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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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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:

RH^AI^A^AP. 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

language. They represent a deviation from the common or main

significance of a word or phrase or include specific appeals to the

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

language. They represent a deviation from the common or main

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significance of a word or phrase or include specific appeals to the

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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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.
 Golden Gate Colleges
College of Teacher Education
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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.