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Golden Gate Colleges
College of Teacher Education

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CHAPTER 1
THE PROBLEM
Introduction
World literature started out to be an ideal or ambition. Goethe
said, “The era of world literature is at hand, and everyone must
contribute to accelerating it.” Centuries later, this statement remains
to be true. World literature is a market that must be sustained as the
circulation of literature is somehow still experiencing some
challenges and debates such as the considerations to be taken note
of when letting a work be included as world literature and of course,
regarding the issue of translation. The challenges on circulation,
however, are not as grave as the recent years. Today in the
21st century, because of technology and freedom of expression, as
well as our growing need for information, we continue to accelerate
world literature as more and more people contribute to it.
There are many factors for a literary piece to be qualified
as World Literature, let alone to be called “literature”, per se. World
literature is used to refer to the sum total of the world’s national
literatures, but usually it denotes the circulation of works into the

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wider world beyond their country of origin. To be considered world
literature, it has to speak to people of more than one nationality,
hence it transcends borders. Often used in the past primarily for
masterpieces of Western European literature, world literature today
is increasingly seen in global context because in the present time,
countries are experiencing similar situations and somehow, they all
linked together. Literature went through profound changes in the
20th and 21st centuries, partly in that of technology, communication
and warfare.
World Literature teaches not only knowledge about past
lessons in life and human experience but it also teaches how those
literary pieces were written by authors or poets. World Literature
gives readers the opportunity to learn, see and understand a part of
the world and its people without physically travelling the necessary
miles or through the ages. Literature has a very important function
within the context of society and history. (Jewel, 2012). It gives
readers sense as to what the world has been and might become by
reading the lines of poems, stories or plays. (Breitman, 2012).

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Rhetoric is a technique of using language effectively and
persuasively in spoken or written form. It is an art of discourse,
which studies and employs various methods to convince, influence
or please an audience (literary devices, 2013). Rhetorical devices
can be a good source of the students to improve communication
competence using English language and to appreciate literature
through thinking and imagination. Students can also utilize these
devices in their daily conversations, whether it is in writing, reading
or speaking. They will be more creative and imaginative using
rhetorical devices. This also takes form part of literary analysis, a
vital stage in the development of student’s critical thinking skills
(Alrubail, 2014).
The use of rhetorical devices reveals the creativity of the writer
or poets in persuading the readers to believe on his work of art. The
recognition of these features is significant for it involves rational
understanding of the literal valve of images and it demands the
ability to make meaningful, imaginative connections between the
images and ideas.

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There are many reasons that a book like this has become
necessary, but all those reasons can be reduced to this point: we as
a society seem to have forgotten that reading classic literature is
supposed to be both enjoyable and beneficial. The Roman poet
Horace made this point some two thousand years ago, and the
English Renaissance poet Sir Philip Sidney expanded on it some
four hundred years ago. Sidney’s point was that the enjoyment of
reading literature encouraged people to continue reading and
therefore made them more likely to profit from the instruction that
was contained in the literature.
This formulation sounds a lot like “a spoonful of sugar makes
the medicine go down,” and anyone who has ever tried to give a
child medicine hidden in some favorite treat knows that the process
never works quite so simply. But Sidney does have a point. Classic
literature is enjoyable to read, and it does have a great deal to teach
us about what it means to be human and to live in this world. World
literature teaches and it delights, and these functions are related.
Unfortunately, we have forgotten that world literature is
enjoyable and we fear that too often we distort it when we teach it. I
hope that this little book will help to explain why, at least in part by
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showing how world literature delights and how it instructs. We hope,
too, that it will inspire other teachers to emphasize the value and
delight of reading literature without watering it down, without
cheapening it.
When we used to enter some of the chain bookstores that
existed in shopping malls, we were struck by the way they classified
their books. There was usually one section called “Fiction” and one,
much smaller, called “World Literature.” Invariably the “Fiction”
section was crowded with browsers, while the “World Literature”
section stood nearly deserted. Occasionally these stores made a
further division and offered a section of “Poetry.” If “World Literature”
was nearly deserted, “Poetry” looked like a quarantine zone.
What could these divisions mean? There are several
possibilities to consider. One is that “fiction” and “literature” is
regarded as quite different things. “Fiction,” for example, is what
people read for enjoyment. “Literature” is what they read for school.
Or “fiction” is what living people write and is about the present.
“Literature” was written by people (often white males) who have
since died and is about times and places that have nothing to do
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with us. Or “fiction” offers everyday pleasures, but “literature” is to be
honored and respected, even though it is boring. Of course, when
we put anything on a pedestal, we remove it from everyday life, so
the corollary is that literature is to be honored and respected, but it is
not to be read, certainly not by any normal person with normal
interests stated by Wittle (2012).
The teacher of world literature should remember why he or
she entered the field of literature. The motivation was likely a love of
words and of stories and of what good writers can do with words and
stories. That sense is what we must convey.
Generally, authors want to communicate with their readers, so
they are not likely to hide or disguise what they are saying, but
reading literature also requires some training and some practice.
Good writers use language very carefully, and readers must learn
how to be sensitive to that language, just as the mechanic must
learn to be sensitive to the appearances and sounds of the engine.
Everything that the writer wants to say, and much that the writer may
not be aware of, is there in the words. We simply have to learn how
to read them.
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Another popular misconception is that a literary work has a
single “meaning” (and that only English teachers know how to find
that meaning). There is an easy way to dispel this misconception.
Just go to a college library and find the section that holds books on
Shakespeare. Choose one play, Hamlet, for example, and see how
many books there are about it, all by scholars who are educated,
perceptive readers. Can it be the case that one of these books is
correct and all the others are mistaken? And if the correct one has
already been written, why would anyone need to write another book
about the play? The answer is that there is no single correct way to
read a good piece of literature.
All grade 10 students in the Philippines are required to read
and study World Literature. As a matter of fact, literature is one of
the seven learning areas (Language, Literature, Communication,
Mathematics Philosophy, Natural Science, and Social Science) in
the K-12 program. In Junior High school, specifically grade 10
students take World Literature that is composed of myths and stories
of different places and people all over the world Every now and then,
students study literature in all aspects, they are obliged to read a

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literary genre, discuss it, perform activities, and answer worksheets
about it in the classroom with the help of their teachers. Oftentimes,
teachers require students to read, speak and write in English and
then integrate literature to strengthen these skills. Therefore, there is
an integration of language and world literature.
Another challenge for the English teachers of Grade 10
students here at Golden Gate Colleges is to make World literature
subject as enjoyable enough because right now they see world
literature as a boring subject and not that important like other major
subjects. There is a beauty behind literature, beauty that should not
be neglected by anyone. Teachers must know how to make an
activity wherein the students will be encouraged to participate
especially in the sense of using rhetorical devices.
This study therefore may have important implications on
enhancing student’s appreciation in studying world literature and
improving their literary competence.
Research Questions
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This study aimed to determine the performance of the Grade
10 students studying World Literature in Golden Gate Colleges with
the purpose of enhancing student’s appreciation on the World
Literature.
Specifically, this study sought to determine the following:
1. What are the distinct features of rhetorical devices in teaching
World Literature?
2. What lessons in World Literature in which rhetorical devices
maybe used?
3. What is the student’s performance in studying World Literature
using rhetorical devices?
4. Based from findings of the study, what enhancement activities
maybe designed to appreciate lessons in world literature?
Scope, Delimitation and Limitation of the Study
This study covered the use of rhetorical devices in teaching
World Literature and its effects on performance of Grade 10 students
of Golden Gate Colleges. It discussed the distinct features of
rhetorical devices as used in teaching World Literature. From it, the

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effects on the performances of the students were determined. Thus,
the output or contribution of the research would be the proposed
activities to supplement the use of rhetorical devices.
The descriptive method of the research was used with the
self- constructed questionnaire as the main data gathering
instrument. The respondents are the selected Grade 10 students in
World Literature of Golden Gate Colleges.
This study was delimited to other lesson in Literature and
instructional materials used in the subject. It did not include other
student from other classes and schools. Furthermore, it is limited to
the lessons on World Literature and used of rhetorical devices
during third grading period among Grade 10 students at Golden
Gate Colleges.
Significance of the Study
This study will be significant because it’s general aims is to
propose a plan of action that could improve the level of
understanding of the students in World Literature with the aid of
rhetorical devices, this will also be helpful the following:

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To the college administration, in setting up standards of
performance in the terms of the student’s literary competence
integrating rhetorical devices in World Literature, this could be
utilized as basis for evaluating performance of students in English.
This will encourage flexible curriculum which is needed by the 21 st
century learners.
Grade 10 English Teachers. The result of the study can help
English teachers to identify great activities and strategies that help
their students to love literature in connection with the use of
rhetorical devices.
Students. The study will help them to enhance their
competence in writing poems with the use of rhetorical devices.
Future Researchers. This study will allow them to identify the
great activities that will be used in the future. As well as this study,
will be a challenge to them to find out if the facts stated in the
research are still true and effective to their time.

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CHAPTER II
REVIEW OF LITERATURE: SYNTHESIS AND HYPOTHESIS
This chapter presents related, conceptual and theoretical
research literature taken from articles, posted studies, and theses. In
this chapter, the researchers find research literature to review and
determine its similarities and differences to the present study. It
provides insight into the theoretical/conceptual background of the
study. It provides the rationale of the framework of the study. The
theoretical framework for instance, is obtained or conceived through
the literature search.
CONCEPTUAL LITERATURE
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Articles, books and online sources were reviewed as part of
the conceptual literature. This section briefly summarizes and
analyses scholarly works focusing on world literature, literary genres,
and literary competence of the students using rhetorical devices.
Teaching World Literature in Junior High School. As
schools function in a constantly evolving society, it should not be a
big surprise that curricular goals for English education have changed
as well. In order to empower students as literary literate citizens, for
instance, the focus has shifted over the years from memorizing
content and being able to apply procedures toward a conceptual
understanding of World Literature and the development of capacities
to deal with new English problems. This is reflected in the standards
and curriculum programs in several countries. For example, the
National Council of Teachers of English (NCTE), a not-to-profit
professional association of educators, is dedicated to improving the
teaching and learning of English and World Literature at Junior High
levels. Likewise, the standards in Venkat Mani stress the importance
of conceptual understanding and underline the usefulness of
activities that are embedded in realistic contexts, require students to

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cooperate and communicate with each other, and encourage
students to develop a critical attitude toward literary works. In line
with this view on English education, several instructional
recommendations have been proposed in research on teaching and
learning World Literature. However, research has also pointed out
that Junior High school teachers’ knowledge of World Literature is
rather limited and, Rip Van Winkle and The Gift of Magi are one of
the most challenging topics to teach. Furthermore, previous research
largely focused on teaching and learning English rather than World
Literature (Spivak 2014). Given the evolution in World Literature
teaching to a more conceptual understanding, the shortfall on
studies on World Literature, and the evidence showing that World
Literature is one of the most difficult English topics to master (both
for teachers as for learners), the current study explores the current
state of World Literature instruction in Venkat Mani. More
specifically, the study questions to what extent contemporary
recommended instructional features for the teaching of World
Literature are followed in Venkat Mani. In addition, the study further
explores the main rationale for diverting from these main
recommendations by investigating curriculum materials and

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subtopics employed in the curriculum. Given that research on
curriculum implementation has shown that one cannot simply look at
the representation of the content in curriculum materials the way
content is taught throughout the lesson will be included as well.
(Venkat Mani 2014)
Technology Integration: Gains, Trends and Opportunities.
According to Butterworth, Monique, computers can be used in
collaboration in all subject areas however, teachers must take into
account the different styles of teaching and the students different
styles of learning in order to make technology truly work. Meanwhile,
Gorsevski, Lewis claims that technological tools could help
overcome skill-level barriers to learning. In fact, Nazem, Morie,
Farrokhi and Pearl believe that students are more engaged in
learning when they use technology tools. Hence, motivation and
engagement are the major benefits of using technology tools in
learning. They stressed that using computer as a method of
instructional delivery provides consistency of content delivery,
training to remote locations; eliminates cost associated with
employees travel; means of tracking learners progress, standardized

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testing; offers learner flexibility in controlling and pacing learning,
diverse learning needs, opportunities for practice through simulation
and greater retention. (Laura Wilder. 2012)
According to Baytan (2014), world literature as an
acquaintance with letters, the root definition of literature. It is a body
of literary productions, oral, written or visual, containing imaginative
language that realistically portrays thoughts, emotions and
experience of human condition. It is a language in use that provides
insights and intellectual stimulation to the reader. As one explores
world literature, he likewise discovers the beauty of language. It is
also the product of particular culture that concretizes man‘s array of
values, emotions, actions and ideas. It is therefore a creation of
human experience that tells about people and their world.
Moreover literature, particularly the world literature is an art
that reflects the works of imagination, aesthetic and creative writing
which are distinguished for the beauty of style or expression as in
fictions, poetry, essay or drama, in distinction from scientific treatises
and works which contain positive knowledge. That’s why students
are required to study world literature. English teachers do the best

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way they can for their students to learn and appreciate world
literature. The first step to learning and appreciation is to read and
analyse the text itself.
In 2014, for Lopez, world 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.
Venkat Mani (2014), in an essay published in 2014, submitted
that world literature is best understood in the larger context of global
media dissemination. Mani points out that in the globalized world
that exists today, the place of origin of a literary work does not
necessarily define the cultural or national context of the work. He
believed that modern world literature is being created and
disseminated in a public sphere, aided by new media technologies
and the interconnected nature of the Internet and social media.
Mani’s viewpoint mirrored Goethe’s statement that “national
literature is now a rather unmeaning term,” but takes on new
meaning as, almost 200 years later, the world is more connected
than ever before through modern technology.

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The study of world literature is a powerful tool for global
studies because it encompasses so many themes that are important
to understanding globalization. World literature can show us how
information is shared between cultures and nations. It provides
insight into how cultural artefacts are transformed as they traverse
languages and boundaries. It also can help us to understand the
ways that new media technologies could be facilitating globalization
by creating a public space for the transmission of literature and other
information across the
globe.http://publish.illinois.edu/globalcurrents/2014/12/03/world-
literature-theories-in-the-context-of-globalization/
While some believe that world literature gains value in
translation, some scholars, such as Gayatri Chakrovorty Spivak
(2014), hold the alternate view that the study of world literature often
ignores the power of a work in its own language. Spivak believed
that scholars must take care to avoid homogenizing cultures and
languages when undertaking the study of translated texts, and that
consideration must be given to protecting the diversity of languages
and cultures present in literary works.

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http://publish.illinois.edu/globalcurrents/2014/12/03/world-literature-
theories-in-the-context-of-globalization/
In 2012, Ramos described world 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 unique
human experience unique to human kind. When world Literature is
read, it is a source of emotion to a person or group of people,
because they are written by fellow humans.
Used of rhetorical devices in teaching world literature.The
use of rhetoric could be seen in all forms of communications from
oral to written course. Writers and speakers take full advantage of
their rhetoric in order to convince their targeted audience to grasp
their main points or ideas. Nevertheless, a good speaker does not
only need to be fluent and persuasive but also have a proper speech
craft where a set of skills is needed. One way of making discourses
more alluding and encouraging is the use of proper rhetorical
devices (Rotor, 2012). Rhetoric is framed in a discourse that is to
persuade, influence, and impress the audience in a forceful and
elegant but hidden approach (Sionil, 2012).

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Rhetoric is a social-political skill which is used to persuade the
people. On the other hand, rhetoric studies and applies different
structures of speech. Both of these sides of rhetoric can go hand in
hand (Santos, 2012).
Laura Wilder (2012) filled a gap in the scholarship on writing in
the disciplines and writing across the curriculum with this thorough
study of the intersections between scholarly literary criticism and
undergraduate writing in introductory literature courses. Rhetorical
Strategies and Genre Conventions in Literary Studies are the first
examination of rhetorical practice in the research and teaching of
literary study and a detailed assessment of the ethics and efficacy of
explicit instruction in the rhetorical strategies and genre conventions
of the discipline.
Using rhetorical analysis, ethnographic observation, and
individual interviews, Wilder demonstrates how rhetorical
conventions play a central, although largely tacit, role in the teaching
of literature and the evaluation of student writing. Wilder follows a
group of literature majors and details their experiences. Some

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students received experimental, explicit instruction in the special
topoi, while others received more traditional, implicit instruction.
Arguing explicit instruction in disciplinary conventions has the
potential to help underprepared students; Wilder explores how this
kind of instruction may be incorporated into literature courses
without being overly reductive. Taking into consideration student
perspectives, Wilder makes a bold case for expanding the focus of
research in writing in the disciplines and writing across the
curriculum in order to grasp the full complexity of disciplinary
discourse. https://muse.jhu.edu/book/15607.
As time passed by, writers, politicians and other students of
world literature developed and expanded the understanding and
devices of rhetoric. These were developed to help in speech and in
studying speech. ’Rhetorical schemes describe the arrangement of
individual sounds (phonological schemes), the arrangement of
words (morphological schemes) and sentence structure (syntactical
schemes) (Bulusan, 2012).

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On the other hand, rhetorical tropes are devices of figurative
language. They represent a deviation from the common or main
significance of a word or phrase or include specific appeals to the
audience (Garmalinda, 2012). In other words, tropes are the usage
of words, phrases and images not in the way they are normally
portrayed. Examples of tropes are irony, paradox, and
personification. Irony would be expressing something which in reality
is a contrast to which the speaker is saying. A paradox would be a
statement which brings in different meanings and sometimes
contrasting ideas but when merged together, would create a new
and understandable meaning. A personification would be adding
human characteristics to animals, items, ideas and inanimate
objects (Fernandez, 2012)
Can literature of a specific country, author, or genre be used
to approach the elusive concept of “world literature”? Literatures as
World Literature takes a novel approach to world literature by
analyzing specific constellations - according to language, nation,
form, or theme - of literary texts and authors in their own world-
literary dimensions.
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World literature is obviously so vast that any view of it cannot
help but be partial; the question then becomes how to reduce the
complex task of understanding and describing world literature. Most
treatments of world literature so far either have been theoretical and
thus abstract, or else have made broad use of exemplary texts from
a variety of languages and epochs. Most critical work, the filling in of
what has been traced, lies ahead of us. Literatures as World
Literature fills in the devilish details by allowing scholars to move
outward from their own areas of specialization, fostering scholarly
writing that approaches more closely the polyphonic, multi-
perspective nature of world literature.
https://www.bloomsbury.com/us/series/literatures-as-world-literature/
Ang (2012), cited that there are several ways in which literary
texts can be studied: for its thematic value, for entertainment value,
for the richness of its plot, for comparison with other works, for the
ideas its contains, for its motional power, for character analysis as
an appeal to move readers to action, for social reform, for its
representations of literary movements and techniques, for the

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author’s unique use of language and most importantly for its
reflection of life itself.
World literature must have the following in order that they can
give to literature students in class: Love for reading, not just reading
anything in general, but reading short stories, novels, poems, plays,
essays and others. “We want our students” he says “to spent their
times reading literary book mulling over literary texts, meditating over
literary passages. In short, we want our students to read world
literature.
The best way to recognize the artistry and value of world
literature is throughout literary analysis. Consequently, Grade 10
students are required to analyse the text itself, first to gain
understanding and appreciation. In other words, they must start with
the basic way of analysis before going deep into the text. It is
through this that they gain knowledge which they could use to
interpret and appreciate the text. Of course, to make it more creative
literature teachers must let her students to experience a little bit
challenge in using figuratively languages rhetorical devices in their
performance assessment in world literature.

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Valerie Henitiuk (2012), a professor of Literature and
Translation at the University of East Anglia, in a compelling 2012
essay, explored the process of translation and the meanings that it
holds. She posited that “texts become successfully worded only
through interpretive acts of mediation profoundly bound up in
aspects of culture.” In other words, a text can never truly be
independent of its translation. As literature moves across
boundaries of culture and language, it is, in a way, transformed into
a unique cultural artefact.
World literature is not a new concept, but as new media
technologies explode, so do new ways of disseminating books
across national boundaries. And as new ways emerge of delivering
world literature to readers worldwide, many scholars are examining
the implications of translations on literature, the impact that literature
has on culture, and the ways that cultures can transform books.
World literature can be an amazing tool for analyzing globalization
because it provides a wonderful example of the ways that
information is shared across languages and cultures.

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A practical companion to Damrosh (2011) where world
literature is defined primarily as a mode of reading across national
boundaries; this book suggested ways of reading literary works
whose language, cultural context or genre sees foreign to the
contemporary English language reader.
The school prepares the child at an early stage, shape his
values, appreciation and interest, as well as develop his skills which
can be used throughout his life and leisure. This is made possible by
world literature teaching and taking up literary selections.
Research Literature
For better understanding of the research problem of this
thesis, several works of authors, experts in their respective areas of
study are presented in this section since there are related studies
concerning using rhetorical devices in teaching world literature.
Most rhetoricians regard Aristotle’s “Rhetoric” to be “the most
important single work of persuasion ever made”. Therefore, it is not
unreasonable to say that it forms a foundation to our modern view of
rhetoric. From there on forward the Romans adopted the art of

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rhetoric where notable names like Cicero came up with the five
canons of Rhetoric that were the first communication model. 3
(Trenholm 2019, 2) According to Trenholm (2019,6) The canons
meant dividing communication into five different parts. These five
parts were called style, invention, arrangement, memory and
delivery each of them referring to a specific skillset of the orator.
Style referred to the tone and the vocabulary that the orator
was using to influence and evoke emotions in the audience.
Invention meant finding the different ways or the grounds to
persuade. Arrangement was about arranging ideas to form coherent
arguments. Memory was related to being able to give believable
speeches by memory instead of using notes. Finally, delivery
referred to how the orator used voice and gestures and how they
needed to match with the words being said. After the Romans came
the medieval period where academic thinking was heavily stifled by
the church.
Harris (2017) described the use of rhetorical devices as
follows: “By learning, practicing, altering, and perfecting them, and
by testing their effects and nuances for yourself, these devices will
help you to express yourself better.” Harris’ also lists some of the
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purposes of these devices including helping to pay attention, helping
to understand one’s points, helping to make claims more believable
and finally helping to be remembered. Harris’s (2017) “A handbook
of rhetorical devices” consisted of a collection of 60 rhetorical
devices with their descriptions and examples on each of the devices.
Harris’ along with Trenholm (2019) offered the definitions to all the
rhetorical devices found in the present study thus helping with the
identifying and categorizing of the devices.
The rhetorical devices analyzed in the present study are called
apostrophe, exemplum, repetition and metaphor. These devices are
further explained and analyzed in chapter four. A common focus in
previous studies was on the speeches of political figures such as
presidents or other political leaders. Alkiomäki (2017) analyzed the
debates between Mitt Romney and Barack Obama on their appeal to
women. Results of the study indicated that Obama used more
argumentation strategies, whereas Romney used strategies that
were based on reason. (Alkiomäki 2017, 68) Räsänen (2017)
studied how the conservative politician Sarah Palin represented
herself in Twitter. The study showed that Palin forwarded her
political agenda as well as blatantly promoted herself in her Tweets.

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Additionally, it was noted that she addressed her audience in several
ways both praising and inducing guilt in them. (Räsänen 2017, 66).
Finally, Mettomäki (2017) compared how President Obama
represented himself in his inauguration speech in comparison to the
current President Trump. Mettomäki 2017, 21) found that both
Obama and Trump used metaphors but for different purposes.
Obama used them to encourage unity and positive connotation
toward foreign nationalities. Trump, on the other hand, created
division between different social and national groups with the use of
metaphor. According to the findings, Trump was also more distant
whereas Obama was more one with the people.
The last category is the most influential one for this thesis as it
is about sport figures. Butterworth and Gorsevski (2016) conducted
a study on how the rhetoric of a famous African-American boxer
Muhammad Ali influenced the civil-rights movements. Butterworth
and Gorsevski (2016, 69) found out that the rhetoric Ali used in the
sport environment mirrored the rhetorical content of civil-right
activists such as Martin Luther King and Malcom X. The main finding
of the study was that Ali used the ethos of boxing violence to
promote nonviolent social change. Another study dealt with a Mixed

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Martial Arts champion Conor McGregor, the object of analysis in this
thesis as well. Saira (2016) studied how dominant masculinity is
featured in Conor McGregor’s speeches and discovered that
McGregor used several linguistic devices to portray his dominant
masculinity. These devices mentioned by Saira (2016, 20) included
salient word choices, metaphors and word repetition. Saira’s thesis
provided a lot of structural help for the present study due to the
similarities of the two studies.
Finally, a study focusing on rhetorical devices in two
newspapers with different geographical locations was conducted by
Farrokhi and Nazem. (2015) The papers viewed were New York
Times and The Australian. The rhetorical devices focused on were
metonymy, hyperbole and metaphor. The most important aspect
here is not only which devices were used the most but also the
reasons behind the usage. Farrokhi and Nazem (2015, 160)
introduced the results as follows: metonymy was the most used and
it enabled writers to use one identity to represent another. Example
of metonymy was using geographical locations like Washington or
Moscow when referring to the government. Second most used was

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the hyperbole. Hyperbole was used to make a claim that was quite
impossible or unreal. The purpose of hyperbole was to enhance the
importance of something. Metaphor was the least used device and it
was used by the editorial writers to illustrate their own opinions on
the matter in question instead of the reality of the news events.
https://jyx.jyu.fi/bitstream/handle/123456789/57961/1/URN
%3ANBN%3Afi%3Ajyu-201905142579.pdf
The convergence of rhetoric, culture, and communication has
led to the development of two predominant areas of study within the
field of communication: intercultural rhetoric and comparative
rhetoric. Intercultural rhetoric illustrates how culture-based
arguments are constructed by advocates during intercultural
interactions and how the arguments make sense within a particular
cultural frame or worldview. These studies attempt to represent the
cultural sensibility and rhetorical traditions invoked by a particular
intercultural interaction.
Rhetorical practices are seen as emerging from the beliefs
and values of distinctive cultural communities, and the convergence

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of intercultural communication and rhetoric becomes evident when
people act rhetorically and their diverse cultural assumptions
gradually or suddenly become apparent during intercultural
interactions. Comparative rhetoric focuses on the cross-cultural
study of rhetorical traditions, past or present, in societies around the
world. Comparison of (rather than interaction between) the rhetorical
practices of two or more cultures is often the focus of comparative
rhetoric studies. Comparison helps in the identification of rhetorical
features in one culture that might not be evident otherwise, to
unearth what is universal and what distinctive in any rhetorical
tradition, including that of the West. Intercultural rhetoric and
comparative rhetoric share some conceptual and methodological
features; both fields are characterized by similar beginnings and
some shared debates. However, they also have distinct
characteristics, challenges, and historiographies.
For intercultural rhetoric, approaching intercultural contexts
and situations utilizing theories and concepts from rhetorical studies
affirms non-Western modes of reasoning and advocacy. Recent
methodological developments have allowed critics to more

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comprehensively represent rhetorical traditions and to discover
novel ways to understand intercultural conflicts and mediate cultural
differences. Conceptualizing rhetorical situations as intercultural
dialogues suggests the ways in which intercultural rhetorical
theorists need to be mindful of the multi vocal quality of social
discourses.
Rhetorical interpretation of texts benefits from a comparative
approach that allows for speculation with respect for and grounding
in another culture’s history, as well as reflection on the cultural
outsider’s motive and assumptions. It is useful for the quest of
meaning not to be limited to the standpoints within each disparate
culture; pragmatically, they must have a dialogue since comparative
rhetoric allows the analysis of different discourses, the discovery of
common grounds of engagement, and the revelation of cultural
assumptions.http://oxfordre.com/communication/view/10.1093/acrefo
re/9780190228613.001.0001/acrefore-9780190228613-e-501
Word literature is an art; there is beauty in it. Beauty that is
sometimes neglected in any way. But this beauty is sometimes
hidden just like in poems. So, in the teaching and learning of World
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34
literature, students are taught how to appreciate beauty. Also,
Hadjoui (2015) revealed that developing literary competence will
lead students to understand and appreciate literature. Differences
that can help to describe relevant differences in literary competence
between students and to specify the individual literary development
process of students in upper secondary education. Such a frame of
reference should make it easier to identify differences between
students and to deliver teaching that stimulates the literary
development process of students with different levels.
Many scholars assert that what makes a work considered
world literature is its circulation beyond its country of origin. For
example, Gonzales (2015) stated, a work enter into world literature
by a double process: first, by being read as literature; second, by
circulating out into a broader world beyond its linguistic and cultural
point of origin.
Likewise, the world literature scholar Barbosa (2014) believed
that the ‘’worlding’’ of literature is brought about by ‘’ information
transfer’ largely generated by developments in print culture.
Because of the advent of the library, ’Publishers and booksellers
who print and sell affordable books, literate citizens who acquire
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these books available to those who cannot afford to buy them
collectively play a very important role in the’ ’making’’ of world
literature.
“In one of his studies the famous Danish literary critic Georg
Brandes (2014) talked about a peculiar optical instrument to
illustrate the strategy of comparative literary studies. He compares
the effects of these studies with the impacts of a telescope where
one end magnifies and the other reduces. Due to Brandes the
comparative approach has a similar dual nature as such a
telescope: On the other hand it brings us closer to what is foreign to
us, on the other it distances us from what is familiar to us. The
volume Danish Literature as World Literature fulfills this approach in
brilliant manner. Well-known experts in the field present the history
of Danish Literature for foreign readers. But in relating this literary
history to its global context they also deliver an unfamiliar, surprising
and fresh look on Hamlet, Andersen, Kierkegaard, Brandes and
other representatives of the Danish World Literature.” – Klaus
Müller-Wille, Professor of Nordic Philology, University of
Zurich, Switzerland
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“Danish Literature as World Literature offers essentially the
best of two worlds: the cream of the crop in Danish literary history,
and a highly informed and challenging discussion – by an
outstanding group of scholars – of how this literature, through the
centuries, has engaged with the world at large. It is a welcome
contribution to the debate on how literature in general always has
negotiated between local traditions and literary cultures and their
global trends and developments. This book is a wonderfully rich
depository of stories – ranging from medieval times to today – about
texts, ideas and authors travelling in space and time. Sometimes
these narratives transmute and disseminate in completely different
forms and media – like the recent wave of "nordic noir" – showing
that Danish literary and cultural products have become truly global
commodities that never deny their origin.” – Henk A. van der Liet,
Chair of Scandinavian Studies, University of Amsterdam, the
Netherlands
“By reframing Danish literature in terms of its reciprocal
movement between the local and the global, the excellent essays in
this collection make a significant contribution to the field of post-

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national literary historiography. The fact that the authors and texts
chosen as analytic test cases primarily for their interstitial, mediating
qualities are in many cases also familiar canonical Danish examples
simply underscores the inherent transnational flux and mobility of
“national" literary activity. A striking impression of Danish literature's
mixture of local receptiveness and global impact, of significant
literary activity at home and abroad, emerged collectively from these
essays in all its historical variation.” – Mark B. Sandberg,
Professor of Film & Media and Scandinavian Studies, University
of California, Berkeley, USA.
https://www.bloomsbury.com/uk/danish-literature-as-world-literature-
978150131002
Strategies in teaching World Literature. There are 12
Strategies for Teaching World Literature in the 21st Century, the first
one is Using combinations of media–classic and modern together,
leveraging one against the other, second Have students analyze
diverse media forms for their strengths and weaknesses–and involve
both classic and digital forms. Third have students turn essays into
videos into podcasts into letters into simply-coded games into
poems into apps. (See also #7.) Fourth allow students to choose
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media while you choose themes and/or academic and/or quality
standards. The fifth one is when designing units, choose the media
first, then the standards (yes, this likely goes against what you were
taught–but give it a try).
The Sixth on the list is insist all student work “leaves the
classroom” and is published–then design units accordingly. Seventh
is Use RAFT: Role, Audience, Format, and Topic/Tone/Theme. Then
have them revise media in response to new roles, audiences,
formats, or topics, tones, or themes. Martin Luther King’s “I Have a
Dream Speech” in a new format (a video?), or to a new audience
(modern hip-hop artists?), or with a new tone (angry?). Students
experimenting here are experimenting with media design, which is
exactly what authors do. The eight one is use a thematic focus to
design units, assessments, project-based learning–whatever
activities students ‘touch.’ One of the hallmark characteristics of
classic literature is that it endures. This is, in part, due to
timelessness of the human condition. Love lost, coming of age,
overcoming obstacles, civil rights, identity, and more are all at the
core of the greatest of literary works.

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The ability to the texts to nail these conditions gives them their
ability to endure, so teach through that. The author (e.g.,
Shakespeare) or media form (e.g., a play) may not seem relevant to
a student–and that’s okay. The author chose that form based on
prevailing local technology. Help them focus on what is being said
and why–and how.
Ninth, use tools for digital text annotation on pdfs, note-
sharing, and more to help students mark text, document questions
and insights, and revisit thinking or collaborate with others during the
reading of classic texts. The tenth strategy is to create social media-
based reading clubs. Establish a hashtag that anchors year-long
discussion of certain themes, authors, text, or whatever other
category/topic that makes sense for your curriculum. And the
eleventh is have students create and produce an ongoing podcast or
YouTube channel on, as above, relevant themes, authors, texts, etc.
And last but not the least connect the old with the new in authentic
ways to center the knowledge demands of modern readers
https://owl.purdue.edu/owl/general_writing/academic_writing/establis
hing_arguments/rhetorical_strategies.htm
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To prompt students to practice their ability to analyze a variety
of visual rhetoric, it can be helpful to have students work with non-
static images that engage dimensions beyond fixed pictures and
words . For this lesson, conduct a viewing of a short (2-4 minutes)
video (or clip [SNL is especially ripe for this type of analysis]). This
lesson is most effective when a song is chosen that may have a
deeper read than what can be garnered superficially, especially in
relation to discordance between the audio and visual telling of the
song. (I favor and find effective "Get Down" by P.O.S.; though, to be
warned, this is a song for a class that will not be ill-moved by raw
language). This viewing should be conducted in four parts:
First, Audio only: Play the video using a muted screen.
Students note reactions and observations while listening. Discuss
briefly: What is the tone of the song? Can you dance to it? Cry to it?
Run to it? What can you decipher of the lyrics? What might the song
be about? What is the refrain? Who might listen to this song? Might
you? Why or why not? Begin prompting associations here that will
fruit in the remaining two reads.
Second, Visual only: Engage the questions from the ad
analysis. Also: What does the visual reveal that the audio does not?
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Does the visual betray or align with the associations you might have
made while listening (only)? Is there discord apparent between the
two mediums of text? Say more.
Third, audio and visual: Reiterate prior questions. What now
arises? What analysis can you make in this double reading about
how logos, ethos and pathos are being engaged? Fourth, Lyric
analysis: Display song lyrics. Analyze collaboratively. How does this
fourth step yet further shift our understanding and ultimate analysis
of the song? Teacher must learn how to facilitate his students very
well.
Post-lesson: Brief, one page, in-class response, answering the
following prompt: What distinctions can you make between simple
analysis and rhetorical analysis after the last two lessons? Explain
and demonstrate. Assignment: Again, students may conduct a
similar rhetorical analysis of a song following the above steps. Briefly
discuss what a thesis in such a rhetorical analysis might look like--
collaborating on a thesis for the class lesson analysis might be an
effective way to demonstrate and prompt this goal for students' own
work. These will be a great help for all of them if they apprehend the
steps that has given them.

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In the study of Wittle (2012), he aimed to design an instrument
that can help to describe relevant differences in literary competence
between students to specify the individual literary development
process of students in upper secondary education. Such a frame of
reference should make it easier to identify differences between
students and to deliver teaching that stimulates the literary
development process of students with different levels. A key
principle was to base the frame of reference on the shared
pedagogical content knowledge of a varied group of teachers so that
the research outcomes would be meaningful for teachers. The
results consist of a competence scale, indicated book list, a data
matrix, and lastly, a description of six successive literary
competence levels. In the competence scale, he found out that
teacher in upper secondary classes distinguish that the levels of
literary competence should be sufficiently distinctive both for
themselves and the students. The teachers agreed on six levels for
upper secondary namely very limited, neither limited, nor extended,
broad extended and much extended literary competence.

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There are of course relative descriptions which in principle
only apply to students in upper secondary classes to make these
descriptions concrete and to place them in the context of
development over several years, they were given a label that was
meaningful for teachers. For example, level 3 is a good performance
at the start of literature education in Grade 10 and satisfactory
performance at the end of Grade 11, but it is an unsatisfactory
performance at the end of Grade 12.
If the teachers in the Philippines are aware of the level of
literary competence of students and if they are conscious of how
they develop literary competence, the teaching of World Literature
would be on the right track. They too would look for means of
intervention program to improve the level of literary competence of
students. As Neranjani (2011) putted it in his research, students will
be motivated to learn World Literature and they will actively be
engaged in tasks. Activities will also provide a scaffold for the
teachers of World Literature and given them direction and support to
facilitate in developing the literary competencies of the students. The
students were merely passive learners and listeners before the
intervention, but when activities were introduced they became active

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participants in learning and displayed a great enthusiasm to learn
World Literature.
Although teachers are the source of information and it is the
teacher’s mission to help student gain literary competence, the
teaching of World Literature should not be teacher-dependent. Some
tasks which allows students to work interdependently and creatively
may be also be given. Dey (2011) conducted a research about
literary competence achieved by the students in a text based
learning environment because she believed that teaching of World
Literature in Malaysia is largely dependent. Hence students rarely
acquire literary competence.
In the Philippines, the curriculum is now on the K to 12.
Teachers of World Literature make budget of work every quarter to
make up for the competencies the students need to acquire in a
school year. Since there is a budget which will be accomplished in a
span of two months and the budget has limited lessons in World
Literature, the teaching of World Literature seems to be teacher
dependent also.
Also, many teachers believe that they need a new strategy in
teaching so that they can arouse the interest of the students in

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learning World Literature. These can be possible if teachers will use
any instruments that can motivate the learners, one of the things that
they can used is the figurative languages or the rhetorical devices it
can be a good icebreaker in learning and appreciating World
Literature.
Applying the Generic Structure Potential (GSP) model, Babaie
(2011) described the rhetorical patterns of English newspaper
editorials as an important public genre. Based on the same model
adopted from the Systemic Functional (SF)theory of language and
genre (see Halliday & Hasan, 2011), Babaie identified four obligatory
structural elements (Run-on Headline, Addressing an Issue,
Argumentation, and Articulating a Position) which existed in 90% of
these ample editorials. These elements were sequenced as:
RHÂIÂÂP. In addition, came up a few optional elements which
are: providing Background Information(BI), which either preceded AI
or followed it, Initiation of Argumentation (IA), and Closure of
Argumentation (CA). These optional elements of the GSP, in some
cases, were helpful to writers to start off their arguments, and
sometimes used to finely round off the arguments. This study delved
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into the GSP of the English editorials. Babaie (2011) contrasted the
editorials written by Americans and Iranians.
Most of the previous studies dealt with public figures and their
oration. While conducting the present study only two studies
featuring combat sport figures and their rhetoric were found. A study
by Gorsevski & Butterworth (2011) dealt with a boxer, Muhammad
Ali’s rhetoric. The second study by Saira (2016) similarly to the
present study also focused on MMA champion Conor McGregor’s
speeches but with the focus on his representations of dominant
masculinity.
Therefore, despite the studies examining the same person,
the difference in focuses separates the present study from Saira’s.
The present study was conducted using rhetorical analysis with the
data being gathered from 11 press conferences that took place prior
to the fights. The main aim of the study was to identify the rhetorical
2 devices used by McGregor as well as providing an analysis on the
usage of these devices in the context that they appeared.

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The study is divided into six chapters as well as their
supporting subsections. The next chapter explains the theoretical
framework of the thesis and how it has been applied in the study. It
also opens up the meanings behind the most significant concepts
presented in the study as well as presenting the rhetorical studies
that are centered in a combat sport environment. The third chapter
introduces the research questions, the data and the methods of the
present study. Chapter four is the analysis section where the data is
analyzed and the research questions are answered. The final
chapter is the conclusion, where the result of the study are
summarized and possible new study suggestions are presented
This chapter offers a brief introduction into the history of
rhetoric as well providing early on definitions for rhetoric as well. This
chapter also opens some of the goals, uses and categorizations of
rhetoric. This chapter focuses heavily on Aristotle due to him being
one of the earliest impactful persons studying rhetoric. In her book
“thinking through communication”, Trenholm (2013, 2) stated that
the rise of democracy in ancient Greece brought up the rise of public
communication. It was taught by philosophers to be used as an

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important problem-solving tool. Trenholm also states that “the
available means of persuasion” or early rhetoric was a well-
respected discipline and Aristotle was one of the more well-known
philosophers of the classical period.
On the other hand, the present study is different from all the
other studies mentioned because of the respondents and
instruments used. Set of contrasts purposes and aims of the
researchers is also dissimilar. The present study is compared with
the works of Damrosh, Baytan, Venkat Mani, and Laura Wilder.
Since the present study aimed to determine the used of
rhetorical devices in teaching world literature. As a whole, the
foregoing review of related literature and studies provide some
insights into the pedagogical nature of using rhetorical devices in
teaching world literature.
Synthesis
The review of literature that the researchers gathered gave
them the insights and facts which contributed to the present study.
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These studies may display variance but the researchers still adopted
that these were vital because of their notions conveyed.
The study of Baytan (2014), Ang (2012), Damrosh (2011)
and Dey (2011) are similar in such a way that they discussed about
the meaning and importance of world literature as an acquaintance
with letters, the root definition of literature. They believed that it is a
body of literary productions, oral, written or visual, containing
imaginative language that realistically portrays thoughts, emotions
and experience of human condition. It is a language in use that
provides insights and intellectual stimulation to the reader. As one
explores world literature, he likewise discovers the beauty of
language. It is also the product of particular culture that concretizes
man‘s array of values, emotions, actions and ideas. It is therefore a
creation of human experience that tells about people and their world.
Moreover literature, particularly the world literature is an art
that reflects the works of imagination, aesthetic and creative writing
which are distinguished for the beauty of style or expression as in
fictions, poetry, contains positive knowledge. That’s why students
are required to study world literature. English teachers do the best

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way they can for their students to learn and appreciate world
literature. They also believed that Word literature is an art; there is
beauty in it. Beauty that is sometimes neglected in any way. But this
beauty is sometimes hidden just like in poems. So, in the teaching
and learning of World literature, students are taught how to
appreciate beauty.
On the other hand, studies of Harris (2017), Trenholm (2019)
Farrokhi and Nazem (2015), Räsänen (2015) and Alkiomäki (2013)
are different from each other, they pointed that the use of rhetorical
devices in World Literature as follows: “By learning, practicing,
altering, and perfecting them, and by testing their effects and
nuances for yourself, these devices will help you to express yourself
better.” Harris’ also lists some of the purposes of these devices
including helping to pay attention, helping to understand one’s
points, helping to make claims more believable and finally helping to
be remembered. Harris’s (2013) “A handbook of rhetorical devices”
consisted of a collection of 60 rhetorical devices with their
descriptions and examples on each of the devices. Harris’ along with
Trenholm offered the definitions to all the rhetorical devices found in

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the present study thus helping with the identifying and categorizing
of the devices.
. Alkiomäki (2013) analyzed the debates between Mitt
Romney and Barack Obama on their appeal to women. Results of
the study indicated that Obama used more argumentation strategies,
whereas Romney used strategies that were based on reason.
(Alkiomäki 2013, 68) Räsänen (2015) studied how the conservative
politician Sarah Palin represented herself in Twitter. The study
showed that Palin forwarded her political agenda as well as blatantly
promoted herself in her Tweets. Additionally, it was noted that she
addressed her audience in several ways both praising and inducing
guilt in them. (Räsänen 2015, 66).
This study is unique from all the other studies mentioned
because of the respondents and instruments used. Set of contrasts
purposes and aims of the researchers is also dissimilar.
Since the present study aimed to determine the used of
rhetorical devices in teaching world literature. As a whole, the
foregoing review of related literature and studies provide some

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insights into the pedagogical nature of using rhetorical devices in
teaching world literature.
Theoretical Framework
Study about World literature started out to be an ideal or
ambition. Goethe said, “The era of world literature is at hand, and
everyone must contribute to accelerating it.” Centuries later, this
statement remains to be true. World literature is a market that must
be sustained as the circulation of literature is somehow still
experiencing some challenges and debates such as the
considerations to be taken note of when letting a work be included
as world literature and of course, regarding the issue of translation.
World Literature teaches not only knowledge about past
lessons in life and human experience but it also teaches how those
literary pieces were written by authors or poets. World Literature
gives readers the opportunity to learn, see and understand a part of
the world and its people without physically travelling the necessary
miles or through the ages.

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The concept of using rhetorical devices reveals the creativity
of the writer or poets in persuading the readers to believe on his
work of art. The recognition of these features is significant for it
involves rational understanding of the literal valve of images and it
demands the ability to make meaningful, imaginative connections
between the images and ideas.
According to the early works, Rhetoric is a technique of using
language effectively and persuasively in spoken or written form. It is
an art of discourse, which studies and employs various methods to
convince, influence or please an audience (literary devices, 2013).
Rhetorical devices can be a good source of the students to improve
communicate competence using English language and to appreciate
literature through thinking and imagination.

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helping to
understand
one’s points
Purposes of
helping to be rhetorical helping to pay
remembered devices in attention
literary works
helping to make
claims more
believable
Figure 1 illustrates the theoretical framework of the study.
Harris (2017) described the use of rhetorical devices as
follows: “By learning, practicing, altering, and perfecting them, and
by testing their effects and nuances for yourself, these devices will
help you to express yourself better.” Harris’ also lists some of the
purposes of these devices including helping to pay attention, helping
to understand one’s points, helping to make claims more believable

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and finally helping to be remembered. Harris’s (2017) “A handbook
of rhetorical devices” consisted of a collection of 60 rhetorical
devices with their descriptions and examples on each of the devices.
Harris’ along with Trenholm (2019) offered the definitions to all the
rhetorical devices found in the present study thus helping with the
identifying and categorizing of the devices.
Conceptual Framework
The conceptual framework of this study made use of IPO
model. Input is something from the external environment that fed
into the system. In a system, the input may be raw data captured in
some way or pre-existing data which has been provided by an
external system. In either case, the input is provided by an external
entity. The process accepts the input into the system and performs
some type of operation on it which transforms it into some other
state. In the simplest term, the process is at the heart of any system.
Output is the result of processing the input. Without output a system
has no link back into its external environment.
In the IPO process, the study arrived with establishment of
conceptual paradigm. It is adopted from the usage by Thomas Kuhn.

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In Kuhn’s view, a paradigm is a set of metaphysical beliefs and
underlying assumptions that make up a theoretical framework. In
other words, a paradigm establishes the boundary and principles of
a certain theory of researchers in the discipline.
Figure 2 illustrates the conceptual paradigm of the study.
Input Process Output
*Features of
Rhetorical Devices * Gathering
*Strategies in information
Proposed
Teaching World *Survey
Literature Enhancement
*Performance of *Interviews
Activities
the students using
rhetorical devices
In the paradigm, the first box pertains to input box. It contains
the features of rhetorical devices, lessons in the world Literature and
performance of the students using rhetorical devices. A line with an

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arrow is drawn going to the process box. It includes gathering
information, survey and interviews. Another line and arrow is drawn
going to the output box which suggests that there should be
proposed enhancement activities in using rhetorical devices in
teaching World Literature.
Hypothesis of the Study
The study tested this hypothesis.
Using rhetorical devices in instruction, the teacher can easily
teach World Literature to the students that the multimedia
capabilities of computer applications including zoom meeting, video
presentations, online presentation and activities through email and
g-mail provide a rich and engrossing experience for students by
showing the children how to visualize World Literature using real
world examples in an interactive, online environment and the student
will become interested and motivated in the discussion and they can
easily absorb the knowledge and have better performance in World
Literature.
Definition of terms
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For clarity and better understanding of this study, the following
terms are theoretically and operationally defined.
Hyperbole- Hyperbole derived from a Greek word meaning
“over-casting,” figure of speech that involves an exaggeration of
ideas for the sake of emphasis.
(https://literarydevices.net/hyperbole/). In this study, this refers to the
used to make a claim that was quite impossible or unreal. The
purpose of hyperbole was to enhance the importance of something.
Farrokhi and Nazem (2015, 160)
Metaphor- A metaphor is a figure of speech that describes
an object or action in a way that isn’t literally true, but helps explain
an idea or make a comparison.
(https://www.grammarly.com/blog/metaphor/). In this study,
metaphor was the least used device and it was used by the editorial
writers to illustrate their own opinions on the matter in question
instead of the reality of the news events. Farrokhi and Nazem (2015,
160)
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Rhetorical devices- A rhetorical device is a linguistic tool
that employs a sentence structure, sound, or pattern of meaning to
invoke a reaction from an audience. Each rhetorical device is a
distinct tool that can be used to construct an argument or make an
existing argument more compelling. In this study, the word was
used as follows: “By learning, practicing, altering, and perfecting
them, and by testing their effects and nuances for yourself, these
devices will help you to express yourself better. (Harris 2017)
Rhetorical tropes- tropes are devices of figurative
audience. In this study, this refers to the usage of words, phrases
and images not in the way they are normally portrayed. (Garmalinda,
2012).
World literature- It is an art that reflects the works of
imagination, aesthetic and creative writing which are distinguished
for the beauty of style or expression as in fictions, poetry, essay or
drama, in distinction from scientific treatises and works which

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contain positive knowledge. In this study, World literature is
described as an acquaintance with letters, the root definition of
literature. It is a body of literary productions, oral, written or visual,
containing imaginative language that realistically portrays thoughts,
emotions and experience of human condition. It is a language in use
that provides insights and intellectual stimulation to the reader.
(Baytan, 2014)
CHAPTER III
Research Method and Procedure
This chapter deals with the research design, respondents of
the study, data gathering instruments used, data gathering
procedures and statistical treatment of data needed to realize the
aim of this study.
Research Design
The researchers used the descriptive research method to
acquire adequate facts, figures and data for the study. The
researchers utilized the method because the problems involves
survey and elaboration of the facts included in the study.

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According to Valdez (2013), descriptive method of research is
concerned with the description of data and characteristics about a
population. The goal is the acquisition of factual, accurate and
systematic data that can be used in averages, frequencies and
similar statistical calculations. Descriptive studies seldom involved
experimentation, as they were more concerned with naturally
occurring phenomena.
As cited by Shields & Rangarjan (2013), descriptive research
does not answer questions about how, when, and why the
characteristics occurred, rather, it addresses the question what the
population or situation are being studied.
Descriptive research is purposive process of data gathering,
analysing, classifying and tabulating data about prevailing condition,
process trends and cause-effect relationships and then adequate
interpretation about such data with or without aid of statistical
statement. (Manongsong, 2016)
A descriptive design made used of a thorough analysis of
different narrative which is related to the subject being studied.
Survey questionnaire was the main data gathering tool used in the
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study. For this purpose, the researchers used self-constructed
questionnaire for the survey to gather information and get clear and
easy responses from the respondents. Through this, the researchers
were able to know every important detail, which can be very useful
to accomplish the study. Since the present study is concern with the
use of rhetorical devices in teaching world literature among grade 10
students in Golden Gate Colleges, the descriptive method was used
( Valdez, 2013).
Subjects of the Study
The study was conducted in Golden Gate Colleges Academic
Year 2019-2020. The proposed respondents are 30 students from 2
sections of Grade 10. The students were purposively selected due to
their competence and knowledge about the study.
Data Gathering Instrument
The instrument used in gathering data for this study was the
questionnaire. Researchers used several references such as
handbooks and unpublished materials in gathering relevant data to
gather accurate information by identifying the insight of the

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respondents regarding with the used of Rhetorical devices in
teaching world literature among Grade 10 students in Golden Gate
Colleges.
Construction of Questionnaire. The researchers read and
studied variety of example questionnaires relevant to their study.
Books about their problem and about research were of great help to
the construction of questionnaire. After a lot of study, the
researchers made a draft of their own questionnaire that will
encompass the used of Rhetorical devices in teaching world
literature among Grade 10 students in Golden Gate Colleges. The
draft was forwarded to the research adviser for her comments and
suggestions.
Validation of Questionnaire. After construction, the
researchers’ adviser validated the instrument. Some parts of the
questionnaires were standardized questionnaires. It was passed,
checked and some questions were revised to make this appropriate
for this study and for the respondents to easily understand the items.
The comments and suggestions given by the adviser were
incorporated and the final copy was prepared. The prepared letters
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of request were attached to the questionnaires. Upon establishing
the validity of the questionnaire, it was prepared for the distribution.
Administration of Questionnaire. Before the distribution of
the questionnaires, the researchers prepared letters requesting
permission from principal of Golden Gate Colleges (Junior High
school department) to use the schools under their supervision as the
area of study. When the letter was approved, they administered the
questionnaire to the respondents and requested them to answer it
with concern and sincerity.
Retrieval of Questionnaires. The retrieval of questionnaires
was followed and the researchers retrieved one hundred percent of
questionnaires on the same day.
Scoring of Responses
The assessment of the respondent on each item was
interpreted through scaling. Furthermore, the following equivalents
for each verbal interpretation used:
Scale Range Verbal Interpretation
4 3.5 - 4.0 Yes/ Strongly Agree/

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Always
3 2.5 - 3.49 Sometimes/ Agree
2 1.5 - 2.49 Not sure / Disagree/
Rarely
1 1.0 - 1.49 No/Strongly
Disagree/Never
Interviews
The researcher also conducted formal and informal interview
from the students and colleagues who gave them valuable insights
and comments regarding the topic of the study.
Data Gathering Procedure
Data gathering procedure describes the manner of collecting
the data need for the completion of this research. This was one of
the essential parts of a research because it served as a basis of the
desired output. It used some instruments in order to obtain

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necessary information for the development of the study. The
researchers visited to their school library to research some facts
which support their study.
Likewise, the researchers utilized internet for some facts that can
help them in their study. They also visited external library like
Batangas Provincial Library to further explore and gather more data
that required in the study.
The researchers constructed questionnaire that used as devise
to gather data that are needed. Some parts of the questionnaires
were standardized questionnaires. It was passed, checked and
some questions were revised to make this appropriate for this study
and for the respondents to easily understand the items.
After construction, the researchers’ adviser validated the
instrument. When the questionnaire was approved, the researchers
administered the questionnaires through personal visit to the
respondents and with the help of the adviser. The questionnaires
were distributed to the G-10 students of Golden Gate Colleges. The
researchers used random sampling method in the distribution of
questionnaires method.
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Data Analysis
This study used the following statistical tools to measure the
validity of data gathered through questionnaire. The statistical tools
used in this study were rank and weighted mean.
Weighted mean. This was used to determine the typicality of
responses on an item checked from an option in the
questionnaire.
Ranking. This was used to determine the positional importance
of the responses to items answered.
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA
This chapter presents the analysis and interpretation of
data based on the response of the Grade 10 students in Golden
Gate Colleges (Junior High School Department).
More specifically, the researchers sought to answer the
following questions:
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1.) DISTINCT FEATURES OF RHETORICAL DEVICES IN
TEACHING WORLD LITERATURE AS PERCEIVED BY THE
STUDENTS
The first problem of this study focused on the distinct features of
rhetorical devices as perceived by the selected Grade-10 students of
Golden Gate Colleges. The table 1 below presents the distinct
features and the response of the students that is tabulated and
computed using weighted mean, verbal interpretation and ranking.
TABLE 1. DISTINCT FEATURES OF RHETORICAL DEVICES IN
TEACHING WORLD LITERATURE AS PERCEIVED BY THE
STUDENTS
When the teacher uses Weighted Verbal Ranking

rhetorical devices in Mean interpretation
teaching World Literature,
it makes me:
1. Motivated to learn 3.67 Always 1
2. Interested on the topic 3.53 Always 3.5
3. Easily understand the 3.46 Always 5

lesson
4. Happy 3.09 Always 6
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5. Active and energetic 3.53 Always 3.5
6. Focused 3.06 Always 7
7. Distracted 2.59 Sometimes 8
8. Challenged 3.57 Always 2
9. Easily get bored 2.53 Sometimes 9
10. Asleep 2.20 Rarely 10
General Weighted Mean 3.123 Sometimes
When the respondents were asked on what they feel when the
teachers used rhetorical devices in teaching World Literature, they
come-up with average responses “sometimes” with the weighted
mean of 3.123. Most response is the students always became
motivated to learn with rank of 1 and 3.67 weighted mean. They
always became interested on the topic (3.53 weighted mean), active
and energetic with the rank of 3.5. It was also seen in the table that
they were sometimes distracted (2.59 weighted mean) and easily
get bored (2.53 weighted mean) and rarely feel asleep (2.20) when
the teacher uses rhetorical devices in teaching World Literature with
the rank of 8, 9 and 10 respectively.

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In can be inferred that the distinct features of rhetorical devices in
teaching World Literature are most likely positive. It can make the
learners more engage in the teaching-learning process.
In the study of Wittle (2012), he aimed to design an
instrument that can help to describe relevant differences in literary
competence between students to specify the individual literary
development process of students in upper secondary education.
Such a frame of reference should make it easier to identify
differences between students and to deliver teaching that stimulates
the literary development process of students with different levels.
As time passed by, writers, politicians and other students of
world literature developed and expanded the understanding and
devices of rhetoric. These were developed to help in speech and in
studying speech. ’Rhetorical schemes describe the arrangement of
individual sounds (phonological schemes), the arrangement of
words (morphological schemes) and sentence structure (syntactical
schemes) (Bulusan, 2012).
On the other hand, rhetorical tropes are devices of figurative

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audience (Garmalinda, 2012).
Rhetorical devices is obviously so vast that any view of it
cannot help but be partial; the question then becomes how to reduce
the complex task of understanding and describing rhetorical devices.
To prompt students to practice their ability to analyze a variety of
visual rhetoric, it can be helpful to have students work with non-static
images that engage dimensions beyond fixed pictures and words.
A practical companion to Damrosh (2011) where world
literature is defined primarily as a mode of reading across national
boundaries; this book suggested ways of reading literary works
whose language, cultural context or genre sees foreign to the
contemporary English language reader.
The school prepares the child at an early stage, shape his
values, appreciation and interest, as well as develop his skills which
can be used throughout his life and leisure. This is made possible by
world literature teaching and taking up literary selections.

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Of course, when we put anything on a pedestal, we remove it
from everyday life, so the corollary is that literature is to be honored
and respected, but it is not to be read, certainly not by any normal
person with normal interests stated by Wittle (2012).
The teacher of world literature should remember why he or
she entered the field of literature. The motivation was likely a love of
words and of stories and of what good writers can do with words and
stories. That sense is what we must convey.
Generally, authors want to communicate with their readers, so
they are not likely to hide or disguise what they are saying, but
reading literature also requires some training and some practice.
Good writers use language very carefully, and readers must learn
how to be sensitive to that language, just as the mechanic must
learn to be sensitive to the appearances and sounds of the engine.
Everything that the writer wants to say, and much that the writer may
not be aware of, is there in the words. We simply have to learn how
to read them.
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If the teachers in the Philippines are aware of the level of
literary competence of students and if they are conscious of how
they develop literary competence, the teaching of World Literature
would be on the right track. As Neranjani (2012) putted it in his
research, students will be motivated to learn World Literature and
they will actively be engaged in tasks. Activities will also provide a
scaffold for the teachers of World Literature and given them direction
and support to facilitate in developing the literary competencies of
the students.
TABLE 2. LESSONS IN WORLD LITERATURE IN WHICH
RHETORICAL DEVICES MAYBE USED

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Did your teacher use rhetorical Weighted Verbal Ranking

devices in teaching the following Mean interpretation
lessons?
1. ‘B24’ 4 Yes 1.5
Author: Sir Arthur Conan Doyle
2. ‘The Tell-Tale Heart’ 3.90 Yes 3.5

Author: Edgar Allan Poe
3. ‘Rip Van Winkle’ 3.62 Yes 5

Author: Washington Irving
4. ‘The Gift of the Magi ’ 3.90 Yes 3.5

Author: O. Henry
5. ‘Song of Roland’ 4 Yes 1.5
6. The Happy Prince’ 2.20 Not sure 6
Author: Oscar Wilde
General weighted mean 3.60 Yes
Based on the table 2 above, the respondents come-up with
“yes” as the general answer with the mean of 2.86 regarding the
lessons under world literature where the teacher uses rhetorical
devices. The teacher uses rhetorical devices in teaching the lessons
such as B24 and Song of Roland with the rank of 1.5 and 4 as
weighted mean. It is followed by the lessons such as the ‘Tell-Tale
Heart and The Gift of the Magi with the rank of 3.5 and the weighted
mean of 3.90. The teacher also uses rhetorical devices in teaching

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Rip Van Winkle with the rank of 5 and weighted mean of 3.62. The
last on the rank is The Happy Prince with the mean of 2.20 wherein
the students are not sure if the teachers use rhetorical devices. It
can be inferred that the teacher uses rhetorical devices in teaching
most of the lessons under world literature.
Ang (2012), cited that there are several ways in which
literary texts can be studied: for its thematic value, for entertainment
value, for the richness of its plot, for comparison with other works, for
the ideas its contains, for its motional power, for character analysis
as an appeal to move readers to action, for social reform, for its
representations of literary movements and techniques, for the
author’s unique use of language and most importantly for its
reflection of life itself.
World literature must have the following in order that they can
give to literature students in class: Love for reading, not just reading
anything in general, but reading short stories, novels, poems, plays,
essays and others.

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World literature scholar Barbosa (2014) believed that the
‘’worlding’’ of literature is brought about by ‘’ information transfer’
largely generated by developments in print culture. Because of the
advent of the library, ’Publishers and booksellers who print and sell
affordable books, literate citizens who acquire these books available
to those who cannot afford to buy them collectively play a very
important role in the’ ’making’’ of world literature.
All grade 10 students in the Philippines are required to read
and study World Literature. As a matter of fact, literature is one of
the seven learning areas (Language, Literature, Communication,
Mathematics Philosophy, Natural Science, and Social Science) in
the K-12 program. In Junior High school, specifically grade 10
students take World Literature that is composed of myths and stories
of different places and people all over the world Every now and then,
students study literature in all aspects, they are obliged to read a
literary genre, discuss it, perform activities, and answer worksheets
about it in the classroom with the help of their teachers. Oftentimes,
teachers require students to read, speak and write in English and

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then integrate literature to strengthen these skills. Therefore, there is
an integration of language (rhetorical devices) and world literature.
In the Philippines, the curriculum is now on the K to 12.
Teachers of World Literature make budget of work every quarter to
make up for the competencies the students need to acquire in a
school year. Since there is a budget which will be accomplished in a
span of two months and the budget has limited lessons in World
Literature, the teaching of World Literature seems to be teacher
dependent also.
Also, many teachers believe that they need a new
strategy in teaching so that they can arouse the interest of the
students in learning World Literature. These can be possible if
teachers will use any instruments that can motivate the learners, one
of the things that they can used is the figurative languages or the
rhetorical devices it can be a good icebreaker in learning and
appreciating World Literature.

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TABLE 3. STUDENT’S PERFORMANCE IN STUDYING WORLD

LITERATURE USING RHETORICAL DEVICES
Student’s performance in studying Weighted Verbal Ranking

World Literature using rhetorical Mean Interpretation
devices
1.I can use simile in comparing two
things that has similar quality 2.73 Moderately Agree 6
2.I can compare things using metaphor
in a sentence 2.83 Moderately Agree 4
3.I can make a sentence using an
exaggerated statement or hyperbole 3.83 Strongly Agree 1
4.I now love reading poem with the use
of onomatopoeia 3.53 Strongly Agree 2
5.I now love reciting phrases with
alliteration 3.03 Moderately Agree 3
6. I can make a conversation or
dialogue using simile 2.70 Moderately Agree 8
7. I can write a poem using hyperbole.
2.80 Moderately Agree 5
8. I can describe the content of world
literature using rhetorical devices 2.56 Moderately Agree 9
9. I can artistically display a
competence in using rhetorical devices 2.72 Moderately Agree 7
in world literature
General Weighted Mean 2.97 Moderately Agree
It is shown in table 3 that making a sentence using an
exaggerated statement or hyperbole with the mean of 3.83 and with
verbal interpretation of strongly agree is ranked 1 among the nine
rhetorical devices that usually used. This can be explained that

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making a sentence using an exaggerated statement or hyperbole
can really catch the attention and interest of the students. Next in
rank among those rhetorical devices that usually used is, reading
poem with the use of onomatopoeia, with the mean of 3.53 and with
verbal interpretation of strongly agree and ranked 2ND among the
nine rhetorical devices that usually used. It is because the student’s
attention can easily be aroused if there are new fun things to learn.
Also they love challenges.
On the other hand, reciting phrases with alliteration that
ranked 3RD with an obtained mean of 3.03 and interpreted as
moderately agree, gives a big impact on the student’s ability to use
their comprehension and understanding. While comparing things
using metaphor in a sentence, ranked 4TH and with a mean of 2.83
and with an interpretation also of moderately agree. It indicates that,
the teacher must really let the students used more of their literary
skills in using rhetorical devices.
Furthermore, writing a poem using hyperbole, ranked 5 TH with
the mean of 2.80 and with the verbal interpretation of moderately
agree. It can be said that the students are really fond in using
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exaggerated statements on describing and expressing their feelings.
If that so, it will lead to enriching the students learning experiences
by, engaging and relating themselves on an extraordinary way of
teaching as they grow as a learner. Another variable is using simile
in comparing two things that has similar quality ranked 6 TH with the
mean of 2.73 and with verbal interpretation of moderately agree. It
indicates that, giving students more chances to excel in using the
simplest type of rhetorical devices might enhance their literary skills
and competence. It allows the students to go beyond its meaning.
Seven on the rank, artistically displaying a competence in
using rhetorical devices in world literature, with the mean of 2.72 and
interpreted as moderately agree. Next is making a conversation or
dialogue using simile ranked as 8TH with the mean of 2.70 but still
interpreted as moderately preferred.
Among all those nine variables, describing literature using
rhetorical devices ranked as 9TH and with the computed mean of
2.56 and verbally interpreted as moderately agree. Though it ranked
last we cannot deny the fact that student can easily identify and
used the right rhetorical devices in describing literature.

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This was supported by the study of Harris (2017) when he
described the use of rhetorical devices as follows: “By learning,
practicing, altering, and perfecting them, and by testing their effects
and nuances for yourself, these devices will help you to express
yourself better.” Harris’ also lists some of the purposes of these
devices including helping to pay attention, helping to understand
one’s points, helping to make claims more believable and finally
helping to be remembered.
Laura Wilder (2012) filled a gap in the scholarship on writing in
the disciplines and writing across the curriculum with this thorough
study of the intersections between scholarly literary criticism and
undergraduate writing in introductory literature courses. Rhetorical
Strategies and Genre Conventions in Literary Studies is the first
examination of rhetorical practice in the research and teaching of
literary study and a detailed assessment of the ethics and efficacy of
explicit instruction in the rhetorical strategies and genre conventions
of the discipline.
Using rhetorical analysis, ethnographic observation, and
individual interviews, Wilder demonstrates how rhetorical

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conventions play a central, although largely tacit, role in the teaching
of literature and the evaluation of student writing. Wilder follows a
group of literature majors and details their experiences. Some
students received experimental, explicit instruction in the special
topoi, while others received more traditional, implicit instruction.
The best way to recognize the artistry and value of world
literature is throughout literary analysis. Consequently, Grade 10
students are required to analyse the text itself, first to gain
understanding and appreciation. In other words, they must start with
the basic way of analysis before going deep into the text. It is
through this that they gain knowledge which they could use to
interpret and appreciate the text. Of course, to make it more creative
literature teachers must let her students to experience a little bit
challenge in using figuratively languages rhetorical devices in their
performance assessment in world literature.

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TABLE 4. PROPOSED ENHANCEMENT ACTIVITIES TO
APPRECIATE LESSONS IN WORLD LITERATURE
Do you appreciate Weighted Mean Verbal Interpretation Ranking

lessons in world
literature by the following
ways or enhancement
activities?
1. Tutorial or one on one 5
class 3.06 Agree
2. Online presentations 3.57
Strongly Agree 2
3. Video Presentations 4
3.09 Agree
Strongly Agree 1
4.Zoom meeting 3.67
5.Modular 3.0 Agree 6
6.Face to face classes 2.99 Slightly Agree 7
7.Activities through email 3.53 Strongly Agree 3
or g-mail
General Weighted Mean 3.27 Agree

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Based on the table 4 above, the respondents come-up with
“agree” as the general answer with the mean of 3.27 regarding the
propose enhancement activities designed to appreciate lesson in
World Literature. Based on their responses, the students are
agreeing to use Zoom meeting with the rank of 1 and the mean of
3.67. This was followed by online presentation with the mean of 3.57
and activities through email or g-mail with the mean of 3.53.
Fourth in the ranked is a video presentation with the mean of
3.09. Tutorial or one on one class gained 3.06 mean and ranked
fifth. Next to it is module gaining 3.0 mean. Last but not the least is
face to face classes obtaining 2.99 mean.
Many teachers believe that they need a new strategy in
teaching so that they can arouse the interest of the students in
learning World Literature. These can be possible if teachers will use
any instruments that can motivate the learners, one of the things that
they can used is the figurative languages or the rhetorical devices it
can be a good icebreaker in learning and appreciating World
Literature.
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Unfortunately, we have forgotten that world literature is
enjoyable and we fear that too often we distort it when we teach it. I
hope that this study will help to explain why, at least in part by
showing how world literature delights and how it instructs. We hope,
too, that it will inspire other teachers to emphasize the value and
delight of reading world literature without watering it down, without
cheapening it.
Although teachers are the source of information and it is the
teacher’s mission to help student gain literary competence, the
teaching of World Literature should not be teacher-dependent. Some
tasks which allow students to work interdependently and creatively
may be also are given. Dey (2011) conducted a research about
literary competence achieved by the students in a text based
learning environment because she believed that teaching of World
Literature in Malaysia is largely dependent. Hence students rarely
acquire literary competence.
Venkat Mani (2014), in an essay published in 2014, submitted
that world literature is best understood in the larger context of global
media dissemination. Mani points out that in the globalized world

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that exists today, the place of origin of a literary work does not
necessarily define the cultural or national context of the work. He
believed that modern world literature is being created and
disseminated in a public sphere, aided by new media technologies
and the interconnected nature of the Internet and social media.
Mani’s viewpoint mirrored Goethe’s statement that “national
literature is now a rather unmeaning term,” but takes on new
meaning as, almost 200 years later, the world is more connected
than ever before through modern technology.
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the study as well as
conclusion and necessary recommendations offered by the
researcher generations.
Summary
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The main objective of this study was to determine the
use of rhetorical devices in teaching World Literature.
The study attempts to determine the use of rhetorical
devices in teaching World Literature among Grade-10 students in
Golden Gate Colleges.
1. What are the distinct features of rhetorical devices in teaching
World Literature?
2. What lessons in World Literature in which rhetorical devices
maybe used?
3. What is the student’s performance in studying World Literature
using rhetorical devices?
4. Based from findings of the study, what enhancement activities
maybe designed to appreciate lessons in world literature?
In view of these questions, the study assessed the use of
rhetorical devices in teaching World Literature. The researchers
used the descriptive method of research to acquire adequate facts,
figures and data for the study. The researchers utilized the method
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because the problem involves survey, discussion and elaboration of
the facts included in the study.
The respondents of the study were 30 students from 2
sections of Grade 10 students from Golden Gate Colleges. The
solving formula for weighted mean was used to determine the
general mean of the rhetorical devices that usually used and
performances of the students in World Literature class. We ranked
the mean to analyze the sequence of the variables.
Upon doing some researches, the researchers found out
that the distinct features of rhetorical devices in teaching World
Literature are most likely positive. It can make the learners more
engage in the teaching-learning process.
The lessons where the teacher uses rhetorical devices in
teaching that are most favor are B24 and Song of Roland with the
rank of 1.5 and 4 as weighted mean. However, the response
revealed that the students were not sure if teachers use rhetorical
devices in teaching Happy Prince with the mean of 2.20. Other
indicated lessons are highly rated.

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The overall weighted mean for the performance of the
students in World Literature class is 2.97 with verbal interpretation of
moderately agree. The researchers revealed that the students found
making a sentence using an exaggerated statement or hyperbole
with the highest weighted mean of 3.83. Item 8 which are describing
literature using rhetorical devices yielded the lowest mean with 2.56
weighted mean.
With the proposed enhancement activities to appreciate the
lesson in World Literature, the response reveals that they agree to
use such activities with general mean of 3.27. Using zoom meeting
top the ranked with the mean of 3.67. It was followed by online
presentations with 3.63 mean. However, face to face classes ranked
last with the mean of 2.20.
Conclusions
Based on the research findings and discussions, it can be concluded
that:
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1. The teacher used distinct features of rhetorical devices in
teaching World Literature. It can make the learners more
engage in the teaching-learning process. Majority of the
respondents always experienced the distinct features of
rhetorical devices in teaching World Literature. It can be
inferred that when the teacher uses rhetorical devices in
teaching World Literature, there are positive effects on the
students. The distinct features of rhetorical devices can make
the students happy, interested on the topic, motivated to learn
and focused, challenged, active and energetic, easily
understand the lesson, sometimes get distracted, bored and
felt asleep. It can make the learners more engage in the
teaching-learning process. Students generally learned more in
the classes when they received help from computers. They
learned their lessons with less instructional time.
2. It can be inferred that the teacher at Golden Gate Colleges
used rhetorical devices in teaching world literature. The
lessons in which the teacher uses rhetorical devices are B24,
Song of Roland, The Tell- Tale Heart, Gift of Magi and Rip
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91
Van Winkle. However, students were not sure if teachers use
rhetorical devices in teaching the story of Happy Prince.
3. The proposed enhancement activities imparted by the
researchers that will equip the future World Literature teachers
under the K-12 program can be a great help in rearing new
and effective mentors in the span of time.
4. Technology plays a big role in enhancing literary competence.
Students nowadays are abreast of technology feud or fashion
that they enjoy classes using updated gadgets.
Recommendations
In relevance to the results and conclusions drawn by the
researchers, the following recommendations were hereby presented.
1. The school administrators may implement an action plan on
school programs and project regarding the use of rhetorical devices
in teaching English lesson such as World Literature.
2. The teachers may use rhetorical devices in teaching world
literature in order to improve their teaching strategies and
techniques and able to get the interest and motivation of the
students.
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92
3. The use of proposed enhancement activities given by the
researchers may be considered by World Literature teachers.
4. The parents may be encouraged to share their resources in the
school like computers, laptop, projectors, etc. to engage their
children on a conducive learning environment using rhetorical
devices regarding learning world literature and other lessons in
English.
5. Further studies may be conducted related to the use of rhetorical
devices using other variables.

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Golden Gate Colleges

College of Teacher Education

World literature started out to be an ideal or ambition. Goethe

said, “The era of world literature is at hand, and everyone must

contribute to accelerating it.” Centuries later, this statement remains

to be true. World literature is a market that must be sustained as the

circulation of literature is somehow still experiencing some

challenges and debates such as the considerations to be taken note

of when letting a work be included as world literature and of course,

regarding the issue of translation. The challenges on circulation,

however, are not as grave as the recent years. Today in the

21st century, because of technology and freedom of expression, as

well as our growing need for information, we continue to accelerate

world literature as more and more people contribute to it.

There are many factors for a literary piece to be qualified

as World Literature, let alone to be called “literature”, per se. World

literature is used to refer to the sum total of the world’s national

literatures, but usually it denotes the circulation of works into the

wider world beyond their country of origin. To be considered world

literature, it has to speak to people of more than one nationality,

hence it transcends borders. Often used in the past primarily for

masterpieces of Western European literature, world literature today

is increasingly seen in global context because in the present time,

countries are experiencing similar situations and somehow, they all

linked together. Literature went through profound changes in the

20th and 21st centuries, partly in that of technology, communication

World Literature teaches not only knowledge about past

literary pieces were written by authors or poets. World Literature

gives readers the opportunity to learn, see and understand a part of

miles or through the ages. Literature has a very important function

within the context of society and history. (Jewel, 2012). It gives

reading the lines of poems, stories or plays. (Breitman, 2012).

Rhetoric is a technique of using language effectively and

persuasively in spoken or written form. It is an art of discourse,

which studies and employs various methods to convince, influence

or please an audience (literary devices, 2013). Rhetorical devices

can be a good source of the students to improve communication

competence using English language and to appreciate literature

through thinking and imagination. Students can also utilize these

devices in their daily conversations, whether it is in writing, reading

or speaking. They will be more creative and imaginative using

rhetorical devices. This also takes form part of literary analysis, a

vital stage in the development of student’s critical thinking skills

The use of rhetorical devices reveals the creativity of the writer

or poets in persuading the readers to believe on his work of art. The

recognition of these features is significant for it involves rational

understanding of the literal valve of images and it demands the

ability to make meaningful, imaginative connections between the

images and ideas.

necessary, but all those reasons can be reduced to this point: we as

a society seem to have forgotten that reading classic literature is

supposed to be both enjoyable and beneficial. The Roman poet

English Renaissance poet Sir Philip Sidney expanded on it some

reading literature encouraged people to continue reading and

was contained in the literature.

This formulation sounds a lot like “a spoonful of sugar makes

literature is enjoyable to read, and it does have a great deal to teach

us about what it means to be human and to live in this world. World

literature teaches and it delights, and these functions are related.

Unfortunately, we have forgotten that world literature is

showing how world literature delights and how it instructs. We hope,

delight of reading literature without watering it down, without

When we used to enter some of the chain bookstores that