective writing focuses on facts while subjective writing focuses on the personal experience of the writer covering the event (Hidalgo, 2003, p. 27). 2, Point of View—From whose perspective is the story best told? The | experience but he may writer may be writing about his personal out it using another person's perspective (Hidalgo, 1. Approach—Approach deals at hand—objective or subject choose to write abi 2003, p. 32) 3, Tone—Tone has to do with the writer's attitude toward his/her subject, It may be romantic, lyrical, tolerant, nostalgic, no-nonsense, or sarcastic (Hidalgo, 2003, p. 43). Voice —This deals with the writer's style. It includes preferences on words, length of sentences, and use of images, metaphors, and allusions (Hidalgo, 2003, p. 43). Structure—Structure is how the writer organizes the story. It may be chronological or it may employ techniques such as a procedural explanation structure, flashback, parallel account, mosaic, diary type, question and answer style, or story within a story (Hidalgo, 2003). 6. A Strong Beginning—It must have a dramatic or action-packed beginning. It can start, with a striking statement, in media (umping right in the middle of things), or with a quotation (Hidalgo, 2003). 7. Rhetorical Techniques—These include definition, compare and contrasts, illustrations, classification, and enumeration. Character—"The difference between character in fiction and character in nonfiction is that the fictionist invents his characters, whereas the nonfiction writer is given his. Characters are however depicted in the same way—direct description, action and reaction, other characters’ opinions, dialogue, ete. (Hidalgo, 2003, p. 77)” Conerete or Evocative Details—“The right details arouse emotions, evoke memories, and help produce the right response in your reader HUMSS Fusion(Hidalgo, 2003, p. 86)" 10. Scene—Dramatic scenes on the subject are selected and interspersed with reflections, story context, and vivid descriptions of what transpired, 11, A Convincing Ending—The narrative must provide the logical conclusion to what was written (Hidalgo, 2003). COMPARATIVE RELIGION Comparative Religion, also termed as Religious Studies, is concerned with all aspects of religion, with all religions, and with the fundamental role they engage in, specifically in human culture. It is carried out from a” nonconfessional perspective,” on the belief that religions provide meaning to human life, prompting largely human undertakings including arts, politics and other aspects of life. It explores the questions of experience and truth and the phenomena of religion, such as belief systems, ritual, mythology, iconography, spirituality, and ethics. (University of Edinburgh, 2014) This learning area has also been enriched by the definition declared by the California State University (CSU). Comparative Religion, as described by CSU (2015 is: *...an academic discipline devoted to the study of religion in general and specific world religions in particular, investigating such dimensions of religion as scripture and myth, experience, belief, ritual, ethics, institutions, and material culture. it employs an interdisciplinary and comparative methodology that borrows from and has influenced a broad array of other fields. The academic study of religion recognizes the interconnectedness of religion with other dimensions of culture but acknowledges that religion is qualitatively different from other forms of human expression.” This iearning area also delves into the main tenets and practices of major world religions: Judaism, Christianity, Islam, Hinduism, Theravada Buddhism, Mahayana Buddhism, Confucianism, Taoism, and Shintoism. It aims to help learners understand the historical contexts of nine religions, appreciate their uniqueness and similarities, and promote mutual understanding among believers of different faiths. Learners are expected to demonstrate understanding and appreciation of their faith and that of others (DepEd, 2014). cnsrren! | 23