21st Century Literature from

the  Philippines and the World

Contextual
Reading
Approaches
In this unit, you should be able to: 
● identify the different ways one may evaluate a
literary text, specifically by examining its 
biographical context, sociocultural context, and
linguistic context; 
● distinguish various critical reading strategies; and 
● analyze different literary texts through different
contexts using different critical reading  strategies. 
While it is important to know the
characters in a literary text, it is
also essential for readers to
understand the author’s
background.
….the life of Francisco Baltazar
before discussing Florante at Laura​
There are reasons to read literature through the
biographical context (Gioia and Kennedy 2007):

● Understanding the author’s life can help you

understand his or her work thoroughly.  
● Reading the author’s ​biography ​or
autobiography helps you see how much his
experiences shape his or her work directly and
indirectly.
Here are biographical strategies that you may use: 

● Research on what the author believes in and

also what he or she does not.  
● Analyze how the author’s belief system is
reflected in his or her work. 
● Look at the author’s other works and analyze if
there is a pattern with regard to the theme that is
indicative of his or her life and beliefs. 
Ralph Waldo Emerson once wrote:
"Talent alone cannot make the
writer. There must be a man behind
the book."
When you are reading literature through a
biographical context: 
● In what ​year​was the text written and
published? 
● Is there anything ​significant that happened in
the​author’s life during this time? What were the ​
circumstances​that happened to the author before
the writing of the text? 
● Were there several ​drafts of the text? What can you say
about the changes that the author made? What aspects do
you think the author struggled with during the revision?
What is the effect of the revisions to the published text? 
● Are there ​characters and situations in the text that
could be ​representative of or are similar to the ones in
the author’s life? 
● How will knowing about the author amplify your
appreciation of the work? 
Take note of the following before reading a text
through a biographical context: 
● You should not assume that all works are
confessional, biographical, or even “true to
life.” 
● A literary text is according to the author’s
perspective and will be heavily influenced by
him or her, but it is not the only way of
studying literature.
• An 1835 move to Pandacan, a district of Manila,
would prove to be very important for Baltazar's
life and his poetry. While in Pandacan he met and
fell in love with a young lady named Maria
Asuncion Rivera, who would eventually become
the muse of all his future works.
Although Baltazar loved Maria, he was not able to have
her because another suitor named Mariano Capule.
Capule used his power and money to have Baltazar
imprisoned in 1835 so that he could marry her instead
of Baltazar. While imprisoned, Baltazar wrote "Florante
at Laura," which was a poem based on his personal
circumstances regarding his love for Maria and the
deception of another male suitor. Upon his release from
prison in 1838, Baltazar published "Florante at Laura,"
and it was considered by many to be his best work.
There is irony to the success that Baltazar
achieved as a poet. Baltazar renounced his gift
for writing by stating on his deathbed that he did
not want his children to follow in his footsteps
and become poets, as it caused him much
suffering in his life and the life of his family. He
even went as far to say that it would be better for
them to cut off their hands than to pursue a
profession as a writer.
Literary Reading through
a Sociocultural Context
At the end of this lesson, the learner should
be able to:
● differentiate the various literary theories;
and
● analyze a literary text by examining its
sociocultural context.
Lesson 2: Literary Reading through a 
Sociocultural Context
Aside from understanding a literary
text through a biographical
perspective, it is also important to note
the year or period it was written.
Readers would be able to identify the
historical events that took place in that
year. We would also find out the roots
of an event’s cause and the reasons
behind the character’s motives and
interests. 
• Recall the timeline of
Philippine history.
• Reflect on some events
that may have transpired
during those periods of
time by creating a visual
image that represents each
of them.
• Share the images drawn
and the ideas behind to the
class.  
● 1882 – Rizal, a well-known hero of today, leaves for
Spain to pursue his studies. 
● 1898 – Americans introduced formal education in the
Philippines. 
● 1972 – Ferdinand Marcos declared Martial law in the
Philippines. 
● 1986 – People Power Revolution took place among the
Filipino people. 
● 2016 – Rodrigo “Digong” Duterte was elected the 16​th
president of the Philippine Republic.
Let’s Learn About It!
According to the critic Wilbur Scott,“Art
is not created in a vacuum; it is the work
not simply of a person, but of an author
fixed in time and space, answering a
community of which he is an important,
articulate part.
The following are reasons to read literature
through sociocultural context (Gioia and
Kennedy 2007): 
● Reading using the sociocultural context helps
you understand the social, economic, political,
and cultural forces affecting the work that you are
reading.
● Analyzing the sociocultural context of the text
makes you examine the role of the audience
Guide questions for reading through sociocultural context:
• What is the relationship between the characters or
the speakers in the text and their society?
• Does the text explicitly address issues of gender, race,
or class? How does the text resolve these issues?
• Who has the power? Who does not? What is the
reason for this setup?
• How does this story reflect the nation? What does this
say about the country and its inhabitants?
 Porphyria's Lover by ROBERT BROWNING
To set its struggling passion free
       From pride, and vainer ties dissever,        While I debated what to do.
       And give herself to me for ever.
That moment she was mine, mine, fair,
But passion sometimes would prevail,
       Nor could to-night's gay feast restrain        Perfectly pure and good: I found
A sudden thought of one so pale A thing to do, and all her hair
       For love of her, and all in vain:        In one long yellow string I wound
       So, she was come through wind and rain.        Three times her little throat around,
Be sure I looked up at her eyes And strangled her. No pain felt she;
       Happy and proud; at last I knew
       I am quite sure she felt no pain.
Porphyria worshipped me; surprise
       Made my heart swell, and still it grew      
• English poet Robert Browning lived during the vast majority of
Queen Victoria’s reign, making him an exemplary writer of the
Victorian era and its ethos. One of the hallmarks of Victorian
culture was sexual restraint and an overarching sobriety of
conduct. The dark side of such repression was an obsession with
sex; Victorian London had more brothels than schools and some
80,000 working prostitutes.
• “Porphyria’s Lover” is a poem that reveals the culture’s dark
view of sexuality. Porphyria, with her overt sexuality, represents
the kind of woman the Victorians shunned. All in all, the sexual
material in the poem would have been viewed as taboo by
Browning’s contemporaries.
How can knowledge of the various
contexts of a literary work enhance
our understanding and
appreciation of the text?
At the end of the lesson, the students should be able to:

• Define sociocultural theory

• Discuss how sociocultural theory enhances the
text’s meaning and reader’s understanding
• Manifest understanding in a literary context using
sociocultural approach
• Produce and present output from the text using a
learning strategy
I. introduction
II. Theme of the story with the author
III.What do you think is the prevailing social order shown? 
IV. How do the people during those times act? How do they
differ from our generation? 
V. How does the event affect the author and his perspectives
about the situation? 
VI. What perspective/s is/are present in the movie. Expound.
Fill in the blanks with the correct answer.
1. ___ is the perspective we can use to
distinguish the roles of marginalized women in
the society.
2. ___ distinguishes the social stratification
between the capitalists and the working class,
the ruler and its members, and the rich and
poor.
Fill in the blanks with the correct answer.
3. _____ highlights the occurrences that take place after a
certain period of outside influence in colonization.
4. _____ is the perspective used in determining a
“coming-of-age” story where a character develops and
unveils his desired identity.
5. One of the strategies in linguistic context is to analyze
the ​________or choice of words in the text.
Fill in the blanks.
6. Reading the author’s ​_________ ​or autobiography
helps you see how much his experiences shape his
or her work directly and indirectly.
7. A literary text is according to the author’s
_________ and will be heavily influenced by him
or her, but it is not the only way of studying
literature.
 Identify the following.
8. In what year did the Americans introduce formal
education in the Philippines?
9. People Power Revolution took place among the
Filipino people in the year ____.
10. In analyzing a text through a sociocultural context
one should understand the ​relationship between the ​
characters or the speakers in the text and their
_______.
Identify whose literary works are the following. (6-9)
11.1988 novel State of War
12.America is in the Heart
13.Rosales Saga
14.Love in the Time of the Bakunawa
15. What is the atypical issue Carlos Bulosan and other
Filipinos experienced during their stay in America?
Choose one among the literary pieces below and
research about its socio-cultural content. Be
ready for the presentation by group.
1. Jun Robles Lana’s Die Beautiful
2. 2. Artikulo Uno productions’ Heneral Luna
3. Loy Arcenas’s Ang Larawan
4. Marilou Diaz-Abaya’s Muro-Ami
5. Rory Quintos’s Anak
Identify what social issue or literary
perspective is present for each work.
16. Jun Robles Lana’s Die Beautiful
17. Artikulo Uno productions’ Heneral Luna
18. Loy Arcenas’s Ang Larawan
19. Marilou Diaz-Abaya’s Muro-Ami
20. Rory Quintos’s Anak
Bring out ¼ for our quiz.
All about linguistic,
biographical and socio-
cultural context.
5 minutes to review your
notes, if you have.
1. L
2. D
3. L/E
4. P
5. V
6. Ninotchka Rosca
7. Carlos Bulosan
8. F. Sionil Jose
9. Peter Nery Solis
10. racism/racial discrimination
A L B U M
 P P __RE __SS __ I__O
O __ N
GUESS WHO?
I often work in the early
morning when the light is best.
The canvas has had time to dry
overnight. When I start, I make painter
sure all of my brushes are
clean.
“Practically everything we do that
is specifically human is expressed
in language.”

- David Richter
What is a linguistic context?

-discourse that surrounds a

language unit and helps to
determine its interpretation
Here are some reasons to read literature
through the ​linguistic context: 

Reading the text on its own, regardless of the

author’s biography and sociocultural context,
may help you understand the literary text
through analyzing the words, sentences,
patterns, imagery, etc. of the text. 
Reading through a linguistic context
focuses on the language used in the
literary work and how it is used to
convey meaning. 
The following are some strategies you may use to
read a text through the linguistic context: 

• Analyze the ​diction​or choice of words in

the text.
“Isang Dipang Langit”
by Amado V. Hernandez

Ako’y ipiniit ng linsil na puno

hangad palibhasang diwa ko’y piitin,
katawang marupok, aniya’y pagsuko,
damdami’y supil na’t mithiin ay supil.
The following are some strategies you may use to
read a text through the linguistic context: 

• Analyze the ​diction​or choice of words in

the text.
• Observe the use of ​figurative language.
 Ang maghapo’y tila isang tanikala
na kala-kaladkad ng paang madugo
ang buong magdamag ay kulambong luksa
ng kabaong waring lungga ng bilanggo.
The following are some strategies you may use to
read a text through the linguistic context: 

• Analyze the ​diction​or choice of words in

the text.
• Observe the use of ​figurative language.
• Analyze the ​mood and tone​of the text.
Kung minsan, ang gabi’y biglang magulantang
sa hudyat – may takas! – at asod ng punlo;
kung minsa’y tumangis ang lumang batingaw,
sa bitayang moog, may naghihingalo.
The following are some strategies you may use to
read a text through the linguistic context: 

• Analyze the ​diction​or choice of words in the

text.
• Observe the use of ​figurative language.
• Analyze the ​mood and tone​of the text.
• Analyze the ​over all content ​of the text.
Over all, the poem is all about the life of Amado
Hernandez in prison. He wrote the poem on April
22, 1952 in Muntinlupa prison.

In depth understanding, the poem is more likely a

reflection and it pertain to us, being colonized for
years…
Here are guide questions that may help you
when you read literature through the linguistic 
context: 
• What were the ​striking/unfamiliar words in the text?
• What ​literary devices ​are used? Are there images?
• What is the tone?
• Is the speaker happy about the subject?
• Is the tone negative or positive?
• How do literary elements contribute to the effectiveness of
the text.  
Unlocking of Difficulties
1. rotting – to slowly decay or cause
(something) to decay
2. commandeer- to take (something, such as a
vehicle or building) by force especially for
military purposes.
3. tyrant – someone who uses power in a cruel
and unfair way
Unlocking of Difficulties

4. metaphor – an object, activity, or

idea that is used as a symbol of
something else
5. parched - very dry especially
because of hot weather and no rain
THIRD WORLD GEOGRAPHY
by Cirilio Bautista
A country without miracles
Sits heavy on the map,
Thinking of banana trees rotting
In the sunlight.
The man who watches over it
Has commandeered all hopes,
Placed them in a sack,
And tied its loose end.
 He goes around carrying it
On his back.
When asked what is inside,
He say, “Just a handful of feathers,
Just a handful of feathers.”
That’s how light the burden
Of government is in peace time –
Any tyrant can turn it into a metaphor.
 You kneel on the parched earth
And pray for rice. Only the wind
Hears your useless words.
The country without miracles
Tries to get up from the page,
But the bold ink and sharp colors
Hold it down.
Meanings from the Third World Geography by Cirilo
Bautista

1. Poverty - People who live in poverty

are usually envisioned working under
the scorching sun. It symbolizes
hardship and the cruel conditions of the
work environment.
2. Hope - This is something that everyone
living has every mentioned except that the
degree upon which it is needed differs.
Governments of third world countries
create false hopes by convincing
themselves that hardship is "just a
handful of feathers" that can be easily
carried.
3. Hunger - This is the most
common causes of death among
young children in these poverty-
stricken countries. No food and
water. No one can overcome hunger
and plant rice on "parched earth." 
4. Government - "Only the wind hears
your useless words." Corruption and bad
politics. They know the needs, they know
the numbers and yet most keep a deaf ears
on poverty and hunger. The rich get only
richer and the corrupt becomes the devil's
advocate.
 The hope, the miracle that one day
everything will change is something
far-fetched.
Only God knows when the history of
these third world countries can be
changed and written in a better color.