Module in MC LIT 4

AFRO-ASIAN
s
LITERATURE

DR. ARLENE BARREDO-CARMEN

arlenecarmen.debesmscat@gmail.com
09286742941

DR. EMILIO B. ESPINOSA SR. MEMORIAL STATE COLLEGE

OF AGRCIULTURE AND TECHNOLOGY
(DEBESMSCAT)
www.debesmscat.edu.ph

Copyright © 2020 by Arlene Barredo-Carmen

All rights reserved. Except as permitted by the Philippine Copyright Laws, no part of
this module may be reproduced, distributed, or transmitted in any form or by any
means, or stored in a database or retrieval system without the prior written
permission of the author and the institution except in the case of brief quotations
embodied for critical articles and reviews.

DISCLAIMER: All literary works that appear on this module are copyrighted by
their respective owners. We claim no credit for them unless otherwise noted. If you
own the rights to any of the works and do not wish them to appear on the book,
please contact us and they will be promptly removed.

PREFACE

This module in Afro-Asian Literature is designed to

provide students an exploration of the subject in
order to stimulate their interest and enthusiastic
awareness in Afro-Asian Literature.

This module reintroduces students to the different

characteristics of Afro-Asian Literature. It also
recognizes Africa, Asia and other Asian Countries as
a unique continent of the world through reading
renowned literary masterpieces.

The author hopes that this module will equip

students with necessary knowledge for the literary
advancement.
 Week 2-3
MODULE 1: AFRO-ASIAN LITERATURE

Dr. Arlene Barredo-Carmen

Associate Professor V
Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology
(DEBESMSCAT)
COLLEGE OF EDUCATION

I. Module Overview

This module in Afro-Asian Literature is designed to provide students an

exploration of the subject in order to stimulate their interest and enthusiastic awareness
in Afro-Asian Literature.

This module reintroduces students to the different characteristics of Afro-Asian

Literature. It also recognizes Africa, Asia and other Asian Countries as a unique
continent of the world through reading renowned literary masterpieces. Specifically,
this module will lead students to resurvey the outstanding characteristics of Afro-Asian
Literature; Develop enthusiasm for reading Afro-Asian literary pieces; and identify
different forms of Afro-Asian Prose and Poetry.

II. Desired Learning Outcomes

At the end of this module, students should be able to:
1. Define African Literature;
2. Identify African writers and poets and their prolific works

III. Take off/Motivation

Complete the letters below with adjectives that relate or describe positive
things associated with reading literary works. Start with the given letter.

L-________________________________
I-_________________________________
T-________________________________
E-________________________________
R-________________________________
A-________________________________
T-________________________________
U-________________________________
R-__________________________________
E-__________________________________

IV. Content Focus

 When you google the term ‘Literature’, variety of definitions will appear. Some of
these are:

 Literature are written works, especially those considered superior or lasting

artistic merit. Ex: “A great work of literature”
 Literature are books and writings published on a particular subject. Ex: “the
literature on environmental epidemiology”
 Literature are leaflets and other printed matter used to advertise products or give
advice.
(Source: google.com)

For a more extensive definition, dictionary.com provides “Literature as forms of

writings in which expression and form, in connection with ideas of permanent and universal
interest, are characteristic or essential features, as poetry, novels, history, biography, and
essays.”

AFRO-ASIAN LITERATURE are forms of literature from different countries such as

Africa, Israel, Egypt, Saudi Arabia, India, China, Japan, North Korea, South Korea,
Vietnam Indonesia, Malaysia, Thailand, and of course, Philippines.

AFRO-ASIAN LITERATURE is a term for writing, written by people from mixed

African-Arab ethnicity or African-Asian ethnicity.

Why do we have to consider the culture of the people when studying literature?

In modern times, part of world literature, Afro-Asian literature is a separate

segment of writing of experiences in Africa and Asia for further cultural understanding
of the world.

Essentially, Afro-Asian Literature MIRRORS NOT ONLY THE CUSTOMS AND

TRADITIONS of African and Asian countries but also their PHILOSOPHY OF LIFE
which on the whole are deeply and predominantly contemplative and hauntingly
sweet.

Moreover, Afro-Asian Literature is the REFLECTION OF THE STORM AND

THE STRESS OF DEVELOPING NATIONS seeking a place under the sun which every
student must understand so he may know how this literature AFFECTS THE HISTORY
AND CULTURE of a nation.

BACKGROUND OF AFRO-ASIAN LITERATURE

The background of Afro-Asian Literature dates to the very beginnings of when

the first mixed race individual began writing.

An exact date is harder to come by given the wide topic this question is trying to
answer. Like most literature, we can be assured that earlier written documents were
products of stories transmitted through word of mouth.
THE BEGINNINGS OF ASIAN AND AFRICAN LITERATURE

Literature may have its roots from the pre-historic period. The hieroglyphs of
Egypt, found around 3200 BC to about 400 AD for example, is a system of writing
which used symbols, have been used to record some things about what had transpired
in history. However, these are not considered literature.

Considered to be the earliest records of literature is the EGYPTIAN BOOK OF

THE DEAD, written down in a papyrus in 250 BC.

Many of the literary works are handed down by oral tradition. In Africa, the lack
of literacy did not make it possible to write literature down. Histories, myths, legends,
including stories, dramas, riddles, songs, proverbs, and other literary works were
handed by mouth from generation to generation to entertain, educate and remind the
people about their past, heroic deeds of their people, ancestry, and culture.

IMPORTANCE OF AFRO-ASIAN LITERATURE

The importance comes from the fact that Afro-Asian Literature is a sign of new
and modern times. These times include literature from all kinds of people, from all
places on Earth. These days, we are able to enjoy literature from all over the world.
Thanks to the internet and translation services.

The other importance is that this writing is able to teach people and allow them
to learn about different experiences and cultures from all over the world.

Instead of watching documentaries and reading articles, people now are easily
able to read first-hand accounts about the things that happen in these countries, and
what interesting historical accounts have been made in the past.

HISTORY OF AFRO-ASIAN LITERATURE

 Includes GENRES (playwriting, poems, prose)

 Traditional Ballads or Poems outlining Afro-Asian history are part of the
culture’s ORAL HISTORY
 These poems or songs were passed down from generation to generation
 Told of the unique struggles and success of Afro-Asian people

In most cultures, oral histories marked the beginnings of teaching history. Later, when
more people were able to read and write, history became recorded in prose, plays, and
textbooks.

GENRES

Poetry/Songs- about the history and culture of the Afro-Asian people were written and
performed and then passed down.

Today, Afro-Asians still express their creativity and honor their culture by
crafting beautiful poems such as HAIKUS, BALLADS, or SONNETS.

Freeform poems with specific structures or meters are also prevalent- these have
a spirited, stream of consciousness feeling.

Plays
 Playwrights use dialogues and monologues to reinforce ideas, emotions, and
themes. Many playwrights celebrate their own culture and ancestry by setting plays in
the past and referencing historical events in their storylines.

Plays, when performed, feature backdrops, costumes, and jargon that reflect the
culture and unique spirit of Afro-Asian people.

Prose

Prose has no particular meter. It flows naturally and it is not poetry. Prose can be
found in essays, in novels, and in letters to other people. In many ways, prose is the
purest expression of human thought- in literature, prose is used to expose truth, to
describe objects, places, and people, and to draw a reader deeper into a story.

V. Take Action
Make one or two paragraphs describing the how essential culture is in
studying literature.

VI. Self –Check

1. Literature is defined as_______________________________________________

_____________________________________________________________________
____________________________________________________________________
2. African literature is__________________________________________________
_____________________________________________________________________
3. Afro-Asian literature mirrors__________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. The background of Afro-Asian literature dates______________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Considered to be the earliest records of literature
_____________________________________________________________________

6-7. Give one importance of Afro-Asian

literature_____________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

8-10. Describe the genres in Afro-Asian Literature________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

VII. Self -Reflect

 Expound your answer based on this description that “Afro-Asian Literature
is the REFLECTION OF THE STORM AND THE STRESS OF DEVELOPING
NATIONS.”
Rubric for Essay

Level Description Points

Excellent Well-written and clear; Demonstrates a 9-10
thorough understanding of the topic
Good Writes fairly and clearly; good grammar 7-8
mechanics
Fair Few supporting details; good grammar 5-6
mechanics
Poor Somewhat unclear or confusing; poor 3-4
grammar mechanics
Very Poor Does not address topic; very poor 1-2
grammar mechanics

MODULE 1: AFRICAN LITERATURE

AFRICAN LITERATURE- the body of traditional oral and written literatures in Afro-
Asiatic and African languages together with works written by Africans in European
languages. TRADITIONAL WRITTEN literature, which is limited to a smaller
geographic area than is ORAL LITERATURE, is most characteristic of those sub-
Saharan cultures that have participated in the cultures of the Mediterranean. In
particular, there are written literatures in both Hausa and Arabic, created by scholars of
what is now northern Nigeria, and the Somali people have produced a traditional
written literature.

ORAL TRADITIONS

1. The Storytelling-a sensory union of image and idea, a process of re-creating the
past in terms of the present.

The storyteller speaks, time collapses, and the members of the audience are in the
presence of history.

The storyteller’s art: to mask the past, making it mysterious, seemingly

inaccessible.

2. The Riddle-two unlike, and sometimes unlikely, things are compared. The
obvious thing that happens during this comparison is that a problem is set, then
solved.
3. The Lyric- interact in dynamic fashion, establishing metaphorical relationships
within the poem, and so it is that riddling is the motor of the lyric. As in riddles,
so also in lyric: metaphor frequently involves and invokes paradox.

People were those who

Broke for me the string.
Therefore,
The place became like this to me,
 On account of it,
Because the string was that which broke for me.
Therefore,
The place does not feel to me,
On account of it.
For,
The place feels as if it stood open before me,
Because the string has broken for me.
Therefore,
The place does not feel pleasant to me,
On account of it.

(a San poem, from W.H.I. Bleek and L.C. Lloyd, Specimens of Bushman Folklore
[1911])

4. The Proverb-initially to be a hackneyed expression, a trite leftover repeated until

it loses all force. But proverb is also performance, it is also metaphor, and it is in
its performance and metaphorical aspects that it achieves its power.

Work the clay while it is fresh.

Wisdom killed the wise man.

5. The Tale-the riddle, lyric, and proverb are the materials that are at the dynamic
center of the tale. The riddle contains within it the possibilities of metaphor; and
the proverb elaborates the metaphorical possibilities when the images of the tale
are made lyrical- that is, when they are rhythmically organized.
The patterning of imagery is the main instrument that shapes a tale. In the
simplest of tales, a model is established, and then it is repeated in an almost
identical way. In a Xhosa story an ogre chases a woman and her two children.
With each part of the story, as the ogre moves closer and as the woman and her
children are more intensely imperiled, a song organizes the emotion of
helplessness, of menace, and of terror, even as it moves the sotry on its linear
path:

Qwebethe, Qwebethe, what do you want?

I’m leaving my food behind on the prairie,
I’m leaving it behind,
I’m leaving it behind

HEROIC POETRY

It is in heroic poetry or panegyric that lyric and image come into their most
obvious union. As in the tale and as in the lyric, riddle, and proverb, the essence of
panegyric is metaphor, although the metaphorical connections are sometimes
somewhat obscure.

The Epic- can be found the merging of various frequently unrelated tales, the
metaphorical apparatus, the controlling mechanism found in the riddle and lyric,
the proverb and heroic poetry to form a larger narrative.
All of this centers on the character of the hero and a gradual revelation of his in
frailty, uncertainties, and torments; he often dies or is deeply troubled, in the
 process of bringing the culture into a new dispensation often prefigured in his
resurrection or his coming into knowledge.

Literatures in African Languages

 Ethiopian – composed in several languages (Ge’ez, Amharic, Tigrinya, Tigre’,

Oromo, and Harari)
 Hausa
 Shona
 Somali
 Southern Sotho
 Swahili
 Xhosa
 Yoruba
 Zulu

Literatures in European and European-derived Languages

 Afrikaans
 English
 French
 Portuguese

QUALITIES OF A LITERARY MASTERPIECE

Achieving the greatness of this highest degree of recognition is not easy but
achievable. With the aid of the following qualities, a literary piece may be recognized as
a LITERARY MASTERPIECE. Let us understand these qualities deeply.

ARTISTRY

This pertains to human’s sense of beauty.

One can be said to be ARTISTIC when he/she knows how to appreciate

something that is beautiful.

INTELLECTUAL VALUE

A literary work stimulates thoughts and emotions. Moreover, it gives us variety

of fundamental truths about life and human nature that humans apply into their
individual lives.

SUGGESTIVENESS

Associated with the emotional aspect of literature, this quality helps us in stirring
our imagination to jump from what is ordinary to peculiar life experiences.

SPIRITUAL VALUE

Literature is powerful that may uplift our spirits so high. This could be possible
through the moral values embedded in each literary piece that long to be put into
practice, reaffirming us of our connection with our God Almighty.

PERMANENCE

This quality reminds the ability of any literary piece to stand the test of time and
that, when read and reread, fresh enjoyment is still experienced by the readers.
UNIVERSALITY

This enlightens us that a literature may create impact to all, anytime, anywhere
as it deals with the heart and mind of the people, the truths and the universal situations
of all living and non-living things.

STYLE

This is all about the uniqueness of each poet conveyed in their literary pieces.
Great works are reminisced through the lasting and distinctive styles of the creator.
 Week 3-4
MODULE II: EGYPTIAN LITERATURE

Dr. Arlene Barredo-Carmen

Associate Professor V
Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology
(DEBESMSCAT)
COLLEGE OF EDUCATION

I. Module Overview

This part in this Afro-Asian Literature module is designed to provide students a

characterization of the Egyptian literature; its historical background; and identification
of different forms. Furthermore, this segment of this module reintroduces students to
selected renowned Egyptian literary masterpieces and find pleasure in reading these
masterpieces.

II. Desired Learning Outcomes

At the end of this module, students should be able to:
1. Characterize Egyptian literature;
2. Decsribe its historical background;
3. Identify Egyptian writers and their literary pieces

III. Take off/Motivation

Recall some Egyptian literature that you have been acquainted to since
elementary years up to now. How are you going to describe them? Were they
enjoyable for you? Did you understand the essence of those literary pieces?

IV. Content Focus

LITERATURE OF EGYPT

Egypt is one of the oldest civilizations and naturally, losing some of its essential
literature is foreseen. However, the earliest book of Egyptian Folktales dating from
1300 B.C. was salvaged and thus, able to inform the entire humanity of the kind of
literature Egypt owmns. Examples of these literary pieces deal about royal romances,
ghost stories, fables and ancient version of the story of Cinderella.

Egyptians can be recalled to be the first masters of the short story. Their love for
poetry us incontestable. Their literature also showcase attachment between brothers
and sisters in the upper class that ends in marriage. However, for them, religious
writings were most essential. They were the first poets to be unlock belief in
immortality as evident in their works.
 Get ready for these literary pieces from Egypt.

1) The Two Brothers by GUY DE MAUPASSANT

2) The Voter by CHINUA ACHEBE
V. Take Action
Identify exact lines or sentences that show the characteristics of an Egyptian
Literature. (Minimum of 2)

VI. Self –Check

The Two Brothers by GUY DE MAUPASSANT

1. Identify the kind of religious beliefs the selection contain.

 2. Describe the concept of revenge in the story.
3. In what way the woman with no faith brought misfortune to the husband?
4. Was there repayment for misdeeds for the woman?
5. Describe that repayment.

The Voter by CHINUA ACHEBE

1. What was the purpose of Achebe in writing the story?
2. Was there any political tone in the story? Yes/No, please expound your answer.
3. How is Roof differed from Marcus?
4. How will you describe the elders in the story using a metaphor?
5. Can you consider this selection to be similarly significant in other parts of the
world? How?

VII. Self -Reflect

Choose one or two instances from the mentioned selections and identify them
if they are evident or happening at the present time. If so happening now,
give your suggestions to assert the situation. You can give suggestions.
 Week 5-6
MODULE III: ARABIAN LITERATURE

Dr. Arlene Barredo-Carmen

Associate Professor V
Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology
(DEBESMSCAT)
COLLEGE OF EDUCATION

I. Module Overview

This part in this Afro-Asian Literature module is designed to provide students a

characterization of the Arabian literature; its historical background; and identification of
different forms. Furthermore, this segment of this module reintroduces students to
selected renowned Arabian literary masterpieces and find pleasure in reading these
masterpieces.

II. Desired Learning Outcomes

At the end of this module, students should be able to:
1. Characterize Arabian literature;
2. Describe its historical background;
3. Identify an Arabian writer and his/her literary piece

1. Take off/Motivation

When mentioning about Arabia, what comes into your mind? Describe it
using a simile or a metaphor to come up with a tangible depiction of the
place.

IV. Content Focus

LITERATURE OF ARABIA
Arabia is the homeland of Islam. It is populated by nomads of the Semitic race.
There were no shaking events which happened in Arabia. Their literature remained
unknown to the outside world.
The Arab world, having contact with Greek, Jewish and Hindu civilizations,
flowered magnificently in science, art, and literature.
Arabian literature is far ore realistic in character than Persian literature. The
Arabs told stories and recited verses in the evening around campfires in the desert.
They are fond of writing about their horses, camels, aside from being observers of
nature. They have produced one of the most famous collections of tales in the world,
A Thousand and One Nights, or more popularly known as the The Arabian Nights.

Literary Piece: THE ARABIAN NIGHTS

V. Take Action

In one or two paragraphs, summarize the characteristics of an Arabian

Literature and compare it with our very own Philippine Literature.

VI. Self –Check

THE ARABIAN NIGHTS

1. Describe the kind of journey portrayed in the story.
2. How significant NATURE is in the story?
3. Explain the proverbs used in the story. You can make use of example.
4. Was there any connection with the proverbs to the Islamic teachings? In what
way?
5. If you were the author, why do you need to refer ISLAND in different
instances?
VII. Self -Reflect

Expound your answer based on this statement the ‘JOURNEY OF MAN

CONTRIBUTES TO THE TOTALITY OF HIS BEING.’

Week 7-8
MODULE IV: CHINESE LITERATURE

Dr. Arlene Barredo-Carmen

 Associate Professor V
Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology
(DEBESMSCAT)
COLLEGE OF EDUCATION

I. Module Overview

This part in this Afro-Asian Literature module is designed to provide students a

characterization of the Chinese literature; its historical background; and identification of
different forms. Furthermore, this segment of this module reintroduces students to
selected renowned Chinese literary masterpiece and find pleasure in reading this
masterpiece.

II. Desired Learning Outcomes

At the end of this module, students should be able to:
1. Characterize Chinese literature;
2. Describe its historical background;
3. Identify a Chinese writer and his/her literary piece

2. Take off/Motivation

What is the national tourist attraction you can recall when mentioning about
China?

IV. Content Focus

LITERATURE OF CHINA
Chinese literatureis extensive because it includes every form of writing. It
contains books of history, political and philosophical disquisitions, tales of marvels
and plays, including beautifiul examples of letter writing. The teachings of Confucius
or Kung-fu-tze which were collected in his Analects were disseminated in the West.
His maxims, The Analects, are masterpieces of serenity and insights. Confucius was
the most prolific and persuasive thinker of his time. His influence never
disappeared.
Poetry became China’s major literary achievement. The Chinese poets celebrated
the delights of nature and pleasures. They were reflective writers, and their ironic
comments on government and war penetrate deeply.

Literary Piece: ANALECTS BY CONFUCIUS

 V. Take Action

One of the qualities of the Chinese literature is the delights of nature and
pleasures. Assess Confucius’ The Analects on this aspect. Were nature and pleasures
given emphasis in this literary piece? In what way? Describe it in one or two
paragraphs.

VI. Self –Check

ANALECTS
1. How are the stages of life being described by Confucius?
2. How does study relate with thought?
3. In what way a good daughter/son serve her/his parents?
4. What impacts the people to develop loyalty toward their leader?
5. What traits do good followers admire in a leader?

VII. Self -Reflect

Expound your answer based on this statement the ‘A GOOD LEADER IS A

GOOD FOLLOWER.’
 Week 9-10
MODULE V: AFRICAN LITERATURE

Dr. Arlene Barredo-Carmen

Associate Professor V
Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology
(DEBESMSCAT)
COLLEGE OF EDUCATION

I. Module Overview

This part in this Afro-Asian Literature module is designed to provide students a

characterization of the African literature; its historical background; and identification of
different forms. Furthermore, this segment of this module reintroduces students to
selected renowned African literary masterpieces and find pleasure in reading these
masterpieces.

II. Desired Learning Outcomes

At the end of this module, students should be able to:
1. Characterize African literature;
2. Describe its historical background;
3. Identify African writers and their literary pieces

III. Take off/Motivation

Africa is a vast continent. But what comes into your mind the moment you
hear or see the word Africa? Describe it in through a song.

IV. Content Focus

LITERATURE OF AFRICA
African literature is as varied as the continent it represents. This includes South
Africa, Zambia, Zaire, Sudan, Chad, Nigeria, Niger, Mauritania, and Egypt. African
literature consists of work in different genres or literary categories in different
languages, including the language of these countries’ colonial masters (French,
Portuguese, and English). The variety can be seen in this selction which includes both
hapy and grim stories, light and funny little stories with humor and wit, and stories
on somber themes such as war and the deep grief and instability it brings. Recurring
themes in some stories , although some of these are only very subtly suggested, are
colonial repression, the clash between indigenous cultures and the culture of the
colonial masters, pride in the African past, and hope of a more liberated future. The
stories are richly textured as the racially segregated society it mirrors.

Literary Piece: THE LITTLE BIRD

By ROLF ITALIANDER
(a writer, translator, and explorer. He was closely connected with the cultural life of
the post-war period in Hamburg, where he had established himself after the war and
became involved with Hans Henry Jahnn in the Free Press Academy of the Arts)
 One morning I got up
To pick oranges in the garden.
And I saw this.
I saw the rising sun
And the little bird
Singing his morning song.
And I heard this.
The little bird chirped: Cui, cui, cui!
And begged:
“Please, leave my little ones in their nest.”
And I said this:
First, I chirped: Cui, cui, cui!”
And then I said:
“Don’t be afraid, I am your friend.”
And what was asked I did.
Since that day the little bird loves me
And his sweet song gives me great pleasure.
And this is what happened.

V.Take Action

In one or two paragraphs, summarize the characteristics of an African

Literature and compare it with our very own Philippine Literature.

VI. Self –Check

Read and paraphrase the poem ‘THE LITTLE BIRD.”

VII. Self -Reflect

Recall the scenario in the poem. How important it could be to emulate the
actions of the main character in the poem?

Week 11-12
MODULE VI: HEBREW LITERATURE
 Dr. Arlene Barredo-Carmen
Associate Professor V
Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology
(DEBESMSCAT)
COLLEGE OF EDUCATION

I. Module Overview

This part in this Afro-Asian Literature module is designed to provide students a

characterization of the Hebrew literature; its historical background; and identification of
different forms. Furthermore, this segment of this module reintroduces students to
selected renowned African literary masterpieces and find pleasure in reading these
masterpieces.

II. Desired Learning Outcomes

At the end of this module, students should be able to:
1. Characterize Hebrew literature;
2. Describe its historical background;
3. Identify Hebrew writers and their literary pieces

III. Take off/Motivation

Hebrew literature are all about the history and struggles of the Hebrew people.
What particular story of Hebrew people you can remember well?

IV. Content Focus

LITERATURE OF THE HEBREWS

Hebrew literature deals mainly with the history and struggles of the Hebrew
people. This includes the Old Testament part of the Bible, a big part of which are
poetry, and the Talmud, which are Jewish oral laws. In the 18th century, Hebrew
literature underwent a revival called Haskalah, where the beauty of nature and
wisdom were given emphasis. Presently, Hebrew literature deals with parent-
children conflict, Arab-Israeli problems and memories of Nazi persecutions.

Literary Piece: PSALM 1

Happy the man

That follows not the counsels of the wicked,
Nor stays in the path of sinners,
Nor sits in the chair of scorners;

5 But whose delight is in the law of the Lord.

And who meditates on this law by day and by night.
He shall be like a tree planted beside streams of water,
Thant brings forth its fruit in due season
And whose leaf hall not wither;

10 So shall he be prosperous in all his works.

 Not so the wicked, not so;
But they shall be the chaff that the wind whirls away.
So shall the impious not stand in the judgment
Nor sinners in the assembly of the righteous.

15 For the Lord watches over the way of the just

But the course of the wicked shall end in ruin.

V.Take Action

Describe how the literature of the Hebrews created an impact to you as an

individual.

IV. Self –Check

1. Identify the two parallel ideas that were described in the selection?
2. Give the admonitions to and the rewards of the following:
a) The Godly
b) The Ungodly

V. Self -Reflect

To become happy is to follow NOT the counsels of the wicked. How will you
apply this into your own self? In what way can you protect yourself from the
wicked? You may cite examples.

Week 13-14
MODULE VII: INDIAN LITERATURE
 Dr. Arlene Barredo-Carmen
Associate Professor V
Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology
(DEBESMSCAT)
COLLEGE OF EDUCATION

I. Module Overview

This part in this Afro-Asian Literature module is designed to provide students a

characterization of the Indian literature; its historical background; and identification of
different forms. Furthermore, this segment of this module reintroduces students to
selected renowned Indian literary masterpieces and find pleasure in reading these
masterpieces.

II. Desired Learning Outcomes

At the end of this module, students should be able to:
1. Characterize Indian literature;
2. Describe its historical background;
3. Identify Indian writers and their literary pieces

III. Take off/Motivation

When we mention the word ‘Indian’, what picture is portrayed into our minds?

IV. Content Focus

LITERATURE OF INDIA
India is a conglomeration of nations and customs. Its literary works contain
religious and philosophical poetry, beast fables and didactic pieces, and legends
reflecting primitive cultures and Buddhism. These literary pieces are the products of
Aryan-speaking people. They are written in Sanskrit- the oldest Aryan language.
Indina literature is traditionally divided in three periods: the ancient Vedic (1000
B.C.); the Middle Indian (1000-500 B.C.); and the classic Sanskrit period ( 500 B.C. -
1000 A.D.).

Literary Piece:
 V.Take Action
Summarize the characteristics of the Indian literature in one paragraph.

IV. Self –Check

1. In the poem “India”, to what does th word ‘mother’ refer?

2. What figure of speech was used by the author? In what part of the poem it
is evident?

V. Self -Reflect

Sketch a portrait of your mother in your mind. Give three metaphors for her
personality, strength, and love for you.
 Week 15-16
MODULE VIII: JAPANESE LITERATURE

Dr. Arlene Barredo-Carmen

Associate Professor V
Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology
(DEBESMSCAT)
COLLEGE OF EDUCATION

I. Module Overview

This part in this Afro-Asian Literature module is designed to provide students a

characterization of the Japanese literature; its historical background; and identification
of different forms. Furthermore, this segment of this module reintroduces students to
selected renowned Japanese literary masterpieces and find pleasure in reading these
masterpieces.

II. Desired Learning Outcomes

At the end of this module, students should be able to:
1. Characterize Japanese literature;
2. Describe its historical background;
3. Identify Japanese writers and their literary pieces

III. Take off/Motivation

Give just one word to describe Japan.

IV. Content Focus

LITERATURE OF JAPAN
Japanese literature is comparatively modern, since it dates only from the eighth
century. It begins with two chronicles, the Kojiki issued in 712, and the Nihongi issued
I n 720. In 785, volume was published called the Manyoshu, which means “Collection
of Myriad Leaves.” About 910 the Kokinshu, meaning “Ancient and Modern Songs”
was issued.
Japanese poetry is lyrical in character, always brief,a nd often very beautiful. It is
similar to Chinese poetry, for it has no rhyme or meter.

Literary Piece: HAIKU

“Ah! The butterfly!

Even when chased it never has the air
Of Being hurried!”

“when I saw the fallen flower

return to the branch,
lo! It was only a butterfly.”
V.Take Action

Describe how the Japanese literature differs from other literature.

IV. Self –Check

1. What makes the Japanese Haiku different from other peoms?

2. Do the poems deliver their messages clearly? How?

V. Self -Reflect

One characteristic of the Japanese literature is simplicity. Applying it in your

own life, what is the simplest way of living you think you can live by?

Week 17-18
MODULE IX: PHILIPPINE LITERATURE

Dr. Arlene Barredo-Carmen

Associate Professor V
Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology
 (DEBESMSCAT)
COLLEGE OF EDUCATION

I. Module Overview

This part in this Afro-Asian Literature module is designed to provide students a

characterization of the Philippine literature; its historical background; and identification
of different forms. Furthermore, this segment of this module reintroduces students to
selected renowned Philippine literary masterpieces and find pleasure in reading these
masterpieces.

II. Desired Learning Outcomes

At the end of this module, students should be able to:
1. Characterize Philippine literature;
2. Describe its historical background;
3. Identify Philippine writers and their literary pieces

III. Take off/Motivation

How do we greet our friends in Filipino? What trait Filipinos are famous for?

IV. Content Focus

LITERATURE OF THE PHILIPPINES

Philippine literature is literature associated with the Philippines from prehistory,

through its colonial legacies, and on to the present. Pre-Hispanic Philippine literature
was actually epics passed on from generation to generation, originally through an
oral tradition. However, wealthy families, especially in Mindanao, were able to keep
transcribed copies of these epics as family heirloom. One such was the Darangen, an
epic of the Maranaos.
Various definition for Philippine literature were given. For Arrogante (1983),
literature is a book of life in which a person reveals things related to his inexplicable
color of life and life in his world. It makes a person through creative methods. In
1995, Salazar described literature as a force that motivated society. He added that it
was a powerful tool that could free one of the rushing ideas to escape. For him, it is
also a unique human experience unique to mankind.
Characteristics of Philippine Literature include exposition of social truths and
fictional imaginations. It caresses the senses of man: the viewer, the hearing, the
sensation, the taste, and the senses. In 2000, Villafuerte attributed this to a life but a
simple word flowing into the human body. The literature has its own existence
because it has its own throbbing and hot blood flowing into the arteries and nena of
every creature and a whole society. In this case, the Filipinos and their society.

Literary Piece: MY LAST FAREWELL

By JOSE RIZAL
V.Take Action

Expound the characteristics of Philippine literature.

VI. Self –Check

1. What meaning is conveyed by the author in the poem?

2. Describe the permanence and universality effect of this poem. Do these
effects happen in other countries? Give examples if needed.

VII. Self -Reflect

In your own way, describe how you can show your patriotism for the
country.