Chapt

er1 I
ntr
oduct
iont
otheSt
udyofLi
ter
atur
e

Int
ended Lear
ning Out
comes:Att
he end oft
hischapt
er,t
he st
udent
sar
e
expect
edto:

1.Def
inel
it
erat
ureandit
scharacter
ist
icssuchashi
stor
y,l
i
ter
aryst
andar
ds,
and
t
hemainingr
edi
entsofli
ter
atur
e.

1.
1.I
ntr
oduct
oryConcept
sandRev
iew

Pur
pose:

a.Li
teratureisawayt oinvesti
gatewhatitmeanst obe
human.I ti
sal soameansofcommuni cat
ingwith
othersaboutawi derangeoft opicsandissues.
b.Li t
erature assists us in compr ehending people,
societi
es,events,andcul t
ure.
c.Li
terature'
spur poseist opr ovi
deentert
ainmentand
vi
car i
ousexperiencest hatcandeepenandenr i
chourli
ves.

Li
ter
atur
eDef
ined

TheLat i
nwor dlit
era,whichmeans"
let
ter
,"i
swheret
hewor d
"l
i
terat
ure"origi
nates.Anywri
tt
enworkisconsi
der
edl
it
erat
ure
i
nt heful
lestsense.

Thewor d"wr
it
ing"comesf rom t
heLatinword"l
itar
it
ura,
"which
al
so refersto" a writ
ing cr
eated wi
thlett
ers,"while some
def
init
ionsal
soincludespokenorsungwr i
ti
ngs.Anywr it
tenworkorcol
l
ect
ionof
wri
ttenworksisref
erredtoaslit
erat
ureint
hebr oadestsense.

Api eceofwr i
ti
ngthati
sconsi der
edt obeanar tgenre,oranypar
ti
cularpi
eceof
wr i
ti
ngt hati
sthoughttohav eartisti
corintel
l
ectualv al
ueandthatoccasional
l
y
usesl anguageinwayst hataredif f
erentf
rom ev er
ydayusage,isref
erredtoas
l
iteratur
e.Thewr i
ti
ngit
selfi
sofl i
teraryval
ue.

Accor
dingt
ovar
iouswr
it
ers:

Lit
eratur
eisanypr i
ntedmat t
erwri
tt
enwithi
nabook,amagazi neorapamphlet
.
Itisaf ait
hfulreproducti
onofman’ smanifol
dexperi
encesblendedint
oone
harmonious expression.Because l
i
ter
atur
e deals wi
thideas,thought
s and
emot i
onsofman, li
teratur
ecanbesaidt
obet hest
oryofman.

Li
terat
urei sman’ sl ove,grief
s,thought
s,dreamsandaspi rat
ionscoachedi n
beauti
fullanguage.Inor dertoknowthehistor
yofanat i
on’sspir
it,
onemustr ead
i
tslit
erature.Hencei tis,thattounderst
andtherealspir
itofanat ion,onemust
“t
race the l i
tt
leril
l
s as t heycourse along down the ages,br oadening and
deepeningi ntothegreatoceanoft houghtwhichmenoft hepresentsour ceare
pr
esent
lyexpl
ori
ng.
”

“Li
teratur
eexpressest hefeeli
ngsofpeopl etosociety,t
ot hegover
nment ,tohis
surroundi
ngs,tohi sfell
owmenandt ohisDi vi
neCr eator
.” Theexpr essionof
one’sfeeli
ngs,accordi
ngt ohim,maybet hroughlove,sorr
ow,happiness, hatred,
anger,pit
y,contempt,orrevenge”,Brot
herAzurin
“Li
teratur
eisany thi
ngt hatisprinted,aslongasi tisr el
atedtothei deasand
feel
ingsofpeopl e,whet heritist r
ue,orjustapr oductofone’si magi nation”,
Webst er

“Trueli
teratur
ei sapieceofwr i
tt
enwor kwhichisundying. I
texpressesthe
feeli
ngsandemot i
onsofpeopl
einr esponsetohi
sev er
ydayeff
ortstoli
ve,tobe
happyinhi senv ir
onmentand,afterstruggl
es,toreachhisCreator.
”At i
enza,
Ramos, SalazarandNazal
,PANITI
KINGPI LIPI
NO

“Li
terat
ureraisesli
fetoanew l
evelofmeani
ngandunderst
andi
ng,andi
nthe
processrestoressani
tyandj
usti
ceinaninsaneandunj
ustworl
d.”–Cir
il
oF.
Bautist
a
“Li
terat
urei
sl i
fe.
”–Unknown

Ther
ear
etwomaj
orschool
sofl
i
ter
atur
e:
1.Orall
iter
aturei udesbal
ncl l
ads,f
olkl
ore,j
okes,
andf abl
es
that arepasseddownbywor dofmout h.
2.Wr it
ten lit
eratur
ei udes poet
ncl r
y and nov els,wit
h
subsect
ions or f
f i
cti
on,pr ose,my th,short
stor
yandnov el.

I
mpor
tanceofLi
ter
atur
e
Intheend,l i
ter
aturei
sabodyofwr i
tt
enwor kscreatedby
authorsandacademi csi nal anguageacrosssev er
aleras
and cultures. The inventi
on of r eadi
ng i ndi
cates an
excessiv
e pace f orknowledge,i deas,events,and even
senti
ment sinhumanci v
ili
zat
ion.

Whydowest
udyl
i
ter
atur
e?

Whenst udent
sst udyLiterat
ure,t
heyl
earntoappr eciat
ewor dsandtheirpower.
They t
ravelto ot herr eal
ms and ti
mes through t he t
extsthey read.They
under
standaboutt heirowncul t
ureandot her
s'....Import
antl
y,theylearnto
consi
dermul t
ipl
eper specti
vesandunder
standthecompl exit
yofhumannat ure.

Appr
oachesandModel
sofLi
ter
atur
e
Li
ter
aryAppr
oaches
1.Formali
sti
corLi t
erar
yAppr oach
-Liter
atur
e i s v i
ewed i ntr
insi
cal
ly
,
independentoftheaut hor,age,orany
otherextr
insi
cfactor.
*Thest udyoft heselectionismor eor
lessbasedon“ li
ter
aryelements”.

2.MoralorHumani
sti
cApproach
-Lit
erat
ureisvi
ewedtodi
scussmanandi
tsnat
ure.
-I
tpr esentsmanasessent ial
lyrati
onal;
-thatis,endowedwi t
hintel
lectandf r
eewill
;
-orthatt hepiecedoesnotmi si
nterpr
etthetruenatureofman.
*Theappr oachi scl
oset othe“ mor al
i
ty”oflit
erature,t
oquest
ionsofet
hical
goodnessorbadness.

3.HistoricalApproach
-Literaturei s seen both as a r ef
lecti
on and productoft he times and
circumst ancesinwhichitwaswr it
ten.
-Itoper atesont hepremisethatthehistor
yofanationhastel
l
ingeffectson i
ts
li
teratureandt hatthepiececanbebet t
erunder
stoodandappr eci
atedifone
knowst hetimessurroundingit
screation.

4.Soci ologicalApproach
Li
teratur eisv i
ewedast heexpr essi
onofmanwi thi
nagi vensocialsituat
ion
whi chi sr educedt odi scussi
onsoneconomi c,inwhi chmenar esomewhat
simpl isti
cally divi
ded into hav es and haves not,t hus passing intot he
“proletarianappr oach”hitchtendstounderscoret heconf l
i
ctbetweent hetwo
classes.
*Thesoci ologicalapproachstressesonsocial“r
elevance”,soci
al“commi t
ment ,
”
cont empor aneit
y,anditdeemscommuni cati
onwi t
ht hereaderimportant.

5.Cul t
ur alApproach
Li
teratur ei sseenasoneoft hemani f
est ati
onsandv ehicl
esofanat ion’sor
race’scul t
ureandt radi
ti
on.
-Itincludest heentir
ecompel sofwhatgoesunder“ cul
ture”–t hetechnologi
cal
,
artistic,sociologi
cal,i
deologi
calaspects;andconsi der
sthel i
terar
ypieceinthe
total cul t
uralmili
euinwhichitwasbor n.
-Thet hr ustist omakef ulluseoft hereciprocalfuncti
onbet weencul t
ur eand
li
terat ure.
*Theappr oachi soneoft her i
chestway st oarri
veatthecul tureofpeopl eand
oneoft hemostpl easurablewaysofappr eciati
ngthelit
eratureofpeople.

6.Psychol ogi
calAppr
oach
-Lit
eratur eisviewedast heexpressi
onof“ personali
ty,
”of“ i
nnerdr i
ves”or
“neurosis”.
-Itincludest hepsy chol
ogyoft heaut hor
,oft hechar acter
s,and ev en t
he
psychol ogyofcreat
ion.
*Ithasr esult
edinanal mostexhausti
ngandexhaustive“psychol
ogicalanal
ysis”
ofchar acter
s,ofsymbolsandimages, ofr
ecurr
entthemes, andothers.

7.Impr
essioni
sticApproach
-Li
ter
atureisviewedt oelucidat
e“reacti
ng-response”whichisconsi
der
edas
somethingver
yper sonal,rel
ati
veandf rui
tf
ul.Uncondi
tionedbyexpl
anati
ons
andoftentaki
ngt heimpactoft hepieceasawhol e,i
tseekstoseehow the
pi
ecehascommuni cated.

Li
ter
aryModel
s

Thestudyofli
teratur
eappealsi
ndif
ferentaspect
sandimport
ance.
1.Cult
uralModelLi ter
ature-aimstounder st
andandappreci
atecul
tur
esand
ideol
ogiesdi
fferentfr
om one’
sownint i
meandspace.
-(CM)arement alstr
uctur
esandpatt
ernsofbehav i
ort
hatdi
sti
ngui
shonecul
tur
e
 from anot her.
-CM ar ebased on j ointexper ienceand ar eshar ed byt hemaj ori
tyoft he
member sofacer tainet hni
corsoci alcul t
ure;theyar econnect edwi t
ht he
sy stem ofv al
uesoft hesecul tures.
2.Language ModelLi t
er ature ai ms t o pr omot elanguage dev elopmentl ike
vocabul aryandst r
uctur e.
-(LM)r eli
esont hedev elopmentofst udents`knowl edgebywor kingwi thfamili
ar
grammar ,lexicalanddi scour secat egories.I tfocusesont hewayl anguagei s
usedi nliterarytexts.
-( LM)encour agesandt eachesst udentshow t odealwi thal it
erarywor ki n
relationt othet argetlanguage.
3.Per sonalGr owt hModelLi t
er at ur eaimst ohelponeachi ev elasti
ngpl easure
anddeepsat isfact
ioni nr eading.
-(PG)v iewsl it
eratureasasour ceoff actsandi tist eachercent eredwher et he
teacherpassesknowl edgeandi nf ormationt othest udents.
-PGf ocusont heper sonaldev el opmentoft hestudent sincludingemot ionsand
per sonal char acteri
stics.
-Lear ner sareencour agedt oexpr esst heiropinions,feelingsandopi nionsand
makeconnect ionsbet weent hei rownper sonalandcul turalexper i
encesand
thoseexpr essedi nthet ext .

1.
2Li
ter
atur
eandHi
stor
y

Hi
stor
yofLi
ter
atur
e

Thehistor
yofl it
eraturefol
lowscl osel
ythedev el
opmentofci vi
l
izati
on.When
def
ined exclusi
vel
y as wr i
tten work,AncientEgypti
an l
iter
ature al
ong wi
th
Sumerianli
terat
ure,areconsider
edt hewor
ld'sol
destl
it
erat
ures.

Theprimarygenresoft hel
iterat
ureofAncientEgypt—di dact
ictexts,hy
mnsand
pray
ers,andt al
es—wer ewr it
tenalmostent i
rel
yinv erse;whil
euseofpoet i
c
devi
cesi sclearl
yr ecogni
zable,theprosodyoft hev er
seisunknown.Most
Sumerianli
ter
atureisapparentlypoet
ry,asitiswri
t t
eni nlef
t-
justi
fiedl
ines,and
coul
dcontainli
ne-basedorganizati
onsuchast hecoupl etort
hestanza.

Dif
ferenthi
stori
calper
iodsarer
efl
ectedi
nlit
erat
ure.Nati
onalandtri
balsagas,
accountsoftheori
ginofthewor
ldandofcustoms,andmy t
hswhichsometimes
carr
ymor alorspi
ri
tual
messagespredomi
nateint
hepre-ur
baneras.

TheepicsofHomer ,dat
ingfr
om theearl
ytomiddleIronAge,andthegreat
I
ndianepi
csofasl ightl
ylat
erper
iod,hav
emor eev
idenceofdeli
berat
eli
terar
y
aut
horshi
p,sur
vivi
ngl i
ketheol
dermy t
hsthr
oughoralt
radi
ti
onforlongperi
ods
bef
orebeingwri
tt
endown.

Li
ter
atur
eandhi
stor
y

Lit
eratur
eandhi stor
yar ecloselyinterrel
ated.Indi scoveri
ngthehistoryofarace,
thef eel
ings,aspi
rati
ons,cust omsandt radit
ionsofapeopl ear esur etobe
i
ncluded...andt hesef eeli
ngs,aspi r
ati
ons,cust omsandt radit
ionsthatare
writ
tenislit
erat
ure.
Historycanalsobewr itt
enandt hist oo,islit
erature.Ev ent
sthatcanbewr itt
en
downar epartoftrueli
teratur
e.Li terature,ther
efor e,i
spartofhi
story.
Lit
eratur
e and history,howev er,al so hav e differences. Lit
erature may be
fi
gmentsoft
heimagi
nati
onoreventsdevoi
doftruththathav
ebeenwr
it
ten
down,whi
l
ehi
stor
yismadeupofevent
sthatr
eal
lyhappened.

Li
ter
aryComposi
ti
onst
hatHav
eInf
luencedt
heWor
ld:

1.TheBi bleort heSacr edWr i

ti
ngs-Becamet hebasi sofChr istianit
yor i
ginat
ing
from PalestineandGr eece
2.Kor an-TheMusl i
m biblefrom Arabi a
3.TheI li
adandt heOdy ssey-Hav ebeent hesourceofMYTHSandLEGENDSof
GREECE.Wr i
ttenbyhomer
4. The Mahabhar ata -Longestepi coft hewor ld.Cont ainst hehi stor
yof
RELI GIONinI NDI A
5.Cant erburyTal es-Depi ctst her el
igionandcust omsoft heEngl ishinear l
y
days/or i
ginat edf rom Englandandwaswr it
erbyGeof f
reyChaucer
6.Uncl eTom’ sCabi n-byHar ri
etBecherSt oweoft heUS.Depi ct edthesadf ate
ofSLAVES; thi sbecamet heBASI SOFDEMOCRACYl ateron.
7.TheDi vi
neComedy-ByDant eAl i
ghieriofITALY.Showst heRELI GIONAND
CUSTOMSoft heear l
yITALI ANS
8.ElCi dCompeador-Showst hecul t
uralcharacteri
sticsoft heSPANI ARDSand
theirnati
onal history
9.TheSongofRol and-I ncludesDOSPARESandRONCESVALLESofFr ance.I
tell
saboutt heGOLDENAGEOFFRANCE
10.TheBookoft heDead-I ncludest heCULTOFOSI RISandt heMYTHOLOGY
andTHEOLOGYofEGYPT
11. TheDi vi
neComedy-Wr i
tten byConf uci
us;becamet heBASI S ofthe
CHRI STIANRELI GION
12.OneThousandandOneNi ghtsorTheAr abianNi ght sFr om ARABI Aand
PERSI A;thisshowst heway sofGOVERNMENTofI NDUSTRI ESandoft he
SOCI ETYoft he ArabsandPer sians

1.
3Li
ter
arySt
andar
ds

Lit
er ature,ascompar edt oanyot herf orms
ofwr it
ing,possessesdi st
inctqual i
tiest hat
separ at eitfrom ther est .Theseincl ude:
1. Uni versal i
ty - Li terature appeal st o
every one, r egardless of cul ture, r ace,
gender ,and t
ime whi ch ar e
allconsi der edsignificant .
2.Ar tistr
y– Li terature hasan aest het i
c
appeal andthuspossessesasenseofbeaut y.
3.Intel
lectualValue–Li t
er atur
estimulatescr i
ticalthi
nki ngt hatenrichesment al
processesofabst ractandr easoni
ng,maki ngmanr ealizet hefundament al
tr
uthsofl if
eandi t
snat ure.
4.Suggest iveness–Li teratureunravel
sandconj uresman’ semot i
onalpowert o
definesymbol i
sms, nuances, impli
edmeani ngs, imagesandmessages, giving
and ev oking visi
ons abov e and bey ond t he pl ane ofor di
nar yl ife and
exper i
ence.
5.Spi r
itualValue–Li terat ureelev
atest hespi ritandt hesoulandt hishast he
powert omot i
vateandi nspir
e,drawnf rom t hesuggest edmor al
sorl essons
 ofthedi ff
er entl iterarygenr es.
6.Per manence–Li teratureendur esacr osst i
meanddr awsoutt het imef actor:
ti
mel iness,occur r
ing ata par ticul
art i
me,and t imelessness,r emai ning
i
nv ariablet hroughoutt i
me.
7.Sty l
e–Li t
er atur epr esent specul iarway /
sonhowmanseesl ifeasev idenced
byt hef or mat i
onofhi si deas,f or ms,st ructures,andexpr essi onswhi char e
mar kedbyt hei rmemor abl esubst ances.
- The aut hor '
s wor d choi ce,sent ence st r
uctur e,f igurativel anguage,and
sent ence ar rangemental lwor kt ogethert o establish mood,i mages,and
meani ngi nt het ext .
-I nliterature,st y l
ei st hewayi nwhi chanaut horwr it
esand/ ortel l
sast ory.It'
s
whatset s one aut horapar tf rom anot herand cr eates t he “ voice”that
audienceshearwhent heyr ead.
- Stylei s al so whatdet ermi nes t he mood ofa pi ece ofl iterature,so i t
s
i
mpor tancei shugeacr ossal lgenr es.
- Dev i
cesi nclude, butar enotl imi tedt o,pointofv i
ew, sy mbol i
sm, tone, i
mager y,
dicti
on, voi ce, sy ntax, andt hemet hodofnar rati
on.
- Thef oll
owi ngcr iteri
aar esuggest edandusedbyl i
terarybar ds,pundi tsand
criti
csar oundt hewor ldt oev al
uat eal i
terarypi ece.Becr i
ti
cal .Asky our self
oncei nawhi l
e.
o Doesi tmov ey ou?
o Woul di tst illber eadandmakeagoodr eferencehundr edsofy earsf rom
now?
o Doesi tt ickley ourimagi nat i
ons?
o Whatdoesi tsuggest ?
o Whatmor allessonscanbedr awnout ?
o Doesi tpossessmul ti
f acetednat uresforal lsor t
sofaudi ence?
o Doest hest yl
ef ascinat ey ou?I st hest yl
euseduni queorf orger y?

1.
4Mai
nIngr
edi
ent
sof Li
ter
atur
e

 Subject
- Anywor kofl i
teratureonsomet hi
ngandf orthisreason,i thassubj
ecte.
i
emot i
on,object,
abst racti
dea, orevent.
- Subj ectisthetopiconwhi chthest oryhast obewr i
tten.andt hemeofthe
stor
yi sthatwhaty ouaret r
y ingtoexpl ainint hest oryori nwordsthe
moral.forexampl e:subject:
dr eams.
- Subj ectisat opicwhi chactsasaf oundat ionforal i
teraryworkwhil
ea
themei sanopinionexpr essedont hesubject
- Forexampl e,awr i
termaychooseasubj ectofwarf orhisstoryandthe
themeofast orymaybewr i
ter'spersonalopi ni
ont hatwari sacursefor
humani t
y.

 For
m
 Formi sthev er
bal andarti
sti
cst ructur
ingofideas.
- Thesubj ectonl ovemaybeexpr essedinapoem,ast ory ,ordramaf or
m.
Inreadingal i
terarywor k,onemustpaycar efulattentiont oitsform
becauset hewor kofar ti
sinlargepar tandaestheti
call
yshapedst r
ucture.
- Themostcommonel ementsoft henarr
ati
vest r
uctur
ear e:sett
ing,plot
,
andtheme.
- Thepar tsofnar r
ativ
epl otinclude–exposi t
ion1(thebegi nni
ng),ri
sing
acti
on,climax,fall
ingacti
on,andr esol
uti
on(denouement )
- Poetryisaf orm oflit
eraryar
twhi chusesaestheticandr hythmicqualit
ies
 ofl anguaget oev okemeani ngsi naddi ti
ont o,ori nplaceof ,prosaic
ostensi blemeani ng.
- Lit
er aturei ssubdiv i
dedi ntot hecl assict hreef ormsofAnci entGreece:
poet ry,drama, andpr ose.
- Poet rymayt henbesubdi videdintot hegenr esofl y
r i
c,epic, anddramat i
c.
Thisgenr eisof ten broken up i ntof i
v esubgenr es:f antasy ,hi
stori
cal
fi
ction,cont empor aryf i
ction,my stery,andsci encef i
cti
on.Nonet hel
ess,
therear emor et hanj ustf i
vet ypesoff i
cti
on,r angi ngf r
om r omanceto
graphi cnov el
s.
 Structur e,orf orm,i sthear r
angementofst oryel ement saccor dingto
purpose,st yl
eandgenr e....Whilet hepl otist heev entsint hest oryit
sel
f,
heav il
yaf f
ectedbychar act er
,set t
ingandt heme,t hest ructureishow
theseel ement sar epresent edtot her eader.

Pl
otEl ementDi agram
-Theset tingandchar actersareint
roduceddur i
ngtheexpositi
on, andweusual l
y
l
ear nsomebackgr oundi nformationtohel pushav eagoodunder standingof
theset ti
ngandchar acters.
-Duringt herisi
ngact ion,somef orm ofproblem orcri
sisbecomesappar ent .
-Thecl imaxi susuall
yt het ur
ningpointandincludesthehighestleveloft ension.
-Duringt hef al
l
ingact ion,webegi ntoseet hecharacterssol
vingt heirproblems
orcrises.
-Finally
,t hereist her esolut
ion,inwhicht hereissomef orm ofcl osur e.The
fi
gurebel owisagoodv i
sualtoremembert hepart
soft henarrat
ivest r
uct ur
e.

Cl
i
ma

Ri
sing Fal
l
ing

Exposi
ti
o Resol
uti
on
Fr
eyt
ag'
sPy
rami
d

Fr
eyt
ag'
sPy
rami
d
- Thestorybegi
nsbyr eveali
ngexposit
ionupf
ront,thenleadsint
oalongrisi
ng
acti
on.Thecli
maxf al
lsinthemiddleofthestor
y ,
andt henthesecondhalfi
s
spentonav er
ylongfall
ingact
ion,f
oll
owedbyashor tr
esolut
ion.
- Freyt
ag's Py
ramidis bestused forst r
uctur
ing chi
ldr
en'
s books.Adul
ts
underst
andthecycl
esofhumanpsy chologywellenoughtoknowwhatli
feis
goingtobeli
kefort
heheroaft
erthecli
mact i
cconfl
ict.
- Chil
dren,ontheot
herhand,arestil
llear
ninganddevelopi
ng.Alongerf
all
i
ng
acti
on willhel
pyoung readers underst
and the ef
fects ofconf
li
cton a
charact
er.
Fi
cht
eanCur
ve
The Ficht
ean Curv
ei s simil
ar to Fr
eyt
ag'
s
Pyrami
d,buti
tismuchbettersui
tedformoder
n
youngadul
tandadul
tbooks.
Thi
spl
otst
ruct
urei
spr
obabl
ythemostpopul
ar
acrossal
lcr
eativ
ewr i
ti
nggenres.I
t'
sbeenusedt
imeandti
meagainbynov
eli
sts,
shortst
orywri
ters,
andpoetsbecausethef
ormul
asimpl
yworks.
TheFi cht
eanCur v
ebegi nsimmedi at
elywithrisi
ngact i
on,theexposit
ionbeing
scatt
eredthroughoutfi
rsthalfoft hestory
.Manycr i
sesappear,eachf oll
owed
swift
lybyi t
sownmi nif al
l
ingandr isi
ngact i
on.Atl ast,t
hestoryreachesi t
s
cli
mact i
cconfli
ctaroundt wo-t
hirdsoft hewayt hr
ought hebook,leavingthe
remainingpagesforfall
ingaction.Thisiswher elooseendsar eti
edupanda
newnor malcyisest
abl
ishedf ort
he
charact
ers.
TheHer o'sJour ney
TheHer o'
sJour neyist heper fect
pl otst ruct uref ormostf ant
asy ,
sci encef i
ction, andhorr orbooks.I f
y ourher oi sst umbl i
ngi ntoanew
wor ld,oranew under st andingof
the wor l
d,t hen t hi
si st he pl ot
st ructuref ory ou.
Theher oi n“ TheHer o'sJour ney ”
beginsi nt heirknownwor ld,wher etheysoonr eceiveacal ltoadv ent ure.Of t
en,
theyi gnoret hatcallunt
ilament orpushest hem t oaccepti t
.I ti
sthent hatthey
enteri ntoanew wor ldthatleadst hem intoal lsor tsoft roubl east heywor kt o
defeatt heant agonist
.
Event uall
y,theher ocomest odef eatt hebadguy ,butnotwi thoutexper i
encinga
l
iteralorf i
gur at
ivedeathandr ebi
rtht hattransfor mst hei rviewoft hewor ld.Now
thatt heher ohasanewmi ndset,theyst ri
vetoat onef ort heirpastmi st akesand
event uall
yr etur
nt othewor l
dt heyonceknew t ol i
veoutt heirdays.TheHer o's
Jour neyallowsust oli
vev i
cari
ouslyt hrought hechar acter sinourbook.Besi des,
whodoesn' tloveagoodadv enture?

 Pointofv i
ew
Theangl eofv isionoft henarrat
or,t
heonewhot ell
sthest or
yf r
om di f
ferent
pointsofview:
- I
nl i
teratur
e,poi ntofviewi sthemodeofnarrati
onthatanaut horempl oyst o
l
ett hereaders“ hear
”and“ see”whattakespl
aceinast or
y,poem, oressay.
- Pointofv i
ewi sar efl
ectionoftheopini
onanindi
vidualfr
om realli
feorf i
ction
has.Exampl esofpoi ntofv i
ewbelongtooneoftheset hr
eemaj orkinds:

Fi
rstPer son:achar acternarratorwhot ell
st hestoryinthe“I“voice,expressi
ng
hisownv iewsandi nhisownwor ds;eit
herami norormaincharacter.
o Thenar r
at ori
sl i
kelyt oalsobet hepr otagonist
.Heorshewi llbesay i
ng
thingssuchas,“ AsIwentt owar dthedoor ,myf ri
endswereal lpeekingout
thewi ndowatme. ”
o Thepr onounsI ,me, mine,weshoul dbeusedt oindi
catefi
rst
-person.
o Thenar ratorcouldalsobeanobser verwhomaybecl osetothepr otagoni
st,
suchasNi ckCar r
away ,in“ TheGr eatGat sby”byF.Scot tFitzgeral
d.Nick
becomesJay ’
sconfident.Throughhi seyes,wewat chGatsby,theprotagoni
st,
slowlyslidetowardhi sowndest ructi
on.
o Exampl e: Haml et(ByWi ll
iam Shakespear e)
“
Ihaveoflat
e,—butwheref
oreIknownot ,
—lostal
lmymi rt
h,f
orgoneal
lcust
om ofexercises;
andi
ndeed,i
tgoessoheav i
lywi
thmydisposi
ti
onthatthisgoodlyf
rame,
theear
th,seemstomeast er
il
epromontory.”
 Haml et
,theprotagonist
,expl
ainsthef eel
ingofmelanchol
ythataf
fl
ict
shim
afterhi
sfat
her’sdeath:
 Theuseoff irst-
personpointofv i
ew givesusaglimpseintothereali
nner
feeli
ngsoffr
ustrati
onofthecharacter.
 Thewr it
erhasut i
l
izedt hefi
rst
-personpoi ntofv
iew toexposeHaml et
’s
feeli
ngsinadetail
edway .

Second-personpointofv i
ewi srarel
yusedinficti
on,al
thoughitmightbeusedin
poems.
- Gener al
ly,persuasiv
epi ecessuchasspeechesoradv er
ti
sementswil
luseit
topulli
nt hei
raudience.
- Second- personisshownt hr
oughthepronouny ou,y
ours,your
.
- InRudy ardKi pli
ng’spoem “ If
,”t
heauthori sspeakingtopeopleingeneral
,
giv
ingsage( wise)advice.
Example:Bri
ghtLights,Bi
gCity(ByJayMcl nemey)
“Youarenotthekindofguywhowoul dbeatapl aceli
kethi
s
atthi
stimeofthemor ni
ng.Buthereyouare,andyoucannot
saythatthet
errai
nisenti
rel
yunfamil
iar
,al
thought hedet
ail
s
ar
efuzzy.
”
 Her
e,t
hewr i
teri
l
lust
rat
est
heuseofsecond-
per
sonpoi
ntofv
iewwi
tht
heuse
oft
hepronoun“you.
”

 Thistechni
quemaybel esscommon,buti
thasi
tsownst
rengt
hofhooki
ng
thereaderr
ightf
rom t
hestar
t.

Thi
rd-
person pointofv i
ew,use pr onouns such as he,she,it,them,they,
themselv
es,himsel f
, herself
,etc.
- Wr i
ter
sl i
ke t he flexibil
it
y of thi r
d-person because t
hey can use thi
s
perspect
iveinv ar
iousway s.
- Theuseofal imi t
ed,omni scient,
orl i
mi t
edomni sci
entnar
rat
oral
lowsreader
s
toseebitsoftheact ion,allt
heact ion,orallofonechar
acter
.

TypesofThi r
dPer sonPoi ntofVi ew:
o Omni scient= an al l-knowi ng st
oryt ell
er,who sees t he mind ofal lthe
char acters.
o Li mi ted=acamer atechni quenarrator,
whot el
lsonl ywhathecanseeorhear
i
nsi det hewor l
doft hest or y,ashedoesnotr evealwhatt hechar acter
sar e
thinkingandf eeli
ng.
o Cent ral=anar ratorthatlimi t
snarrati
ont owhatt hecentralcharacterthinks,
feels, does,andwhatandwhom t hecent r
alcharacterobserves.
o Edi tor i
al=anar ratort hatcomment sont heact i
onbyt ell
ingther eadersi t
s
significanceorev aluatingt hebehaviorofthecharacters.
Exampl e:
Pr
ideandPr ejudice(ByJaneAust en)
“WhenJaneandEl izabethwerealone,thef ormer,whohadbeen
caut
iousinherpr
aiseofMr .Bingl
eybefore,expressedt
ohersi
ster
howv er
ymuchsheadmi r
edhim.”
“
Hei
sjustwhatay
oungmanoughtt
obe,
”sai
dshe,“
sensi
ble,goodhumour
ed,
l
ivel
y;andInev
ersawsuchhappymanner
s!— somuchease,wi
thsuchper
fect
goodbreedi
ng!
”
 Thesel
i
nesdemonst
rat
eaf
ineuseoft
het
hir
d-per
sonpoi
ntofv
iew.

 Theexcer
ptshowst
her
eadert
wodi
ff
erentway
sofusi
ngt
hir
dper
sonpoi
nt
ofvi
ew.

 JaneAustenf i
rstpresent
stwol eadingcharact
ers–JaneandElizabet
h–
fr
om the thi
rd-per
son pointofv iew,and then shows us t
hatthe two
char
act
ersaretalki
ngaboutBingl
eyf r
om t
heirownthir
d-per
sonpoi
ntofvi
ew.

Howdoy
ouanal
yzepoi
ntofv
iew?
- I
fthesubj ectisthepointofviewofawor koffi
cti
on,t
henananal y
siswould
i
ncludebr eakingdownt hepoi ntofview i
ntoi
tselements,observi
nghow
pointofviewaf f
ectsthest or
y,andtheneval
uat
ingtherel
ati
onshipbetween
thepointofviewandthest ory.
- Whatpointofv
iewyouchooset
ousei
nwr
it
ingdependsonhowy
ouwantt
he
st
orydi
rectedt
othereader
.
o I
fyouaretel
l
ingastor
yfr
om thewri
ter'
sper
spect
ive,uset
hef
ir
st-
per
son
poi
ntofvi
ewtoprov
ideasenseofi
nti
macy.
o Todirectt
hewri
ti
ngatther
eader
,say,f
orareci
peorspeech,uset
he
secondper
sonasawayt
osepar
atethewr
it
erf
rom t
henar
rat
ive.
o Totel
lthest
oryf
rom anoutsi
deperspect
ive,wi
tht
heabi
l
ityt
ohav
ean
ov
ervi
ewofthepi
ece,
usethethi
rdper
son.
*Alwaysbesur
etobeconsi
stenti
ny ourwri
ti
ngandst
ickwit
honepoi ntofv
iew
t
hroughout
.Thi
smakesi
teasi
erforthereadert
ounder
standyourangl
e.

Funct
ionofPoi
ntofVi
ew
- Poi
ntofvi
ewi
sanintegralt
oolofdescri
pti
onintheauthor
’shandstoport
ray
per
sonal
emot
ionsorcharact
ers’
feel
ingsaboutanexperi
enceorsit
uat
ion.
- Wri
ter
suseapoi
ntofv
iewt
oexpr
essef
fect
ivel
ywhatt
heywantt
oconv
eyt
o
t
hei
rreader
s.

 Li
ter
atur
eisat
erm usedt
odescr
ibewr
it
tenorspokenmat
eri
al.
- Broadl
yspeaking," li
terat
ure"i
s used t
o descr i
be anythi
ng f
rom creat
ive
writ
ingtomoret echnicalorsci
ent
if
icworks,butthet er
mi smostcommonl y
usedtorefert
owor ksoft hecr
eat
ivei
magination,incl
udingwor
ksof:poetr
y,
drama,fi
cti
on,nonfict
ion.
- Li
ter
atureisbasi
cal
lytheartofwri
ti
ng.Ithasbeenusedbymansince
cent
uri
es.Inf
act,Li
ter
atur
eisani
mportantexpr
essi
onoft
hecul
tur
eofan
i
ndiv
idual
.
Li
ter
at ehast
ur hreemai
ncomponent
swhi
char
easf
oll
ows:
1.Poet
ry:
Poetryi
sacompositi
onwhi
chi
swrit
teni
nverse.
o Theyr el
yonimager
y,akeenwor
dchoi
ceanduseofmetaphor
s.

2.Prose:Proseisakindofl i
ter
aturewhi chdoesnot
adhere t o any parti
cularstructure exceptf
or
grammar .
o I tismostl
ynon-
poeticinnature.
o I tcanbedivi
dedi
nessay s,fi
ctionandnon-fi
cti
on
pieceofwri
ti
ngs.

3.Play/
Dr ama:Apl
ayconsi
stsofdi
aloguesbet
ween
thecharacter
s.
 Modul
e1(
Lit111) Name:__
_____
___
___
___
___
___
_____
____
______
_____
__
Act
ivi
tyNo.1a Pr
ogram/Year
:__
___
___
___
_DateSubmit
ted:___
_____
___

c I
. Di scussbri
efl
ybutconciselythepurposeofli
ter
atur
einourli
fe.
u 1. How couldlit
eratur
epr ovi
desenj oy
mentandv i
cari
ousexperi
ences
t thatcandeepenandenr i
chourlives?
h _
______
___
______
______
_ _
____
_ _
_______
_____
___
_____
______
____
___
_ _
___
_____
e _
______
___
______
______
_ _
____
_ _
_______
_____
___
_____
______
____
___
_ _
___
_____
_
______
___
______
______
_ _
____
_ _
_______
_____
___
_____
__

2.Compar
eandcontr
asthistoryandli
ter
atur
e.
_
_ _
___
___
___
___
___
____
_____
__ _
_ _
_____
_____
____
___
___
___
___
___
___
___
___
___
_
_ _
___
___
___
___
___
____
_____
__ _
_ _
_____
_____
____
___
___
___
___
___
___
___
___
___
_
_ _
___
___
___
___
___
____
_____
__ _
_ _
_____
_____
____
___
___

I
I. Pi
cka pi ct
urein col
umn B thatisbestdescr ibed byeach ofthe
foll
owingst at
ementincolumnA( chooseonlythel et
terincol
umnB
thatsuitscolumnA) .Fi
gureoutyourguess,discussbrief
lyandci
te
exampl e/sofali
ter
arypi
ece/syou’
vereadinthepast .

ColumnA Col
umnB Col
umnC
1 Ar ti
str
y i s a pi ece of a
l
iter
aturet hat appealsto
one’ssensesofbeaut y

2 Int
ell
ect
ual Val
ue b
sti
mulat
es thought
s and
makesyouthi
nk

3 Suggest
ivenessmov
esyou c
deepl
yandst ir
supf
eel
i
ngs
andimaginati
on

4 Permanence endures d
thr
ough t ime, r
eading it
again and again wi t
hout
gett
ing ti
red,i
tgi ves you
newi nsi
ghts

5 Spir
it
ualValuesmustbri
ng e
out mor al v al
ues and
i
nspires us to be bet
ter
people

6 Universal
i
tycan appealto f ,
z
anyone;knows no age or
race,wouldbegoodinyour
eyesaswel lasthosefr
om
England
 7 St
yleisrecogni
zed byit
s g
di
sti
nct
ive way i
tdepict
s
l
if
e

Modul
e1(
Lit111) Name:__
_____
___
___
___
___
___
_____
____
______
_____
__
Act
ivi
tyNo.1b Pr
ogram/Year
:__
___
___
___
_DateSubmit
ted:___
_____
___

c
u I
I.Const ructaComi cSt ri
pPr oject–St udentscr eatefourcomicst ri
ps,each
t demonst rat i
ngadi ffer
entmodeofnar r
ation...
.
h NarrativePoi ntofViewComi cSt r
ips
e Object i
ve: createfourcomi cstripsshowi ngfourdi f
ferentnarr
ati
veviewpoi nt
s.
Requirement s:
1.Eachcomi cstri
pwi llcont
aindi alogue( wor dbubbles)andnarrati
on( square
narr ati
onboxes) .
2. Each comi c stri
p shoul d be nar r
ated usi ng one oft he fol l
owing
perspect i
ves:
fi
rst-
per son,second- person,third-personobj ecti
ve,thir
d-per
sonl i
mited,and
thi
r d-personomni scient.
3.Makeanef fort
.Ify ouarenotgoodatdr awi ng,creat
egoodst oryl
inesand
usest i
ckmen.
*I
fy oudeci det owor kwi t
hapar tner,youwi llmakeFI VEcomi cstr
ips( onefor
eachPOV)andcol orthem.

Rubr
ic:
(checky
ourout
put
)
Knowledge:Di dy oul abel thenar r
ator’
sviewpointcor
rect
lyineachcomi cstr
ip?
1) Doesn’ tunder stand
2) Madeaf ewmi stakes
3) Madeacoupl emi stakes
4) Madeami stake
5) Wel ldone!
Completion: Didy oumakef ourcomicst r
ips?Didyouaddnar r
ati
on,di
alogue,andpi
ctur
es?
1) Most lyincompl ete
2) Onecompl ete
3) Twocompl ete
4) Mi ssingsomet hing
5) Ful l
yCompl ete
Quali
ty:Didy ouat temptt ocr eat
eagoodst or
y,ni
cepict
ures,orbot
h?
1) Ver ysl oppy
2) Notgr adel ev el appropr i
ate
3) St art
edof fst rongbutr ushedtheend
4) Hi gh-Qual i
t yWor k
Eff
ort
:Doesy ourcompl et
edpr oj
ectref
lectanappropr
iat
eamountofef fort
?
1) Ver yl i
ttleef f
or tappl i
ed

Li
ter
atur
eoft
hePhi
li
ppi
nes
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e1

USMKCC-
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 2) Tryhar
der
3) Youcandobet
ter
.
4) GoodWork

Modul
e1(
Lit111) Name:__
_____
___
___
___
___
___
_____
____
______
_____
__
Act
ivi
tyNo.1c Pr
ogram/Year
:__
___
___
___
_DateSubmit
ted:___
_____
___

c I
. Constructamanualbookt hatshowspeopl ehowt odosomet hi
ng.Youwi ll
u creat
eamanualt hatshowspeopl ehow t oidentif
ythenar r
ator’
spoi ntof
t vi
ew.
h Di
rectons:
i
e 1.Takey ourtwosheet sofwhi tepaperandf oldthem inhalflengt
hwi se,so
thatifformsabook.
2.Ont het opoff ivesheetsy ouwillwr i
teoneoft henarrati
veper specti
ve
terms.
3.Defineeacht erm.
4.Provideanor iginalexampl eofeach.
5.Explainhowt oi dentifyeachpointofv i
ew.
Terms:f i
rst-person,second-person,thir
d-personcentr
al,thi
rd-
per son
editori
al,
third-personlimit
ed,thi
rd-personomni sci
ent
.

Exampl
e

Fi
rst
-Per
sonPer
spect
ive Second-
Per
sonPer
spect
ive
1.Ter
m Name

Def
ini
ti
on (
Def
ini
ti
on
2.Def
ini
ti
on Fi
rst-
per
son perspect
ive i
s Second-
per
sondef
ini
ti
ongoes
whenthenar
rat
oristel
li
nghi
s here.
)
orherownst
ory.

Exampl
e

Iwenttothestoreandbought
3.Exampl
e some cotton candy. After Exampl
e
eat
ing the del
ici
ous t
reat,I (An exampl
e of second-
walkedhome. per
sonnar
rat
iongoesher
e.)

Howt
oIdent
if
y

Readers can i dent

if
y f i
rst
-
4.How t
oIdent
if
y person perspecti
ve because
Howt
oIdent
if
y
 thenarratorwilluse“ I
”and (
Here’
swhereyouexpl
ainhow
“We”often. t
oindent
if
ythepoi
ntofvi
ew.)

Li
ter
atur
eoft
hePhi
li
ppi
nes
Page14of14
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e1

USMKCC-
COL-
F-050
Rubr
ic(
tryt
ochecky
ourout
putbasedf
rom t
her
ubr
ic)

Defi
nit
ions:Didyouincludeallf
ivedefini
ti
ons?Arey
ourdefi
niti
onscorr
ect?
1) Nodefinit
ions
2) Manydef i
niti
onsaremi ssingorincorr
ect
3) Somemi stakes
4) Perf
ect
Examples:Didyouincludef i
veorigi
nalexampl
es?Areyourexamplesaccur
ate?
1) Noexampl es
2) Manyexampl esaremi ssingorincorr
ect
3) Somemi stakes
4) Perf
ect

How t oIdenti
fy:Di
dyout el
lhow toident
if
yeachper
spect
ive? Ar
eyouri
nst
ruct
ions
corr
ect?
1) Noinstructi
ons
2) Inst
ructi
onsaresloppy
,incor
rect
,ori
ncomplete
3) Somemi st
akes
4) Perfect

Li
ter
atur
eoft
hePhi
li
ppi
nes
Page15of15
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e1

USMKCC-
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