1. QUARTER 2 .pptx1. QUARTER 2 .pptx1. QUARTER 2 .pptx

1. QUARTER 2 .pptx1. QUARTER 2 .pptx

1. 21st Century Literature from the Philippines and the World Contextual Reading Approaches vis-à-vis World Literature

2. DAY 1

3. Directions: Read the statements carefully, then write the letter of your chosen answer on your answer sheet (15 points). 1. Reading approaches are defined as _________________. A. ways of analyzing a text C. skills in extracting information B. methods of writing a story D. tools in defining a concept 2. Reading approaches are useful because they serve as a guide in __________________. A. promoting literary trends C. communicating with the author B. understanding works of literature. D. creating sources of entertainment 3. This term indicates the literary writings of a particular author, which are considered by scholars and critics in general to be his/her genuine creations. A. Essay B. Canon C. Novel D. Diary 4. This reading approach suggests that there is no single correct interpretation of a literary work. Instead, it is based on the personal impressions made by the critic. A. sociological B. Formalism C. feminism D. reader-response 5. This reading approach explores the relationships between the text and society. A. sociological B. formalism C. feminism D. reader-response

4. 6. What reading approach is used in the analysis below? ' Buyayang , buyayang ', a folk song from Butuan, a city in Mindanao, illustrates the impact of violent conflict on Mindanao communities, in particular, the lumad communities. sociological B. Formalism C. Feminism D. reader-response 7. "What is your overall reaction to the text?" This question will most likely be asked in which reading approach? A. sociological approach C. formalist approach B. feminist approach D. reader-response approach 8. What literary approach is used in the analysis below? In Dead Stars, I like how the author, Paz Marquez Benitez wrote the flow of the story giving the readers’ questions on what will happen next, making them interesting and inspiring at the same time. A. sociological B. formalism C. feminism D. reader-response 9. In which reading approach will you most likely answer this question? "How are these characters affected by the society?" A. sociological B. formalism C. feminism D. reader-response 10. This element of literature includes the place and time of the actions that transpire in a story. A. character B. setting C. symbols D. plot

5. 11. All of the following authors are considered Philippine representative authors EXCEPT, A. Nick Joaquin C. N.V.M. Gonzalez B. Shirley Siaton D. Fedirico Garcia Lorca 12. In reading the parable of the prodigal son in the New Testament, different readers are likely to have different responses. What kind of critical approach is used? A. Feminism B. Formalist C. Sociological D. Reader-Response 13. This is an element of fiction that tells a significant truth about which a story attempts to communicate to its readers. A. Conflict B. point-of-view C. theme D. genre 14. It is an approach in reading that distinguishes the social stratification between the capitalist and the working class, the ruler and its members, the rich and poor. A. Feminism B. Formalism C. Sociological D. Reader-Response 15. This is an element in fiction which refers to the opposition of forces that may set forth the problems, issues, and challenges of various forms and sources that the main character needs to face and to deal with. A. Conflict B. point-of-view C. theme D. genre

6. LESSON 1

7. Sociological Approach vis-à-vis Asian Literature

8. Describe Me! Directions: Write a one-sentence description for each picture below on your answer sheet. Relate the picture on the left to Philippine literature and the picture on the right to world literature (5 points each=10 points). PHILIPPINE LITERATURE WORLD LITERATURE

9. DAY 2

10. Reading literature exercises the imagination. It transports us out of our current context and into other ages and places. It enables us to see the world through the eyes of others. It fosters reflection and improves our facility with language and vocabulary. There are times, however, that we interpret and study literature differently. Some readers interpret literature through their own experiences, some through the society’s point of view, and even some in connection with the author. In interpreting literature, we may use different reading approaches.

11. Reading approaches (or literary criticisms, critical reading lenses, critical approaches, critical theories, or literary theories) are ways to analyze, interpret, or evaluate works of literature. A reading approach or literary criticism is essentially an opinion, supported by evidence, relating to theme, style, setting or historical or political context. It usually includes discussion of the work’s content and integrates your ideas with other insights gained from research. Literary criticism may have a positive or a negative bias and may be a study of an individual piece of literature or an author’s body of work. Although criticism may include some of the following elements in order to support an idea, literary criticism is NOT a plot summary, a biography of the author, or simply finding fault with the literature. Researching, reading, and writing works of literary criticism will help you to make better sense of the work, form judgments about literature, study ideas from different points of view, and determine on an individual level whether a literary work is worth reading. WHAT ARE READING APPROACHES?

12. HOW WILL READING APPROACHES HELP YOU? Reading approaches or literary criticisms will serve as your guide in understanding and analyzing works of literature. You may analyze any work of literature depending on the approach (sociological, reader-response, feminist, or formalist) you have chosen or asked of you.

13. SOCIOLOGICAL APPROACH Sociological approach examines literature in the cultural, economic, and political context in which it is written or received, exploring the relationships between the text and society. It examines the artist's society to better understand the author's literary works. One influential type of sociological criticism is Marxist criticism, founded by Karl Marx with Friedrich Engels, which focuses on the economic and political elements of literature. Sociological or Marxist readings often focus on exposing how the works depict the class struggle of the societies in which they were written.

14. EXAMPLE OF SOCIOLOGICAL APPROACH IN READING LITERATURE

15. Below is a sample format for writing an analysis using the sociological approach. I . Introduction A. What is the title of the literary work? B. What is it about? (in 1-2 sentences only) C. Who is the author? D. What is your main thesis statement or the main idea of your analysis? II. Body A. What is the setting of the story? What is the kind of society where the story was set? B. Who are the characters and what are their characteristics? C. How are these characters affected by the society? Use lines from the story to support your answer. D. What societal issue/s is/are evident in the story? Give examples to elaborate these issues. E. Are there class struggles and power struggles in the story? Use quotes from the story to illustrate.

16. III. Conclusion A. How do you restate your main thesis statement? B. What is the possible solution to the societal issue/s presented? C. What is your challenge to the readers in relation to the issue/s?

17. As you can see from the format above, sociological or Marxist critics are concerned with examining the literary work as a product of its time and place, and are not easily tricked into ignoring that context in exchange for the one depicted in the work.

18. Study the given analysis of Dead Stars by Paz Marquez-Benitez which uses the sociological approach, then reflect on the questions that follow.

19. Dead Stars by Paz Marquez-Benitez shows the complicated circumstances that Alfredo Salazar has to go through in life as he was engaged to Esperanza when he fell for another woman named Julia. This situation led to Alfredo committing infidelity but, in the end, realizing that his love for Julia was just infatuation. Indeed, love should be a commitment, not an obligation. Written in 1925 during the American Period in the Philippines, Dead Stars was set during a time when education was considered very important as seen in Alfredo being a lawyer. With education, Alfredo was regarded as superior to those without education and even to women. This is evident in Alfredo’s infidelity to Esperanza. However, Dead Stars was not only a story about love and affection but also a reflection of the customs and practices of the people during the American Period. We understand how courtship, marriage, and fidelity were considered by those in the upper class. Love was not regarded as commitment but as part of one’s obligation to the family. With this, we can see that women were regarded lesser than their true worth. There is tension between men and women during the American Period as women did not have the voice yet to stand up for themselves. As seen in the society during Alfredo’s time, love should have been regarded as a commitment rather than a duty to fulfill. Two people in love should devote themselves to each other for life instead of being influenced by the society. Love deeply and love truthfully. No pretensions.

20. Reflect on these questions in writing an analysis using the sociological approach (No need to answer these questions on paper). REFLECTIVE QUESTIONS: 1. How did the introduction begin? 2. How did the body develop? 3. How was the setting introduced in the body? 4. How were the characters presented in the body? 5. What content/s comprised the body? 6. How did the analysis end?

21. Thumbs Up or Down! Part 1. Directions: Identify whether the statements are true or false. Draw a thumbs up( ) if the statement is true; if false, draw a thumbs down ( ) on your answer sheet (10 points). 1. A reading approach is also known as literary criticism. 2. Reading approaches are methods of interpreting a text. 3. To better understand a story, you can use a reading approach. 4. Literary criticism means finding faults from a work of literature. 5. Literary criticisms are purely based on opinion. 6. Reading approaches are plot summaries. 7. Sociological approach to reading examines the relationship between the text and the author’s life. 8. To better understand a story using the sociological approach, relate the text to the time when it was written. 9. Marxist criticism shows the class struggles of the period of a certain work of literature. 10. Sociological approach believes that a literary work is a product of its time.

22. DAY 3

23. Complete Me! Part 2. Directions: Read the literary text The Taximan’s Story and the notes in the boxes. Analyze it using the sociological approach by filling out the table with the needed information. Copy the table and write your answers on your answer sheet (5 points each=60 points).

24. The Taximan’s Story A short story by Catherine Lim (Singapore) Very good, Madam. Sure, will take you there in plenty good time for your meeting, Madam. This way better, less traffic, less car jams. Half hour should make it, Madam, so not to worry. What is it you say, Madam? Yes, yes, ha, ha, been taximan for twenty years now, Madam. Long time ago, Singapore not like this–so crowded so busy. Last time more peaceful, not so much taximen, or so much cars and buses. Yes, Madam, can make a living. So so . What to do. Must work hard if wants to success in Singapore. People like us, no education, no capital for business, we must sweat to earn money for wife and children. Yes. Madam, quite big family–eight children, six sons, two daughters. Big family! Ha! ha! No good, Madam. In those days, where got Family Planning in Singapore? People born many, many children, every year, one childs . Is no good at all. Today is much better. Two children, three children, enough, stop. Our government say stop.

25. Lucky for me, all my children big now. Four of my sons working–one a businessman, two clerks, one a teacher in Primary school, one in National Service, one still schooling, in Secondary Two. My eldest daughter, she is twenty plus, stay at home, help the mother. No, not married yet–very shy, and her health not so good, but a good, obedient girl. My other girl–Oh, Madam! very hard for father when daughter is no good and go against her parents. Very sad, like punishment from God. Today, young people not like us when we are young. We obey. Our parents say don’t do this, we never do. Otherwise, the cane. My father cane me, I was big enough to be married, and still, got caning. My father he was very strict, and that is good thing for parents to be strict. If not, young boys and girls become very useless. Do not want to study, but run away, and go to night clubs and take drugs and make love. You agree with me. Madam? Today, young people they are very trouble to their parents. Madam, you see this young people over there, outside the coffee-house? See what I mean, Madam? They are only schoolboys and schoolgirls, but they act like big shots, spending money, smoking, wearing latest fashion, and making love.

26. Ah Madam, I know, I know! As taximan, I know them and their habits. Madam, you are a teacher, you say? You know or not that young schoolgirls, fifteen, sixteen years old, they go to school in the morning in their uniforms and then after school, they don’t go home, they have clothes in their schoolbag, and they go to public lavatory or hotel and change into these clothes, and they put make-up on their face. Their parents never know. They tell their Mum got school meeting, got sports and games, this, that, but they really come out and play the fool. Ah, Madam, I see you surprise, but I know, I know all their tricks. I take them about in my taxi. They usual is wait in bowling alley or coffee house or hotel, and they walk up, and friend, friend, the European and American tourists, and this is how they make fun and also

27. extra money. Madam, you believe or not when I tell you how much money they got? I say! Last night, Madam, this young girl, very pretty and made-up, and wear sexy dress, she told me take her to Orchid Mansions–this place famous, Madam, fourth floor flat–and she open her purse to pay me, and I say! all American notes–ten dollar notes all, and she pull one out and say keep change! As she has no time already. Madam, I tell you this, every month, I got more money from these young girls and their American and European boyfriends in my taxi, more than I get from other people who bargain and say don’t want go by meter and wait even for ten cents change. Phui !! Some of them really make me mad. But these young girls and their boyfriends don’t bargain, they just pay, pay, and they make love in taxi so much they don’t know if you go round and round and charge them by meter! I tell you, Madam, some of them don’t care how much they spend on taxi. It is like this: after 1p.m. taxi fare double, and I prefer working this time, because naturally, much more money. I go and wait outside Elroy Hotel or Tung Court or Orchid Mansions, and such enough, Madam, will have plenty business. Last Saturday, Madam, no joking, on one day alone I make nearly one hundred and fifty dollars! Some of it for services. Some of tourists don’t know where, so I tell them and take them there, and that’s extra money.

28. Ah Madam, if I tell you all, no end to the story. But I will tell you this, Madam. If you have young daughter and she say Mummy I got meeting today in school and will not come home, you must not say, Yes, yes, but you must go and ask her where and why and who, and you find out. Today young people not to trust, like young people in many years ago.Oh , Madam, I tell you because I myself have a daughter–oh, Madam, a daughter I love very much, and she is so good and study hard. And I see her report cards and her teacher write ‘Good work’ and ‘Excellent’ so on, so on. Oh, Madam, she my favourite child, and I ask her what she want to be after left school, and she says go to University. None of my other children could go to University, but this one, she is very smart and intelligent–no boasting, Madam–her teachers write ‘Good ‘and ‘Excellent’, and so on, so on, in her report cards. She study at home, and help the mother, but sometimes a little lazy, and she say teacher want her to go back to school to do extra work, extra coaching, in her weak subject, which is maths , Madam.

29. So I let her stay back in school and day after day she come home in evening, then she do her studies and go to sleep. Then one day, oh Madam, it make me so angry even now–one day, I in my taxi driving, driving along and hey! I see a girl looking like my Lay Choo, with other girls and some Europeans outside a coffee-house but I think, it cannot be Lay Choo, how can, Lay Choo is in school, and this girl is all dressed up and make-up, and very bold in her behaviour , and this is not like my daughter at all. Then they go inside the coffee-house, and my heart is very, very–how you describe it, Madam, My heart is very ‘ susah hati ’ and I say to myself, I will watch that Lay Choo and see her monkey tricks. The very next day she is there again I stop my taxi, Madam, and I am so angry. I rush up to this wicked daughter and I catch her by the shoulders and neck, and slap her and she scream, but I don’t care. Then I drag her to my taxi and drive all the way home, and at home I thrash the stupid food and I beat her and slap her till like hell. My wife and some neighbours they pull me away,

30. and I think if they not pull me away, I sure to kill that girl. I lock her up in her room for three days, and I ashamed to tell her teacher, so I just tell the teacher that Lay Choo is sick, so please to excuse her. Oh, Madam, how you feel in my place? Make herself so cheap, when her father drive taxi all day to save money for her University. What is it, Madam? Yes, yes, everything okay now, thank you. She cannot leave the house except to go to school, and I tell her mother always check, check in everything she do, and her friends–what sort of people they are… What, Madam? Oh, so sorry, Madam, cannot wait for you to finish your meeting. Must go off, please to excuse me. In a hurry, Madam. Must go off to Hotel Elroy–there plenty people to pick up. So very sorry, Madam, and thank you very much.

31. About the Story The Taximan’s Story was published in "Little Ironies: Stories of Singapore" in 1978. It is a first-person narrative written in the form of a monologue centered on the taxi driver as the main character and the story is told from his perspective. Singapore emerged as a nation after 1965. For nearly one hundred fifty years, it had been a British colony that was intimately linked to the whole Malay peninsula. From 1945 until the early 1970s, the island had severe housing shortages and a poor infrastructure, high criminality and unemployment, racial riots, and communist uprisings. The "survival policy" was based on the attraction of foreign investment through low taxes, the development of an efficient infrastructure, a disciplined workforce, and strict political control. In thirty years, Singapore changed from a rough trading port to a rich, orderly, industrialized society. The remembrance of social and economic difficulties influenced the development of a national culture with a focus on wealth and stability and the idea of multiculturalism. There are wide income and wealth differences, but the country is more differentiated by ethnicity than by class. All the ethnic groups have experienced upward occupational mobility. There is an intense focus on education. Good marks are a sure path to good positions with good wages. In this respect, Singapore is a meritocracy. Generally, children are expected to be quiet and obedient and may be physically punished for misbehaving.

32. Rearrange to Reflect! Directions: Reflect on the use of the sociological approach to reading a text by rearranging the words in the box to form a sentence. Write your answer on your answer sheet (10 points). society affected be literature may by

33. DAY 4

34. Madam Says! Taximan’s Story was written in the perspective of the taximan while talking to his passenger, a teacher, who was constantly referred to as Madam in the story. Suppose Madam’s responses were heard in the story, what would they be? Directions: Write a one- sentence response to complete the dialogue between the taximan and Madam on your answer sheet. Consider the situation of Madam as a teacher in making the responses (2 points each=20 points).

35. 1) Madam : ________________________________________________________________ Taximan : Very good, Madam. Sure, will take you there in plenty good time for your meeting, Madam. 2) Madam : ________________________________________________________________ Taximan : Yes, yes, ha, ha, been taximan for twenty years now, Madam. 3) Madam : ________________________________________________________________ Taximan: Yes. Madam, quite big family–eight children, six sons, two daughters. Big family! Ha! Ha! 4) Madam: ________________________________________________________________ Taximan : Oh, Madam! very hard for father when daughter is no good and go against her parents. 5) Madam: ________________________________________________________________ Taximan: Ah Madam, I know, I know! As taximan, I know them and their habits.

36. Taximan : Ah, Madam, I see you surprise, but I know, I know all their tricks. I take them about in my taxi. 6) Madam : ________________________________________________________________ Taximan: But I will tell you this, Madam. If you have young daughter and she say Mummy I got meeting today in school and will not come home, you must not say, Yes, yes, but you must go and ask her where and why and who, and you find out. 7) Madam : ________________________________________________________________ Taximan: Then one day, oh Madam, it make me so angry even now–one day, I in my taxi driving, driving along and hey! I see a girl looking like my Lay Choo, with other girls and some Europeans outside a coffee-house but I think, it cannot be Lay Choo, how can, Lay Choo is in school, and this girl is all dressed up and make-up, and very bold in her behaviour , and this is not like my daughter at all. 8) Madam: ________________________________________________________________ Taximan: Oh, Madam, how you feel in my place? Make herself so cheap, when her father drive taxi all day to save money for her University. 9) Madam: ________________________________________________________________ Taximan: What, Madam? Oh, so sorry, Madam, cannot wait for you to finish your meeting. 10) Madam: _______________________________________________________________

37. LESSON 2

38. Feminism Approach vis-à-vis African Literature

39. MyHashTag Directions: Recall what you learned about Asian Literature and the Sociological Approach in analyzing a sample literary text. Create a # Hashtag to express what you know and in three sentences explain your hashtag. Write your answer on your answer sheet. (5 points) Hashtag: _________________________________ Explanation : ___________________________________________________________________________________________________________________________________________________________________________________________________________________________

40. Task 2 Getting to Know Africa! Directions: Write T if the statement is True and F if it’s False. Write the answers on your answer sheet. (5 points) Nadine Gordimer helped Nelson Mandela edit his famous speech “I Am Prepared to Die” during Mandela’s trial for treason in 1962. 2. J.M. Cooetzee has not won a Nobel Prize for Literature. 3. Feminism works towards equality, not female superiority. 4. The goal of structuralism is to challenge the systemic inequalities women face on a daily basis. 5. Out of Africa is a well-known book on Africa that was written by an African author. What’s New

41. DAY 2

42. In Lesson One, you were introduced to the ways or approaches in analyzing literary texts. These various approaches offer a range of perspective which can be utilized to engage in critical analysis of numerous texts. Aside from the Sociological Approach, Feminist criticism or feminism, can also be used to analyze a text.

43. I. FEMINISM APPROACH IN READING

44. Feminist criticism or feminism, examines the role of women in literature. It looks into how the female character may be empowered or discriminated against. Feminist criticism has, in many ways, followed what some theorists call the waves of feminism: 1. The first comprised women's suffrage movements of the 19th and early-20th centuries, promoting women's right to vote. Notable women in this period include writer Mary Wollstonecraft (A Vindication of the Rights of Women, 1792), activists like Susan B. Anthony and Victoria Woodhull. 2. The second wave, the women's liberation movement, began in the 1960s and campaigned for legal and social equality for women. Writers like Simone de Beauvoir (Le Deuxième Sexe , 1949) and Elaine Showalter established the groundwork for the dissemination of feminist theories dove-tailed with the American Civil Rights movement. 3. In or around 1992, a third wave was identified, characterized by a focus on individuality and diversity. The term third wave is credited to Rebecca Walker. 4. The fourth wave, from around 2012, used social media to combat sexual harassment, violence against women and rape culture; it is best known for the Me Too Movement.

45. Feminism literary criticism may use any of the following methods:

46. • interpreting the way that women characters are described in novels, stories, plays, biographies, and histories, especially if the author is male • decoding how the readers own gender influences the reading and interpretation of a text. • unravelling how women autobiographers and biographers of women treat their subjects, and how women are treated as secondary to the main subject • describing relationships between the literary text and ideas about power, sexuality, and gender • critiquing of patriarchal or woman-marginalizing language, such as a "universal" use of the masculine pronouns "he" and "him“ • noticing and unpacking differences in how men and women write: a style, for instance, where women use more reflexive language and men use more direct language (example: "she let herself in" versus "he opened the door")

47. • reclaiming women writers who are little known or have been marginalized or undervalued, sometimes referred to as expanding or criticizing the canon—the usual list of "important" authors and works (e.g. include raising up the contributions of early playwright AphraBehn and showing how she was treated differently than male writers from her own time forward, and the retrieval of Zora Neale Hurston's writing by Alice Walker.) • reclaiming the "female voice" as a valuable contribution to literature, even if formerly marginalized or ignored • analyzing multiple works in a genre as an overview of a feminist approach to that genre: for example, science fiction or detective fiction • analyzing multiple works by a single author (often female) • examining how relationships between men and women and those assuming male and female roles are depicted in the text, including power relations • examining the text to find ways in which patriarchy is resisted or could have been resisted

48. II. TIPS IN USING FEMINISM CRITICISM IN READING

49. Here are some tips in analyzing some of the feminism issues which are represented in a given literary sample, with attention on the female characters and the roles they played. The following aspects should be given attention when examining and analyzing the work. They are as follows:

50. EXAMPLE OF FEMINISM APPROACH IN LITERATURE

51. Below is a sample format in writing an analysis using the feminism approach. I. Introduction A. What is the title of the literary work? B. What is it about? (1-2 sentences only) C. Who is the author? D. What is your main thesis statement or the main idea of your analysis? II. Body A. Who is the lead female character? Describe her background, childhood, sexuality, work, and outlook on the world? B. What is the setting of the sample literary piece? How is the relationship between men and women portrayed? Is it typical for that time or not? Why or Why not? C. How do the men interact with women? Women with men? D. What roles/work/responsibilities do characters of either gender have? E. What is considered socially acceptable behavior for each gender? F. Is there evidence of characters being fundamentally shaped by gender expectations? G. Do the men and women use language differently? III. Conclusion A. How do you restate your main thesis statement? B. What is the possible solution to the women issue/s presented? C. What is your challenge to the readers in relation to the issue/s?

52. As you can see from the format above, feminism critics are focused on the efforts to change that include fighting against gender stereotypes and establishing educational, professional, and interpersonal opportunities and outcomes for women that are equal to those for men

53. Study the given analysis of The Story of an Hour by Kate Chopin which uses the feminism approach, and then reflect on the questions that follow.

54. In "The Story of an Hour" we are told that the protagonist suffers from a heart condition and she was carefully informed of her husband Brently's death. In the course of an hour we see the protagonist named Louise as a weak person become into a stronger woman. She contemplates her newly found independence and is delighted over thought of being free. This surprising reaction reflects the feeling women had in the late 19th century had towards marriage. Through this, Chopin voices that marriage meant men had total control over women. The women were not allowed to have their own identity, thoughts or purpose. In Louise's case, her husband’s death frees her from the restraint of marriage. Her once forbidden pleasure of independence will no longer hold her back. For just an hour, Louise experiences and praises her freedom that is no longer chained to her husband's control. As she looks out the window we realize how marriage made her into someone who did not have an identity.

55. She has lived a life that has given her limitations that she was only her husband's wife and nothing more. She believed for a brief moment that she no longer have a man that will "[bend her] in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature." This demonstrates that patriarchal ideology that was the norm in the late 19th century. Louise was an example of an average housewife who was not allowed her own identity and freedom. I believe Kate had connection with the story and the main character. When Louise felt a brief moment of sadness of her husband’s death and then have it replaced with happiness, this reveals how truly Kate felt when she heard the news of her husband’s death. Kate felt restrained in her marriage, even though she truly loved her husband, she was not happy. Even though, "The Story of an Hour" is a fiction story, it speaks loud about the life of women in the late 19th century.

56. Reflect on these questions in writing an analysis using the feminism approach (No need to answer these questions on paper). REFLECTIVE QUESTIONS: 1. How did the introduction begin? 2. How did the body develop? 3. How was the setting introduced in the body? 4. How were the characters presented in the body? 5. What content/s comprised the body? 6. How did the analysis end?

57. Part I. Directions: Answer the following items based on what you learned about Feminism Criticism. Write the answers on your answer sheet. (10 points) 1. Explain the feminism criticism as a reading approach. 2. Give three methods/ways in using this reading approach. 3. Present the significance of using feminism criticism in analyzing a sample 21st Century literary work.

58. DAY 3

59. Part II. Directions: Read the autobiography Desert Flower: The Extraordinary Journey of a Desert Nomad by Waris Dirie and Cathleen Miller from Somalia. Read the notes in the boxes as well.

60. Desert Flower: The Extraordinary Journey of a Desert Nomad By Waris Dirie and Cathleen Miller Waris Dirie (the name means desert flower) lives a double life – by day she is a famous model and UN spokeswoman on women’s rights in Africa, at night she dreams of her native Somalia. Waris , one of the 12 children, was born into a traditional family of desert nomads in East Africa. She remembers her early childhood as carefree-racing camels and moving on with her family to the next grazing spot – until it came her turn to meet the old woman who administered the ancient custom imposed on most Somalian girls: circumcision (Female Genital Mutilation). Waris suffered this torture when she was just five years old.

61. Then, aged 12, when her father attempted to arrange a marriage with a 60 year old stranger in exchange for five camels – she took flight. After an extraordinary escape through the dangerous desert she made her way to London and worked as a maid for the Somalian ambassador until that family returned home, Penniless and speaking little English, she became a janitor in McDonalds where she was famously discovered by a fashion photographer, Terence Donovan. Her story is a truly inspirational and extraordinary self-portrait of a remarkable woman whose spirit is as breathtaking as her beauty.

62. Africa and its Literature Africa is considered as the second largest continent in the world and also having the oldest civilization. It boasts of products like gold and diamond, yet up to now, there are still many underdeveloped countries that suffer from poverty and diseases. Most African literature riot against discrimination, injustice, and poverty while at the same time scream of their pride and celebrate being a nation that is the land of the oldest, the wisest, and the strongest people in the world. African literature produces writers who have made an impact in the literary world. These writers created a body of literature that reflects the reality of these countries from a narrative, rather than a Western or colonial perspective. By articulating their own experience of oppression and liberation, they were able to decolonize the African past, and place to the fore the Africa that they themselves have imagined and mapped onto the world.

63. About the Author Waris Dirie (Somali: Waris Diiriye ) (born 1965) is a Somali model, author, actress and human rights activist in the fight against Female Genital Mutilation (FGM). From 1997 to 2003, she was a UN special ambassador against female genital mutilation. In 2002 she founded her own organization in Vienna, the Desert Flower Foundation.

64. About the Story Desert Flower: The Extraordinary Journey of a Desert Nomad is an autobiographical book written by Waris Dirie and Cathleen Miller, published in 1998 about the life of Somali model, Waris Dirie . In 2009, the book was adapted into a film of the same name. Produced by Peter Herrmann and Benjamin Herrmann, the Ethiopian supermodel Liya Kebede plays Waris in the title role.

65. Check It Out! Directions: After reading the text, answer the following questions. Write the answers on your answer sheet. (20 points) 1. Describe the qualities/attributes of the female lead character in the story. 2. What was the conflict shown? How does the conflict affect the transformation of the lead character in the story? 3. What aspect of African culture towards women does the story show? 4. What do you think motivated the author to share her life story? How did you respond to the authors’ “voice”? 5. Generate a new title for the story. Explain your new title.

66. Represent Me! Directions: Complete the statement below by choosing one object found in your home that represents a strong and an empowered woman. Relate this object to the lesson learned in this topic. Write the answers on your answer sheet. (5 points)

67. I chose _________ (object) to relate my learning on ________ because_____.

68. DAY 4

69. Character in Focus! Directions: Answer the questions in the boxes below based on the sample literary text Desert Flower: The Extraordinary Journey of a Desert Nomad. Write at least 5 sentences to answer each question. Write the answers on the answer sheet. (5 points each)

70. FEMALE LEAD CHARACTER How does the author describe the character? How will you describe the character based on her words/dialogue? How will you describe the character based on her actions? How will you describe the character based on the perceptions of other people?

71. LESSON 3

72. Reader-Response Approach vis-à-vis European Literature

73. DAY 1

74. In Lesson Two, we learned about the Feminist Approach vis-à-vis African Literature. This lesson will help us understand another reading approach, the Reader-Response Approach vis-à-vis European Literature.

75. Directions: Suppose you were to update your Facebook status and share what you learned about the Feminist Approach and what you know about the Reader-Response Approach, what would you share? Write one sentence for Feminist Approach and one sentence for Reader-Response Approach on your answer sheet (5 points each=10 points).

76. READER-RESPONSE APPROACH

77. The reader-response approach believes that literature does not exist as an artifact upon a printed page but as a transaction between the physical text and the mind of a reader. It attempts to describe what happens in the reader's mind while interpreting a text and reflects that reading, like writing, is a creative process. Reader-response approach suggests that the role of the reader is essential to the meaning of a text, for only in the reading experience does the literary work come alive. According to reader-response critics, literary texts do not contain a meaning; meanings derive only from the act of individual readings. Hence, two different readers may derive completely different interpretations of the same literary text; likewise, a reader who re-reads a work years later may find the work different. There is no single "correct" interpretation for a literary work.

78. HOW DO YOU DO THE READER-RESPONSE APPROACH?

79. The purpose of a reader-response approach is examining, explaining, and defending your personal reaction to a text. Your critical reading of a text asks you to explore: • why you like or dislike the text; • explain whether you agree or disagree with the author; • identify the text’s purpose; and • critique the text. There is no right or wrong answer to a reading response. Nevertheless, it is important that you demonstrate an understanding of the reading and clearly explain and support your reactions. Do not use the standard approach of just writing: “I liked this text because it is so cool and the ending made me feel happy,” or “I hated it because it was stupid, and had nothing at all to do with my life, and was too negative and boring.”

80. In writing a response, you may assume the reader has already read the text. Thus, do not summarize the contents of the text at length. Instead, take a systematic, analytical approach to the text and give examples.

81. If you did not like a text, that is fine, but criticize it either from: • principle, for example: o Is the text racist? o Does the text unreasonably puts down things, such as religion, or groups of people, such as women or adolescents, conservatives or democrats, etc ? o Does the text include factual errors or outright lies? It is too dark and despairing? Is it falsely positive? • form, for example: o Is the text poorly written? o Does it contain too much verbal “fat”? o Is it too emotional or too childish? o Does it have too many facts and figures? o Are there typos or other errors in the text? o Do the ideas wander around without making a point?

82. EXAMPLE OF READER-RESPONSE APPROACH IN LITERATURE

83. Below is a sample format for writing an analysis using the reader-response approach. I. Introduction A. What is the title of the literary work you are responding? B. What is it about? (in 1-2 sentences only) C. Who is the author?

84. II. Body What does the text have to do with you, personally, and with your life (past, present or future)? B. How much does the text agree or clash with your view of the world, and what you consider right and wrong? Use several quotes as examples of how it agrees with and supports what you think about the world, about right and wrong, and about what you think it is to be human. C. What did you learn, and how much were your views and opinions challenged or changed by this text, if at all? Did the text communicate with you? Why or why not? Give examples of how your views might have changed or been strengthened (or perhaps, of why the text failed to convince you, the way it is). D. How well does the text address things that you personally care about and consider important to the world? How does it address things that are important to your family, your community, to people of your economic or social class or background, or your faith tradition? Use quotes from the text to illustrate. E. What can you praise about the text? What problems did you have with it? Include positive things about the text as well as pointing out problems, disagreements, and shortcomings. F. How well did you enjoy the text (or not) as entertainment or as a work of art? Use quotes or examples to illustrate the quality of the text as art or entertainment.

85. III. Conclusion A. What is your overall reaction to the text? B. Would you read something else like this in the future? C. Would you read something else by this author? D. Would you recommend this text to someone else and why?

86. Study the given analysis of Balaki Ko ‘Day Samtang Gasakay Ta’g Habal-Habal by Adonis Durado which uses the reader-response approach, then reflect on the questions that follow.

87. Written by Adonis Durado , Balaki Ko ‘Day Samtang Gasakay Ta’g Habal-Habal describes a very common situation in the provincial areas – a habal-habal ride – but the unique thing about this habal-habal ride is that it has a romantic and somehow sensual feel to it as the driver tells his passenger, a woman who is most probably his lover, to hold on to him tighter for him to feel her heartbeat more clearly against his back. As a young woman who rides habal-habal for transportation, it seems weird for me how the woman in the poem is portrayed as someone who is sensual with the driver. Unless she is his lover, the poem would totally be uncomfortable. The driver’s want for the woman to cling to him tight can be interpreted as an expression of love. This craving of physical intimacy between the characters suggests of young love, as young couples usually act as if they cannot get enough of each other and has to have their hands on each other constantly. I have nothing against young love; however, I would rather call it infatuation than young love because love is more than physical intimacy.

88. Love is a commitment whether or not couples are together or not, love does not change. Despite the conflict of the poem’s meaning to my preference, I do like its lighthearted emotion as seen in the lines “ Dayon samtang nagakatulin kining atong dagan,mamiyong tag maghangad ngadto sa kawanangan aron sugaton ang taligsik sa uwan , dahon , ug bulak .” It was somewhat refreshing while reading the poem. Somehow, I enjoyed it. The poem was a good read because it was not the usual poem. I am interested to read other works of Adonis Durado to explore more creative ways of writing literary pieces. My friends would probably like this poem because most of them have very creative sides as well. They will definitely enjoy this poem.

89. REFLECTIVE QUESTIONS: 1. How did the introduction begin? 2. How did the body develop? 3. How was the reader’s personal experience introduced in the body? 4. How were the reader’s personal views and opinions presented in the body? 5. What content/s comprised the body? 6. How did the analysis end?

90. Truth or Change? Part 1. Directions: Write TRUE if the statement is true; if NOT, change the underlined word/phrase to make the statement true. Write the most appropriate answer on your answer sheet (5 points). 1. In reader-response approach, two readers may have different interpretations. 2. According to reader-response critics, meanings come from group sharing. 3. If you do not like a text, you may criticize the text using reader-response approach through principle and biography. 4. Reader-response approach suggests that the role of the writer is essential to the meaning of a text. 5. The reading experience makes the literary work come alive.

91. DAY 2

92. Part 2. Directions: Read the summary of Me Before You by Jojo Moyes from United Kingdom. Read the notes in the boxes as well.

93. Twenty-six-year-old Louisa Clark lives with her working-class family. Unambitious and with few qualifications, she feels constantly outshone by her younger sister, Treena, an outgoing single mother. Louisa, who helps support her family, loses her job at a local café when the café closes. She goes to the Job Centre and, after several failed attempts, is offered a unique employment opportunity: help care for Will Traynor, a successful, wealthy, and once-active young man who developed quadriplegia, the paralysis of the body from at least the shoulders down, from a pedestrian-motorcycle accident two years earlier. Will's mother, Camilla, hires Louisa despite her lack of experience, believing Louisa can brighten his spirit. Louisa meets Nathan, who cares for Will's medical needs, and Will's father, Steven, a friendly upper-class businessman whose marriage to Camilla is strained. Me Before You (A Summary) A novel by Jojo Moyes (United Kingdom)

94. Louisa and Will's relationship starts out rocky due to his bitterness and resentment over being disabled. Things worsen after Will's ex-girlfriend, Alicia, and best friend Rupert reveal that they are getting married. Under Louisa's care, Will gradually becomes more communicative and open-minded as they share experiences together. Louisa notices Will's scarred wrists and later overhears his mother and father discussing how he attempted suicide shortly after Camilla refused his request to end his life through Dignitas, a Swiss-based assisted suicide organisation . Horrified by his attempt, Camilla promised to honour her son's wish, but only if he agreed to live six more months. Camilla intends to prove that, in time, he will believe his life's worth living.

95. Louisa conceals knowing about Will and Camilla's agreement. However, she tells Treena, and together they devise ways that will help convince Will to abandon his death wish. Over the next few weeks, Will loosens up and Louisa begins taking him on outings and the two grow closer.

96. Through their frequent talks, Louisa learns that Will has travelled extensively; his favourite place is a café in Paris. Noticing how limited her life is and that she has few ambitions, Will tries to motivate Louisa to change. Louisa continues seeing her longtime boyfriend of 7 years, Patrick, though they eventually break up due to her relationship with Will. Meanwhile, Louisa's father loses his job, causing more financial difficulties. Steven Traynor offers Mr. Clark a position. Louisa realises that Will is trying to help her secure her freedom from her family. The two attend Alicia and Rupert's wedding where they dance and flirt. Will tells Louisa that she is the only reason he wakes in the morning.

97. Louisa convinces Will to go on a holiday with her, but before they can leave, Will contracts near-fatal pneumonia. Louisa cancels the plans for a whirlwind trip. Instead, she takes Will to the island of Mauritius. The night before returning home, Louisa tells Will that she loves him. Will says he wants to confide something, but she admits that she already knows about his plans with Dignitas. Will says their time together has been special, but he cannot bear to live in a wheelchair. He will be following through with his plans. Angry and hurt, Louisa storms off and does not speak to him for the remainder of the trip. When they return home, Will's parents are pleasantly surprised by his good physical condition. Louisa, however, resigns as his caretaker, and they understand that Will intends to end his life.

98. On the night of Will's flight to Switzerland, Louisa visits him one last time. They agree that the past six months have been the best in their lives. He dies shortly after in the clinic, and it is revealed that he left Louisa a considerable inheritance, meant to continue her education and to fully experience life. The novel ends with Louisa at a café in Paris, reading Will's last words to her in a letter, that tell her to 'live well'.

99. Explain Me! Directions: Read the questions and answer in 2-3 sentences on your answer sheet (5 points each=60 points). What is the meaning of the novel’s title “Me Before You”? To whom do the “me” and “you” refer to? Explain. ___________________________________________________________________ 2. If you were Camilla, Will’s mom, would you agree with Will’s death wish? Justify your answer. __________________________________________________________________ 3. If you were Louisa, would you have quit working for the Traynors ? Why or not? __________________________________________________________________

100. 4. What do you like most about the story? Elaborate. _____________________________________________________________ 5. What do you dislike most about the story? Give details. _____________________________________________________________ 6. Would you change the ending of the story? Explain your answer. _____________________________________________________________

101. This is What I Need! Directions: Complete the sentence below with what you learned about Reader-Response Approach on your answer sheet (5 points). I have learned that in Reader-Response approach, I need to _______________________.

102. DAY 3

103. Ending! Directions: If you were to make an alternate ending for Me Before You, how would you end it? Write your own ending in five sentences (20 points). _________________________________________________________________________ _________________________________________________________________________ _______________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

104. DAY 4

105. The face of a woman represents Will’s life in his wonderful moments with Louisa. Will’s life is like a crescent moon – the light may seem dim, but it is bright enough to light up a dark sky.

106. LESSON 4

107. Formalism Approach vis-à-vis North and South American Literature

108. DAY 1

109. Let’s Recall! Directions: Write a single- sentence definition of what you know about each of the reading approaches in the boxes below. Write the answers on your answer sheet. (6 points)

110. The Formalism Approach in Analyzing Literature

111. Formalism regards literature as “a unique form of human knowledge that needs to be examined on its own terms.” All the elements necessary for understanding the work are contained within the work itself. Of particular interest to the formalist critic are the elements of form—style, structure, tone, imagery, etc.—that are found within the text. A primary goal for formalist critics is to determine how such elements work together with the text’s content to shape its effects upon readers. Formalism critics use individual parts of the text, the characters, the setting, the tone, the point of view, the diction, and all other elements of the text to give meaning to the text in a more literal way.

112. This reading approach is also called Russian Formalism, Russian Russky Formalism, innovative 20th-century Russian school of literary criticism. It began in two groups: OPOYAZ, an acronym for Russian words meaning Society for the Study of Poetic Language, founded in 1916 at St. Petersburg (later Leningrad) and led by Viktor Shklovsky ; and the Moscow Linguistic Circle, founded in 1915. Other members of the groups included Osip Brik, Boris Eikhenbaum , Yury Tynianov , and Boris Tomashevsky .

113. The following aspects/elements of the different literary genres are taken into consideration when using the formalist approach/perspective in analyzing a text: I. Poetry: Author, title of the poem, persona, addressee, tone, attitude, motifs, conditions, imagery, symbolisms, genre, structure, theme, and appeal. II. Fiction: setting, characters (protagonist, antagonist, static/flat, dynamic, round, antihero, and foil), plot ( en medias res, flashback, prolepsis or flash-forward, foreshadowing, and frame story), point-of-view (participant narrator/first person, second person, and non-participant narrator/third person), conflict (man vs. himself, man vs. man, man vs. society, man vs. culture, and man vs. nature), symbols, theme III. Drama: Setting, characters, plot, dialogue, movements, music, and theme

114. EXAMPLE OF THE FORMALISM APPROACH IN LITERATURE

115. Below is a sample format for writing an analysis using the formalism approach. I. Introduction A. What is the title of the literary work? B. What is it about? (1-2 sentences only) C. Who is the author? D. What is your main thesis statement or the main idea of your analysis? II. Body B. How does the author's choice of point of view affect the reader's understanding and feelings about the story? C. What influence does the setting have on the characters or their actions? D. How do the rhythms and/or rhyme schemes of a poem contribute to the meaning or effect of the piece? D. How do the rhythms and/or rhyme schemes of a poem contribute to the meaning or effect of the piece? E. Is there a central or focal passage that can be said to sum up the entirety of the work? F. How are the various parts of the work interconnected?

116. III. Conclusion How do you restate your main thesis statement? B. What lesson does the author want me (the reader) to learn about life? C. What is your challenge to the readers in relation to the issue/s?

117. As you can see from the format above, formalism critics examine the form of the work as a whole, the form of each individual part of the text (the individual scenes and chapters), the characters, the settings, the tone, the point of view, the diction, and all other elements of the text which join to make it a single text. After analyzing each part, the critic then describes how they work together to make give meaning (theme) to the text.

118. Study the given analysis of Tonight I Can Write the Saddest Lines by Pablo Neruda which uses the formalism approach on the next page.

119. The speaker of the poem recently lost the love of his life. We can tell though that some time passed since the separation from the first sentence. He says ‘tonight I can write’ implying that till that day he couldn’t. Maybe the emotions and pain he felt were still too raw to put it down to words. In that case this line implies that he is slowly healing from the separation. Poets generally describe a broken heart using metaphors and imagery. Pablo Neruda’s style is simple and concise. But the speaker says he can write flowery language too in the second paragraph. That is how heart-broken he is. The speaker says that he loved her and she sometimes loved him back too. This puts us in a state of thinking that the one who was primarily responsible for the separation was the woman. The night he was sitting under was like the nights he used to hold her and kissed her. He describes the sky as endless. Maybe he felt his love would be like the sky too but sadly, it had ended. He says ‘kissed her again and again’. This type of eroticism was shocking to the general public at the time, especially when the poet was only 18 years old. Sentences like this earned the poem collection censorship. The speaker continues by putting emphasis on his loss and sadness. He uses repetition and some imagery to pull at the heart string of the reader.

120. One feels sympathy for the speaker as he repeats again that she loved him sometimes. The night which was described as endless before felt much more so after the separation. And this makes him feel verse of poetry flow as naturally into his soul as dew falls onto the pasture. This makes the reader feel that it was indeed true that the most beautiful poetry flows from a broken heart. ‘The same night whitening the same trees’. He repeats ‘same’ twice to show that while they both changed the world remained the same. Now he says that he no longer loved her as he used to. He thinks that soon she will be another’s. ‘Like my kisses before.’ This line can have either of the two following meanings. The speaker of the poem is now together with another girl and he kissed her recently. In this case, he says that like how his kisses belonged to another now, hers will be too. Or he simply says that she will be kissed by another man like how he used to kiss her. The meaning is closer to the latter one when the whole poem is considered. The speaker now contradicts himself saying that he no longer loves her for sure and then immediately saying that maybe he loves her.

121. This shows the conflict within in the speaker. He loved her so deep that he finds it hard not to. This conflict is spoken of throughout the poem, albeit in allusions. He says love is so short but forgetting is so long. This is one of the best remembered quotes from the poem. And the nights aren’t helping his forgetting process. Nights like the one that day particularly remind him of the time when he held her. And when these thoughts crossed his mind, his soul becomes dissatisfied with the fact that he lost her. The conflict is shown deeply in these two lines. The speaker ends the poem saying that this, that particular night would be the last night he suffers pain because of her and this poem will be the last one he will write for her. This shows that the speaker has now finally resolved to completely move on.

122. Reflect on these questions in writing an analysis using the formalist approach (No need to answer these questions on paper). REFLECTIVE QUESTIONS: 1. How did the introduction begin? 2. How did the body develop? 3. How are the literary elements (character, point of view, etc.) introduced in the body? 4. How are the parts related to one another in the body? 5. How did the analysis conclude/end?

123. Other Approaches in Analyzing a Text

124. Biographical is a form of literary criticism which analyzes a writer's biography to show the relationship between the author's life and their works of literature.

125. Historical is literary criticism in the light of historical evidence or based on the context in which a work was written, including facts about the author’s life and the historical and social circumstances of the time.

126. Gender is an approach that “examines how sexual identity influences the creation and reception of literary works.”

127. Psychological reflects on the effect that modern psychology has had upon both literature and literary criticism. Fundamental figures in psychological criticism include Sigmund Freud, whose “psychoanalytic theories changed our notions of human behavior by exploring new or controversial areas like wish-fulfillment, sexuality, the unconscious, and repression” as well as expanding our understanding of how “language and symbols operate by demonstrating their ability to reflect unconscious fears or desires.”

128. Mythological emphasizes “the recurrent universal patterns underlying most literary works.” Combining the insights from anthropology, psychology, history, and comparative religion, mythological criticism “explores the artist’s common humanity by tracing how the individual imagination uses myths and symbols common to different cultures and epochs.” One key concept in mythological criticism is the archetype, “a symbol, character, situation, or image that evokes a deep universal response.”

129. Deconstructionist is an approach that “rejects the traditional assumption that language can accurately represent reality.” Deconstructionist critics regard language as a fundamentally unstable medium—the words “tree” or “dog,” for instance, undoubtedly conjure up different mental images for different people—and therefore, because literature is made up of words, literature possesses no fixed, single meaning.

130. The goal of literary criticism is always to help us understand and appreciate a work more fully, no matter what approach(es) we use.

131. Task 1 Connecting Ideas Directions: Study the illustration below and write your insights about the formalism approach in reading. Write your responses inside the boxes. Write the answers on your answer sheet. (10 points)

132. DAY 2

133. Directions: Read the summary of A Hundred Years of Solitude by Gabriel Garcia Marquez from Colombia. Read the notes in the boxes as well.

134. Latin America and Its Literature South America is the fourth largest continent in size and the fifth largest when we consider population. The continent is located in the western hemisphere and mainly in the southern hemisphere. South American Literature consists of the oral and written literature of Latin America in several languages, particularly in Spanish, Portuguese, and the indigenous languages of the Americas as well as literature of the United States written in the Spanish language. It rose to particular prominence globally during the second half of the 20th century, largely due to the international success of the style known as magical realism. As such, the region's literature is often associated solely with this style, with the 20th Century literary movement known as Latin American Boom, and with its most famous exponent, Gabriel García Márquez. Latin American literature has a rich and complex tradition of literary production that dates back many centuries

135. A Hundred Years of Solitude (Summary) Gabriel Garcia Marquez Colombia (For the full text, visit https://www.sparknotes.com/lit/solitude/section9/page/2/)

136. One Hundred Years of Solitude is the story of seven generations of the Buendía Family in the town of Macondo. The founding patriarch of Macondo, José Arcadio Buendía , and Úrsula Iguarán , his wife (and first cousin), leave Riohacha , Colombia, after José Arcadio kills Prudencio Aguilar after a cockfight for suggesting José Arcadio was impotent. One night of their emigration journey, while camping on a riverbank, José Arcadio dreams of "Macondo", a city of mirrors that reflected the world in and about it. Upon awakening, he decides to establish Macondo at the riverside; after days of wandering the jungle, his founding of Macondo is utopic.

137. J osé Arcadio Buendía believes Macondo to be surrounded by water, and from that island, he invents the world according to his perceptions. Soon after its foundation, Macondo becomes a town frequented by unusual and extraordinary events that involve the generations of the Buendía family, who are unable or unwilling to escape their periodic (mostly self-inflicted) misfortunes. For years the town is solitary and unconnected to the outside world, with the exception of the annual visit of a band of gypsies, who show the townspeople technology such as magnets, telescopes, and ice. The leader of the gypsies, a man named Melquíades , maintains a close friendship with José Arcadio , who becomes increasingly withdrawn, obsessed with investigating the mysteries of the universe presented to him by the gypsies. Ultimately he is driven insane, speaking only in Latin, and is tied to a chestnut tree by his family for many years until his death.

138. Eventually Macondo becomes exposed to the outside world and the government of newly independent Colombia. A rigged election between the Conservative and Liberal parties is held in town, inspiring Aureliano Buendía to join a civil war against the Conservative government. He becomes an iconic revolutionary leader, fighting for many years and surviving multiple attempts on his life, but ultimately tires of war and signs a peace treaty with the Conservatives. Disillusioned, he returns to Macondo and spends the rest of his life making tiny gold fish in his workshop. The railroad comes to Macondo, bringing in new technology and many foreign settlers. An American fruit company establishes a banana plantation outside the town, and builds its own segregated village across the river. This ushers in a period of prosperity that ends in tragedy as the Colombian army massacres thousands of striking plantation workers, an incident based on

139. the Banana Massacre of 1928. José Arcadio Segundo, the only survivor of the massacre, finds no evidence of the massacre, and the surviving townspeople refuse to believe it happened. By the novel's end, Macondo has fallen into a decrepit and near-abandoned state, with the only remaining Buendías being Amaranta Úrsula and her nephew Aureliano , whose parentage is hidden by his grandmother Fernanda, and he and Amaranta Úrsula unknowingly begin an incestuous relationship. They have a child who bears the tail of a pig, fulfilling the lifelong fear of the long-dead matriarch Úrsula . Amaranta Úrsula dies in childbirth and the child is devoured by ants, leaving Aureliano as the last member of the family. He decodes an encryption Melquíades had left behind in a manuscript generations ago. The secret message informs the recipient of every fortune and misfortune that the Buendía family's generations lived through. As Aureliano reads the manuscript, a wind destroys all traces of Macondo's existence.

140. About the Story One Hundred Years of Solitude (Spanish: Cien años de soledad , American Spanish: [ sjen ˈ aɲos ðe soleˈðað ]) is a landmark 1967 novel by Colombian author Gabriel García Márquez that tells the multi-generational story of the Buendía family, whose patriarch, José Arcadio Buendía , founded the (fictitious) town of Macondo. The novel is often cited as one of the supreme achievements in literature. The magical realist style and thematic substance of One Hundred Years of Solitude established it as an important representative novel of the literary Latin American Boom of the 1960s and 1970s, which was stylistically influenced by Modernism (European and North American) and the Cuban Vanguardia (Avant-Garde) literary movement. Since it was first published in May 1967 in Buenos Aires by Editorial Sudamericana, One Hundred Years of Solitude has been translated into 46 languages and sold more than 50 million copies. The novel, considered García Márquez's magnum opus, remains widely acclaimed and is recognized as one of the most significant works both in the Hispanic literary canon and in world literature.

141. Task 2 Challenge My Mind! Directions: Answer the following questions based on the text read. Write your answers in one to two sentences. Support your answer with instances from the text. Write the answers on your answer sheet. (15 points) 1. What is the context/setting of the story? 2. Are the characters believable? Why or why not? 3. What images does the author present in the narrative? 4. What is the author’s message? 5. What lesson does this story teach about life?

142. Directions: Read the poem of The Road Not Taken by Robert Frost from United States of America. Read the notes in the boxes as well.

143. North America and Its Contemporary Literature North America is the third largest continent in size and the fourth largest when we consider population. The North American continent houses 23 countries. The continent is located in the Northern Hemisphere and the Western Hemisphere. North American Literature was shaped by the history of the country that produced it. For almost a century and a half, America was merely a group of colonies scattered along the eastern seaboard of the North American continent—colonies from which a few hardy souls tentatively ventured westward. After a successful rebellion against the motherland, America became the United States, a nation. By the end of the 19th century this nation extended southward to the Gulf of Mexico, northward to the 49th parallel, and westward to the Pacific. By the end of the 19th century, too, it had taken its place among the powers of the world—its fortunes so interrelated with those of other nations that inevitably it became involved in two world wars and, following these conflicts, with the problems of Europe and East Asia. Meanwhile, the rise of science and industry, as well as changes in ways of thinking and feeling, wrought many modifications in people’s lives. All these factors in the development of the United States molded the literature of the country.

144. The Road Not Taken BY ROBERT FROST Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveller , long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less travelled by, And that has made all the difference.

145. About the Poem "The Road Not Taken" is a narrative poem by Robert Frost, published in 1916 as the first poem in the collection Mountain Interval. Its central theme is the divergence of paths, both literally and figuratively, although its interpretation is noted for being complex and potentially divergent. Frost spent the years 1912 to 1915 in England, where among his acquaintances was the writer Edward Thomas.[2] Thomas and Frost became close friends and took many walks together. After Frost returned to New Hampshire in 1915, he sent Thomas an advance copy of "The Road Not Taken". Thomas took the poem seriously and personally, and it may have been significant in Thomas' decision to enlist in World War I. Thomas was killed two years later in the Battle of Arras.

146. About the Author Robert Lee Frost (March 26, 1874 – January 29, 1963) was an American poet. His work was initially published in England before it was published in the United States. Known for his realistic depictions of rural life and his command of American colloquial speech,[2] Frost frequently wrote about settings from rural life in New England in the early twentieth century, using them to examine complex social and philosophical themes. Frost was honored frequently during his lifetime and is the only poet to receive four Pulitzer Prizes for Poetry. He became one of America's rare "public literary figures, almost an artistic institution."[3] He was awarded the Congressional Gold Medal in 1960 for his poetic works. On July 22, 1961, Frost was named poet laureate of Vermont.

147. Task 3 Walk the Talk! Directions: Answer the following questions based on the poem read. Write your answers in one to two sentences. Support your answer with instances from the text. Write the answers on your answer sheet. (25 points) 1. Where is the poem set? 2. Describe the two paths that the persona encountered. Which path did he/she take? Was he/she happy about his/her choice? How can you tell? 3. Compare the first line in stanza 1 and the third line in stanza 3. Why is this line repeated? What does it mean? 4. What do you think the speaker means in the last line of the poem? 5. What are some of the major decisions that a person makes in his/her life?

148. DAY 3

149. Directions: Fill in the boxes with your learning/insights about the topic. Write the answers on your answer sheet. (9 points) PMI MATRIX PLUS MINUS INTERESTING What’s best about the topic? What is quite difficult? What struck you most?

150. Write It Up! Directions: Using another sheet of paper, choose one literary text from the samples given in Lessons 1- 4 and write a critical analysis of it using an appropriate reading approach. Follow the suggested structure/format indicated for that specific reading approach and be guided by the scoring rubric indicated below (35 points). Note: The template or format for the reading approaches is given in the discussion part of each lesson (What’s New). You may review this part as your reference before writing your analysis.

151. DAY 4

152. Directions: Using your answer sheet, write the letter of your chosen answer (15 points).

153. 1. A reading approach we can use to distinguish the roles of marginalized women in the society. A. Feminism B. Formalist C. Sociological D. Reader-Response 2. The sociological approach to reading is done by analyzing the work in relation to its _________. A. female characters B. reader C. society D. Structure 3. The following 21st century writers originate from Latin America. Which does not belong to the Latin American Canon of writers? A. Isabel Allende C. Mario Vargas Llosa B. Jorge Volpi D. Albert Camus 4. What is the reader-response approach to reading? I. It describes the transaction between the text and the reader. II. It supports one correct analysis from a reader. III. It provides meaning from individual readings. A. I only B. I and II only C. I and III only D. I, II, and III 5. What reading approach is used in the text below? As an only female child with a strong bond to my father, I empathize with the taximanin disciplining Lay Choo in his desire to give her a brighter future. Fathers may be hard on the outside, but they indeed have a soft spot inside. A. sociological approach C. feminist approach B. reader-response approach D. formalist approach

154. 6. In the reader-response approach, responding to the text is very important because this approach focuses on how the reader’s ____________ A. response match with other readers C. mind interacts with the author B. reaction connects with the audience D. experience affects the text 7. Which is an example of a sociological approach to reading? A. If I were Will in Me Before You, I would rather keep my life and allow God to take it at His perfect time. B. If I had a son like Will, I would give him all the love he needs to live life more comfortably. C. Me Before You encourages me to value life and appreciate the little things in life because life is a gift. D. Me Before You shows us the more liberated Western culture as they support the granting of a death wish through assisted suicide.

155. 8. What Asian ideology is evident in The Taximan’s Story? A. nationalism C. family B. spirituality D. social structure 9. In analyzing Art Spiegelman’s “Prisoner on the Hell Planet,” you take a more traditional approach and discuss the setting, conflict, characters, tone, theme, and other elements of the story. You assert that “Prisoner on the Hell Planet” is not a legitimate form of literature because it fails to meet our expectations of what a story should be. What kind of critical approach are you using? A. Feminist B. Formalist C. Sociological D.. Reader-Response 10. How is contemporary European literature portrayed in Me Before You? A. The ending is unexpected. C. The plot is confusing. B. The structure is fragmented. D. The characters are questionable.

156. 11. The following writers originate from North America. Which does not belong to the North American Canon of writers? A. Emily Dickinson C. T.S. Eliot B. Samuel Johnson D. William Faulkner 12. In criticizing Pam Houston’s “How to Talk to a Hunter,” you discuss the stereotypical views on women, men, and relationships expressed by the characters, focusing on the advice of both female and male friends in particular. You assert that the author is highly critical of these stereotypes. What kind of critical approach are you using? A. Feminism B. Formalist C. Sociological D. Reader-Response 13. In discussing T.B. Wood’s “A Loaf of Bread,” you focus on you focus on symbols, characters, and theme and how these various elements help to create a unity in the work. You do not discuss the author, the reader, or any considerations outside the text itself. What kind of critical approach are you using? A. Feminist B. Formalist C. Sociological D. Reader-Response

157. 14. Gabriel Garcia Marquez was one of the best- known contemporary writers of Latin America. Which of the following works did he author? A. Wasted in Love C. The Stone Thrower B. The Beautiful Indifference D. A Very Old Man with Enormous Wings 15. In the poem “The Road Not Taken” by Robert Frost, which of the following road signs tells the motorists to expect the road to “diverge? A. B. C. D.