ENGLISH 10

Name: _____________________________ Learning Module 18

Gr. & Section: ___________________ THIRD QUARTER

What is this module about?

The following topics are included in this module:
1. Reflexive and Intensive Pronouns
2. Critical Approaches to Literature: Structuralist Approach
3. Critical Approaches to Literature: Formalist Approach
What do you need to learn?
1. Use reflexive and intensive pronouns EN10G-la-27
2. MELC: Critique a literary selection based on the following approaches: Structuralist/ Formalist
3. Overall artistic value of the structure and the elements of the selection. (Structuralist/Formalist)
EN10RC- III- 22.1
Pre-test
A. Directions: State whether the following statements contain reflexive or intensive pronouns. Write
your answer on the space provided.
_________1. I myself have never been able to read a book fully.
_________2. He looked tired himself.
_________3. She watched herself.
_________4. She herself watched Anne.
_________5. The doctor introduced himself.

Refer to the Answer Key on the last page of this module to check your answers.

Day 1: Intensive and Reflexive Pronouns (Synchronous Session)

Concept Notes:
The reflexive pronoun reflects the subject. A reflexive pronoun can be used as the direct object,
indirect object, or object of a preposition in a sentence.
Example:
The puppy saw itself in the mirror.
Itself is the direct object in the sentence. The pronoun itself
refers to the subject. The puppy saw the puppy in the mirror.

An intensive pronoun emphasizes a preceding noun, which is often (but not always) the noun
immediately before the pronoun. Intensive pronouns look the same as reflexive pronouns, but they are only
used for emphasis.
Examples:
The queen herself gave the knight the award.
The queen gave the knight the award herself.

Herself refers to the queen. Using an intensive pronoun tells the reader (or listener) that it's a big deal
that the queen gave the award. After all, she's not just anybody—she's the queen!

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 Because intensive pronouns are used only for emphasis, they can be removed from a sentence without
affecting its meaning. The same is not true of reflexive pronouns, which do cause a change in meaning when
removed from a sentence. Look at the following comparison to understand the difference.

Retrieved from: https://www.englishgrammar101.com/module-2/pronouns/lesson-4/reflexive-and-intensive-pronouns

Exercise no. 18.1
Directions: Write I if the sentence contains an intensive pronoun and R if it contains a reflexive pronoun.
Write your answer before each number.
_____1. Jimmy made himself a coffee.
_____2. Gemma delivered the news to Sheila herself.
_____3. You yourself have the power to transform your life.
_____4. The teachers knew that they themselves were responsible for the students’ safety.
_____5. He bought a boat for himself.

Day 2: Structuralist and Formalist Approach (Synchronous Session)

Concept Notes:
It is imperative to learn how to critique a literary selection because it helps you develop critical
thinking skills. When critiquing a literary text, one must know how to distinguish its different approaches.
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 "She could see in the open square before her house the tops of trees that were all aquiver with the new
spring life."
Structuralist Approach:
Structuralism focuses on literature as a system of signs where meaning is constructed in a context,
where words are inscribed with meaning by being compared to other words and structures.
 R
ea
Almost all horror stories follow the same pattern. You start out with an innocent person going
de
about their daily lives; they, then hear a strange sound either outside or on the other side of a
r
door. They go to check out the sound and are brutally murdered. The end.

Another example is love story. The main character somehow meets the love of his life. He
experiences a whirlwind relationship, but they are torn apart for some reasons. They eventually
reunite, get married, and then die. The end.
looks only at the linguistic structure and is not permitted to have an emotional attachment to the text.
Thus, the approach is not open to different interpretations.
Examples:

Analyzing the symbols and signs found in typical plots such as these is how structuralists determine
the function of the text.

The subject of "A Story of an Hour" is the liberation of a repressed housewife in the 1800s. The
trees "aquiver with new life" are symbols that act as a contradiction to Louise Mallard's husband's death.
This line is arranged in the location where the main character is beginning to come to terms with the
sudden death. As Mrs. Mallard is gazing out the window, seeing the new life around her, the realization of
a new life begins to dawn on her. The signs and symbols in this line are important in the development of
the purpose of "The Story of an Hour."

Formalist Approach:
Formalism focuses on “objectively” evaluating the text, identifying its underlying form.
 Formalist approach is decidedly a “scientific” approach to literary analysis, focusing on “facts
amenable to “verification.”
Common Questions for the Formalistic Approach/ Criticism:
1. How is the work’s structure unified?
2. How do various elements of the work reinforce its meaning?
3. What recurring patterns (related or repeated words, images, etc.) can you find?
4. How does repetition reinforce the theme?
5. How does the writer’s diction reveal or reflect the work’s meaning?

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 6. What is the effect of the plot, and what parts specifically produce that effect?
7. What figures of speech are used?
8. Is there any relationship between the beginning and the end of the story?
9. What tone or mood is created at various parts of the work?
10. How does the author create tone and mood? What relationship is there between tone and mood
and effect of the story?

Exercise no. 18.2

Directions: Read the excerpt of the novel, “Anna Karenina (Part II, Chapter VII)” on pages 270-274 of
your IE for EC World Literature 10 book. Write a 100-word critique paper about it using the Structuralist
Approach Literary Criticism. Refer to the rubric below. Use a separate sheet of paper for your output.

Day 3: Asynchronous Activity

Activity no. 18.1

Time started: ___

Time finished: ___

Directions: Read the short story entitled “Desiree’s Baby” by Kate Chopin on pages 293-297 of your IE
for EC World Literature book. After reading, use the formalist approach and write a 100-word critique
about it. Use a separate paper for your critique. Use the rubrics in the previous exercise for you to be
guided.

Post-Test
Knowledge
Directions: Read each item carefully. Write SA if the literary approach described is a characteristic of
Structuralist Approach, and FA if it is under Formalist Approach.
___________1. Critics do not deny the historical and political situation of a work; they just believe works of
art have the power to transcend by being organic wholes to being with a life of its own.
___________2. Critics believe that if readers do not understand the signs, they may misread or misunderstand
a text.

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___________3. This focuses on the “objective interpretation” without clouding the text with a subjective or
emotional interpretation.
___________4. This approach is decidedly a “scientific” approach to literary analysis, focusing on “facts
amenable to “verification.”
___________5. Reader looks only at the linguistic structure and is not permitted to have an emotional
attachment to the text.
___________6. This approach regards literature as “a unique form of human knowledge that needs to be
examined on its own terms.”
___________7. The primary goal for critics is to determine how such elements work together with the text’s
content to shape its effects upon readers.
___________8. As the term itself implies, structures are the “real things” that lie beneath the surface of the
appearance of the meaning. Therefore, the meaning of the piece comes only from the context
and not elsewhere.
___________9. Critics analyze the text as an object whose meaning can be interpreted in terms of symbolic
patterns.
___________10. Of particular interest to the critic are the elements of form—style, structure, tone, imagery,
etc.—that are found within the text.
Process
Directions: Construct meaningful sentences using the pronouns indicated.
Reflexive Intensive

1. myself- 4. yourself-

2. herself- 5. themselves-

3. itself- 6. myself-

Rubrics:
2 1
The sentence is meaningful and correct. It is proficiently written with The sentence is meaningful, but the use of pronouns is incorrect.
proper use of capitalization, grammar, and sentence structure.

Day 5: Transfer Task

Directions: Read the poem entitled, “To A Lost One” by Angela Manalang Gloria on page 320 of your IE for
EC World Literature book. Then, write a 100-word critique using both the Structuralist and Formalist
Approaches. Use the rubrics provided below as your scoring guide.
Literary Critique Rubric

Descriptors Exceeds Meets Somehow Meets Does Not Meet

Expectations 4
Introduction The introduction is
engaging, states the
main topic, and
previews the structure
of the piece being
reviewed.
Expectations 3
The introduction
clearly exhibits the
main topic and
previews the structure
of the piece being
reviewed but is not
necessarily engaging to
the reader.
Expectations Expectations
2 1
The introduction exhibits Introduction of the main
the main topic but does topic and structure of the
not adequately preview piece being reviewed is
the structure of the piece vague and ambiguous.
being reviewed nor is it
particularly engaging to
the reader.

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Formation Pertinent and Supporting details and Supporting details and Supporting details and
of consistent quality information are information are pertinent, information are typically
supporting details provide the pertinent, but one vital but several vital issues or obscure or irrelevant to
details readers salient issue or portion of the a portion of the analysis the topic.
information that is analysis is without are without
beyond the overt or substantiation. substantiation.
predictable.
Topic focus There is one apparent, Main idea is apparent, Main idea is somewhat The main idea is not
and use of well-focused topic. but the supporting apparent but there is a apparent. The collection
Formalist and Main information is too need for a more of information seems to
Structuralist idea is distinct and generic. extensive set of be haphazard and
Approaches supported by Satisfactorily used supporting information. randomly placed. Use of
thorough Formalist and Minimal signs that Formalist and
information. Structuralist Formalist and Structuralist approaches
Excellently used approaches. Structuralist approaches are not evident on the
Formalist and are used. paper.
Structuralist
approaches.
Organization The pacing is well com The pacing is The pacing is generally The pacing often feels
posed. The writer has generally well well-composed, but the awkward. The writer
an innate ability to composed, but the points are done elaborates when there
slow down and build elaboration of repetitively and spends is little need, or
up while picking up thoughts is done too much time on details disregards necessary
the pace and moving sporadically. that are irrelevant. supporting information.
on, if necessary.
Grammar Grammar conventions Writer makes 1–3 Writer makes 4–5 errors Writer makes more than
conventions are applied to the text errors in grammar or in grammar or spelling 5
and spelling impeccably. Spelling spelling that distract that distract the reader errors in grammar or
inconsistencies are the reader from the from the content. spelling that distract the
not present. content. reader from the content.

You are done with Module 18. Congratulations! You made it!
For clarifications, do not hesitate to consult your teacher.

Answer Keys:
Here are the answers in the Pre-Test. Please check your answer and determine how much knowledge you still
need to know about the topics in this module.

How many items did you get correctly?

Get ready to learn more in the next learning module!

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means without the prior written permission of the author.