ELED 7 REVIEWER
Fable – These are fictitious, and they deal with
PPT1: THE STUDY OF LITERATURE: DEFINITION
AND GENRES
LITERATURE
• From Latin litera meaning letter
• Any printed matter written within a book, a
magazine or a pamphlet
• A faithful reproduction of man’s manifold
experiences blended into one harmonious expression
• Deals with ideas, thoughts and emotions of a person
• STORY of HUMAN
• Person’s loves, griefs, thoughts, dreams and
aspirations coached in beautiful language
• History of a nation’s spirit
---READ ITS LITERATURE!
…” trace the little rills as they course along down the
ages, broadening
and deepening into the great ocean of thought which
men of the present source are presently exploring”
• Expresses the feelings of people to society, to the
government, to his surroundings, to his fellowmen,
and to his Divine Creator
… may be through love, sorrow, happiness, hatred,
anger, pity, contempt, or revenge
TRUE LITERATURE
• Piece of written work which is undying
• Expresses the feelings and emotions of people in
response
to his everyday efforts to live, to be happy in his
environment, and after struggles, to reach the Creator
General Types of Literature
1. PROSE - Written within the common flow of
conversation in sentences and paragraphs
2. POETRY - Expressions in verse, with measure and
rhyme, line and stanza and has a more melodious
tone.
TYPES OF PROSE
1. Novel – This is a long narrative divided into
chapters. The events are taken true-to-life stories and
spans a long period of time. There are many
characters involved. Example: The Notebook by
Nicholas Sparks.
2. Short Story – This is a narrative involving one or
more characters, one plot and one single impression.
Example: Love and Time
3. Play – This is presented on a stage, is divided into
acts and each act has many scenes. Lea Salonga was
one of the popular actresses for musical plays.
4. Legend – This are fictitious narratives, usually
about origins. Example: The Legend of Mariang
Makiling.
5.
animals and inanimate things who speak and act like
people and their purpose is to enlighten the minds of
children to events that can mold their ways and
attitudes. Example: The Ant and The Grasshopper
6. Anecdote – These are merely products of the
writer’s imagination and the main aim is to brin out
lessons to the reader. It can be stories about animals
and children.
7. Essay – This expresses the viewpoint or opinion of
the writer about the particular problem or event.
8. Biography – This deals with the life of a person
which may be about himself, his autobiography or
that of others.
9. News – This is the report of everyday events in
society, government, science and industry, and
accidents, happening nationally or not. We have here
the inverted pyramid: THE LEAD – 5WH Questions,
THE BODY- the crucial info, THE TAIL-extra info. One
sentence is considered as one paragraph.
- Headline, Byline (name of author), Placeline, Lead,
Quotation, Body
10. Oration – This is a formal treatment of a subject
and is intended to be spoken in public. It appeals to
the intellect, to the will or to the emotions of the
audience.
TYPES OF POETRY
a) NARRATIVE
1. EPIC
an extended narrative about heroic
exploits often under supernatural control.
May either be popular/ancient and
literary/modern
2. METRIC TALE
 narrative written in verse and can be
classified either as a ballad or a
metrical romance
 Examples are simple idylls or home
tales, love tales written for strong
moral purpose
3. BALLAD
 Shortest and simplest
 With simple structure and tells of a
single incident
 Song accompanying a dance in earlier
times
b) LYRIC
1. FOLKSONG
 Short poem intended to be sung
 Common theme is love, despair, grief, doubt,
joy, hope and sorrow
 Ex: Chit-Chirit-Chit
2. SONNET
  With 14 lines dealing with emotion, a feeling,
or an idea
 Example: Santang Buds by Alfonso P. Santos
3. ELEGY
 Expresses feeling of grief and melancholy
 Ex: The Lover’s Death by Ricaredo Demetillo
4. ODE
 Poem of noble feeling, expressed with dignity
5. PSALMS
 Song praising God or the Virgin Mary and
containing a philosophy of life
6. AWIT/SONG
 Have measures of 12 syllable (dodecasyllabic)
and slowly sung to the accompaniment of a
guitar or banduria
 Ex: Florante at Laura
7. CORRIDOS
 Have measures of 8 syllables (octosyllabic)
and recited to a martial beat
 Ex: Ibong Adarna
c) DRAMATIC
1. COMEDY
 Comes from Greek “comos’
 Light and written with the purpose of
amusing
2. MELODRAMA
 Used in musical plays with the opera
 Arouses intense emotion and is usually sad
but with happy ending for principal character
3. TRAGEDY
 Involves hero struggling mightily against
dynamic forces
4. FARCE
 Seeks to arouse mirth by laughable lines
 Too ridiculous to be true
 Characters seem to be caricatures and the
motives undignified and absurd
5. SOCIAL POEMS
 Either purely comic or tragic and pictures the
life of today
 Aims to bring about changes in social
conditions
“LITERATURE IS ONE OF THE MOST INTERESTING
AND SIGNIFICANT EXPRESSIONS OF HUMANITY.” –
P.T. BARNUM
PPT2: LITERARY THEORIES (APPROACHES TO
LITERATURE)
1. FORMALISTIC OR LITERARY APPROACH
 Close to the art for art’s sake dictum
 Study of the selection is more or less based on
the so-called literary elements which more or
less boil down to the literal level, the affective
values, the ideational values and the total
effect and communication
 Also called pure or literary
 Selection is read and viewed intrinsically, or
for itself, independent of author, age, or any
other extrinsic factor
 Approach could include the study of the
selection against any literary concept or term
like “satire”, “comedy”, etc. or against any
literary tradition or movement like the folk
tradition, classical, romantic or realistic
tradition, etc.
 Regards literature as a unique form of human
knowledge that needs to be examined on its
own terms
 All the elements necessary for understanding
the work is within the work itself.
 considers elements of form – style, structure,
tone, imagery, etc – that are found within the
text
EXAMPLES:
• The portrait in the play is evidently a symbol. What
does it mean? From what classical work is the
portrait derived?
• For Paula and /or Candida, where does
the crisis occur?
• What purpose/s does the “play within a
play” technique serve?
• Why is the play called an elegy?
• What is the theme/s of the play?
• Discuss the evocative power of the language in
Bitoy Camacho’s “salute” to Intramuros and to Don
Lorenzo’s house in the first scene.
2. MORAL OR HUMANISTIC APPROACH
 Nature of man is central to literature.
 The reader or teacher or critic more
or less “requires” the piece to present man as
essentially rational; that is, endowed with
intellect and free will; or that the piece does
not misinterpret the true nature of man.
 At present, the true nature of man is hotly
contested, this makes literature all the more
challenging
 Whatever the case, the approach is close to
the “morality” of literature, to question of
ethical goodness or badness.
EXAMPLE:
• What does Lorenzo consider important in a man’s
life?
• Do you agree with the concept of womanhood that
Paula and Candida uphold?
• What value does the past hold for every man or
every generation? What duties does a man have for
his past, if any?
3. HISTORICAL APPROACH
 The very popular historical approach, based
on Taine’s “moment-milieu- race” sees
literature as both a reflection and a product of
the times and circumstances in which it was
written.
 Man as a member of a particular society or
nation at a particular, is central to the
approach and whenever the teacher gives
historical or biographical backgrounds in
introducing a selection, or arranges a
literature course in chronological order, he is
hewing close to this approach.
 Often suitable to high school classes, to
survey courses for “average” classes, and for
pieces tackled or “discovered” for the first
time.
 It operates on the premise that the history of
the nation has telling effects on its literature
and that a piece can better be understood and
appreciated if one knows the times
surrounding its creation.
EXAMPLE:
 Discuss Joaquin’s portrayal of Spanish past in
the play.
 How well does he draw this era in Philippine
history?
 Enumerate some manners and morals of the
past that are shown in the play.
4. SOCIOLOGICAL APPROACH
 Considered as an extension of the historical
approach, sometimes looms so large that it is
sometimes equated for the latter or taken by
itself.
 Considers literature as principally the
expression of man within a given social
situation
 Examines literature in the cultural, economic,
and political context in which it is written or
received, exploring the relationships between
the artists and society
 Examines artist’s society to better understand
the works or the representation of such
societal elements within the literature itself.
EXAMPLE:
• What part does the almighty dollar play in “The
Portrait..”?
• Comment on the persuasive powers of the
American dollar.
• Discuss the relevance of old-fashioned theme like
“past versus present.”
5. CULTURAL APPROACH
 Considers literature as one of the principal
manifestation and vehicles of a nation’s or a
race’s culture and tradition
 Includes the entire complex of what goes
under “culture” – the technological, the
artistic, the sociological, and the ideological
aspects; and considers the literary milieu in
which it was born.
 Stresses social relevance, social commitment,
and contemporaneity, and it deems
communication with the reader important.
 Wanting to disseminate a message, especially
when it tends subtly or deliberately toward
propaganda (another controversial matter in
literature), the selection has to be
understood.
 Socially- committed literature almost
deliberately invites questions using the
approach.
 One of the richest ways to arrive at the
culture of a people
 Goes by the dictum “culture teaching through
literature”
EXAMPLE:
• What culture do Candida and Paula represent?
• What are some of the characteristics of this culture
as reflected in their way of life?
6. PSYCHOLOGICAL APPROACH
 Set in dizzying motion, principally by Freud,
perhaps beyond his wildest expectation, it
considers literature as the expression of
personality of “inner drives” of neurosis
 Includes the psychology of the author, of the
characters and even the “psychology of
creation.”
 Has resulted in an almost exhausting
exhaustive.
 “psychological analysis” of characters, of
symbols and images, of recurrent themes, etc.
 Influenced by Sigmund Freud and Carl Jung
 Involves how understanding of language and
symbols operate by demonstrating ability to
reflect unconscious fears and desires
EXAMPLE:
• Discuss Candida and Paula as repressed or fulfilled
women.
• Discuss whether Don Lorenzo is a man with
obligations to the past or a man who cannot cope
with the present.
• What may be some reasons why Joaquin seems to
have chosen to be spokesman of our Spanish past?
7. IMPRESSIONISTIC APPROACH
• Very personal, very relative, sometimes very
fruitful, simply the lazy man’s way out
• Unconditioned by explanations and often taking the
impact of the piece as a whole
• See how the piece has communicated
• Standard questions are the “reaction- response”
papers so much in vogue now.
• Gives reaction or response to anything that may
have impressed them for one reason or another
8. READER-RESPONSE
 considers readers' reactions to literature as
vital to interpreting the meaning of the text.
 can take a number of different approaches
 can use a psychoanalytic lens, a feminist lens,
or even a structuralist lens
EXAMPLE:
 How does the interaction of text and reader
create meaning?
 What does a phrase-by-phrase analysis of a
short literary text, or a key portion of a longer
text, tell us about the reading experience
prestructured by (built into) that text?
 Do the sounds/shapes of the words as they
appear on the page or how they are spoken
by the reader enhance or change the meaning
of the word/work?
9. GENDER STUDIES APPROACH
 explore issues of sexuality, power, and
marginalized populations (woman as other)
in literature and culture.
 Offshoot of feminist movements
 Analyzes how sexual identity influences the
reader of the text
EXAMPLE:
 What elements of the text can be perceived as
being masculine (active, powerful) and
feminine (passive, marginalized) and how do
the characters support these traditional
roles?
 What sort of support (if any) is given to
elements or characters who question the
masculine/feminine binary? What happens to
those elements/characters?
10. DECONSTRUCTION
 “impossibility of making the actual expression
coincide with what is being expressed, of
making the actual signs coincide with what is
being signified” – Paul de Man
11. MYTHOLOGICAL
 Explores the artist’s common humanity by
tracing how the individual imagination uses
myths and symbols common to different
cultures and epochs
 Key concept is the archetype: a symbol,
character, situation, or image that evokes a
deep universal response
AIR CASTLE by Juan Salazar
The title “Air Castle” symbolizes that dreams can be
in the Air so wide and limitless and a Castle because
dreams are beautiful in each dreamers’ heart. The
author gives a message that we should keep on
dreaming. Our dreams are good source of strength to
do better in life. They are limitless and wide, dreams
are not just for kids, and they are for all of us. Dream
like you have never made one before, dream like a kid
who does not know limits because dreams can be
placed in an Air Castle.
JUAN F. SALAZAR
• Juan F. Salazar's biography was the history of
the beginning of Filipino-English literature, of
the growth of English as the vehicle and its
triumph over the criterion that English is too
exotic to reflect the native mood, the
mannerism, the idiosyncracies of the Filipino
mind.
• Salazar was born in 1889 in San Roque,
Cavite.
• He left Manila High-School for newspaper
work.
• In 1913, he joined The Philippine Republic, a
Filipino weekly in Hong-Kong.
• The following year, he returned to the
country as a reporter for La Democracia and
El Renacimiento Filipino.
• He then left for America in 1915 as a mess
boy on the transport Thomas- the same
transport that brought the first American
school teachers to the Philippines.
• Among his works are, “My Mother” and “Air
Castles” published in 1909.
• He worked in the salmon canneries in Alaska
and later joined The Sacramento Union in
California where he rose from reporter to
copyreader to feature writer.
• In 1919, he succumbed to pneumonia.
[References: Philippine Literature during the
American Period by Dr. Lilia Quindoza-
Santiago.
I
My life's tomorrow beckons me
From distant mountains, high and low;
My future seems a boundless sea,
Where moving passions come and go.
II
Deep in my heart ambitions dwells;
He cheers me up the highland,
And guides me through the hills and dells
Wherein I pass the busy day.
III
I cannot write with Shakespeare's pen,
But I can love with Shakespeare's heart;
I love his skill his craft of men,
His mastery of poet's art.
IV
I do not care for fame, has he,
Enthroned, was like unto a god:
The depths he reached are dark to me.
But I will grope the ways he tried.
V It recalls the sorrows of the world.
I wear achievement’s coronet,
For best are they who see things done!
And all my cares I soon forget
When I have wrought my work alone.
VI
If I be met by adverse fate,
And all my dreams be but in vain;
Then, must I work the harder yet
With high resolve to try again.
1st stanza:
• Life’s tomorrow – future
• Boundless – no limit
• It beckons you – call, invite
2nd stanza
• “he cheers me up”
• Tone: Happy – feels the joy because of the
dream
• Optimism – positivity
3rd stanza
• Model – Shakespeare
4th Stanza
• Trod - walking the path
5th stanza
• Coronet – crown
• Blest – blessing
6th stanza
• If there are challenges, fight. Try and try.
THE SEA By Natividad Marquez
 Also known as Naty
 Filipino writer, poet, educator, and lay
missionary.
 born in February 1901 in Tayabas City,
Quezon
 daughter of Gregorio Lopez Marquez and
Maria Nicomedes Jurado
 died in 1956 at the age of 55
 known for her poems, the most popular of
which include The Little Sampaguita and The
Sea.
Why does the sea laugh, Mother,
As it glints beneath the sun?
It is thinking of the joys, my child,
That it wishes everyone.
Why does the sea sob so, Mother,
As it breaks on the rocky shore?
And weeps forevermore.
Why is the sea so peaceful, Mother,
As if it were fast asleep?
It would give our tired hearts, dearest child,
The comfort of the deep
THE PRAYER OF A STUDENT by Trinidad Tarrosa –
Subido
 born in Socorro, Oriental Mindoro
 graduated from Manila East High School, and
in 1929
 took the civil service examination in order to
work in the Bureau of Education, and passed
it with a grade of 97 percent, the highest then
on record
 enrolled as a working student at the
University of the Philippines at Padre Faura
(commonly known as UP Manila) in 1932 and
met her husband Abelardo Subido
 became a member of the UP Writers Club and
contributed her sonnets.
 got married in 1936 and graduated magna
cum laude the following year.
 began to work at the Institute of National
Language
 published Tagalog Phonetics and
Orthography, which she co-authored with
Virginia Gamboa-Mendoza in 1940
 published poems titled Three Voices with her
husband and with an introduction by
Salvador P. Lopez in 1945,
 After the war, the Subidos put up a daily
newspaper, The Manila Post, which closed in
1947 and made her a freelance writer
 became editor of Kislap-Graphic and
Philippine Home Economics Journal.
 retired in 1971

 was invited by the Women in Media Now to

write the introduction to Filipina I, the first
anthology consisting of works made
exclusively by Filipino women in 1984
 honored in 1991 by the Unyon ng Mga
Manunulat sa Pilipinas (UMPIL).
 died in 1994
 family published a manuscript Tarrosa-
Subido had been working on at the time of
her death. Titled Private Edition: Sonnets and
Other Poems (Milestone Publication) in 2002
 the retrospective volume contains 89 poems,
a few of them revised and retitled versions of
the originals LITERATURE AND SOCIETY by Salvador P. Lopez
 one of them is "To My Native Land"
"Literature and Society" won in the Commonwealth
Literary Awards in 1940.

VOCABULARY
 Decadent - corrupt
 Aesthete - appreciator
 Heedless - reckless
 Indifferentism - unconcern
 Misanthropy – doubt

ARGUMENTS
1. A word has a soul as well as body.
2. The growth of a writer: “He is no longer a florist,
scissors in hand gathering lovely blossoms; he has
become tiller of the soil, spade in hand, digging into
roots of things and planting seeds.”
3. There are two roads for heedless young writers.
4. Greatest writers are those whose feet were planted
solidly on the earth regardless of how high up in the
clouds their heads might have been.
ENDING CHALLENGE
" The challenge we ask the intelligent writer to meet
is not challenge to beat the drum and to blow the the
trumpet of progress. We are only reminding him that
of all the ends to which he may dedicate his talents,
none is more worthy than the improvement of the
condition of man and the defense of his freedom"

I. Answer the following questions.

1. Who is the person used by Lopez to represent the
development of an amateur writer? THEODORE
KALAW
2. When did the Literature and Society get the literary
award? 1940
3. What kind of essay is Literature and Society?
ARGUMENTATIVE ESSAY
4. What award did it receive? COMMONWEALTH
LITERARY AWARD
5. What are the two roads for heedless writers?
INDIFFERENTISM AND MISANTHROPY
II. Fill in the blanks with words or names that will
complete the statement.
6. AESTHETE is a person who have a special
appreciation of art and beauty.
7. Only greatness of heart and mind and soul can
produce great ART.
8. SHAKESPEARE is the perfect example of pure
artist.
9. He was a humanist, not a CLOSET humanist.
10. The writer becomes a MISANTHROPE because of
the great pain that he experiences.
ZITA
CHARACTERS
1. ZITA – She is a student of Mr. Reteche who
has the same name of the person he used to
loved. This girl fell in love with him, Mr
Reteche, who became her tutor afterwards.
2. MR. RETECHE – A fine young man who
came from Pauambang and went to Anayat to
be a teacher there. Zita describes him at first
as, “He strode into the room, very tall and
serious and polite, stood in front of us and
looked at us all over and yet did not seem to
see us.”
3. DON ELIODORO – father of Zita; owned
almost all the coconuts; probably the
wealthiest man in the Land of Anayat.
4. TURONG – Owner of the house where Mr.
Reteche stays in Anayat. And the one who
delivers letters to Mr. Reteche.
5. Minor Characters – Municipal President,
parish priest, the herb doctor, the village
character, and other students.
SETTING
 Pauambang – This is the place where
Mr. Reteche came from before being
brought by Turong to Anayat.
 Land of Anayat – This is a place
surrounded by the sea and the general
setting of where the whole story
happened.
 Don Eliodoro’s House – Mr. Reteche
was supposed to stay here at first part
of the story but he refused to do so.
The story described it as follows,…
“big stone building with its Spanish
azotea, its arched doorways, its flagged
courtyard.”
 Turong’s House – This is a shaky hut
near the sea where Mr. Reteche
decided to stay in.
 The Church and the
schoolhouse/classroom.
THEME
1. Past is a nice play to visit but not a nice
place to stay.
2. Young love is also love. May it be
reciprocated or unrequited, you are still a
person who loved another person.
3. Memories were part of our mind, hard to
forget and hard to let go.
 Zita talks about the theme
“UNREQUITED LOVE” and “PAST”.
POINT OF VIEW
 The story is in the third-person point
of view limited because the story
comes from a single perspective,
mostly from Zita’s perspective, and
other character’s feelings were not
profoundly expounded.
PLOT
EXPOSITION
  Turong brought a lonely exile from
Pauambang to Anayat named Mr.
Reteche. He was offered a place at Don
Eliodoro’s house so that he’ll be near
to the school but he decided to stay in
Turong’s house which is much closer
to the sea rather than the school. He is
soon to be a teacher in that place.
RISING ACTION
 One night, Don Eliodoro had this
conversation with her daughter, Zita,
regarding the first day of teaching Mr.
Reteche. His daughter said that after
getting the names and started reading
it one by one, but when it reached out
FALLING ACTION
to her name, there was this
unbelievable expression on his face
and he certainly pronounced the name
Zita for three times. He also said to her
that she could make up another name
like Pacita or Luisa. Zita thinks that
she angered her teacher. Don Eliodoro
only tells her that maybe because he is
just gentlemen from a city, and he was
thinking of a private lesson for her
daughter so that she can please him
about it.
CLIMAX
 As Zita strived hard to please her
RESOLUTION
teacher and study with him, she found
herself falling for him. Don Eliodoro
asked Mr. Reteche to teach Zita an
etiquette lesson on being a lady
because he loves her daughter very
much and they will soon go to city, and
he wants her daughter to be a fine
woman. Each day that tey were
together, Zita’s feelings grew more.
One day he told Zita to dress
accordingly as he teaches her a
Spanish dance. He seemed so serious
and intent she should learn quickly but
he did not deceive her. Zita felt how
his heart was beating when it
happened to lean close to her. Mr.
Reteche doesn’t show any affection
towards her. Their dance was paused
by Turong, who handed him a blue
envelope. Surprisingly, he tore the
unopened envelope as he thought he
had forgotten everything that changed
the whole evening. Zita asked him why
he tears in when he will only pick
them up and put it together. Mr.
Reteche replied that someday she will
understand.
 One day Turong brought a stranger, an
old friend of Mr. Reteche from where
he came. The two talked inside the
classroom, behind a thick door. Zita
made it a point to listen to their
conversation. She knew what was
coming now, knew it before the
stranger asked the question. He was
leaving and he didn’t finish listening to
the answer, she just went away
because she already knew what will
happen in the next days.
 On the day he would depart, she tried
to be in her very best. She was well
dressed and made up as she waited
patiently for him to bid a goodbye. But
the door soon opened, having Turong
in it with a letter in his hand. She
opened the window and sees Mr.
Reteche’s silhouette disappearing. Her
hands worked convulsively; there was
a sound of tearing paper, once, twice.
She became suddenly aware of what
she had done when she looked at the
pieces, wet and brightly stained with
uneven streaks of red. Slowly,
painfully, she tried to put the pieces
together and as she did, so a sob
escaped deep from her breast–a great
understanding had come to her.