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EDUC 3 | FACILITATING LEARNER-CENTERED TEACHING What to learn – past How to learn – future Essence of Education - to know, to show, and to grow Essence of Facilitating Learning-Centered Teaching - process, preparation, application, and outcome - Fill the empty mind of student...

EDUC 3 | FACILITATING LEARNER-CENTERED TEACHING What to learn – past How to learn – future Essence of Education - to know, to show, and to grow Essence of Facilitating Learning-Centered Teaching - process, preparation, application, and outcome - Fill the empty mind of student-Blank Slate (Tabula rasa) - To have interaction and connection - I do, you do, I show, you show Learner-centered advantage – focused on learner develop Learner-centered disadvantage – acquire misinformation Metacognition – coined by JOHN FLAVELL -it’s about learning how to learn/about the mind -thinking beyond thinking/HOTS Cognition - about mind/already know Metacognitive Knowledge – what the learner know, knowledge of different strategy Metacognitive Experience – heart, awareness and feelings, emotion of a person Knowledge – discovery, learning, and thinking THREE CATEGORIES OF METACOGNITIVE KNOWLEDGE 1. PERSON VARIABLES – person himself or herself or how the person view their self as a learner or a thinker 2. TASK VARIABLES – knowledge about the nature of the task/task itself - knowing what exactly needs to be accomplished 3. STRATEGY VARIABLES – ways/techniques META-ATTENTION – awareness of specific strategy - focused and catch your attention META-MEMORY – awareness, strategies of what work best for you “Do not give a fisherman a fish, but teach them how to fish” 2 TYPES OF LEARNERS 1. NOVICE LEARNER – beginner, don’t examine the quality of the work - have limited knowledge about subject areas 2. EXPERT LEARNER – employed metacognitive strategy in learning - have deeper knowledge with subject areas - to understand the problems - design new strategies - check the errors 14 LEARNER-CENTERED PRINCIPLE Cognitive and Metacognitive Factor (6 principles) 1. Nature of the learning process The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experiences. 2. Goals of the learning process The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge. 3. Construction of knowledge The successful learner can link new information with existing knowledge in meaningful ways. 4. Strategic Thinking The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. 5. Thinking about thinking Higher order strategies for selecting and monitoring mental operation facilitate creative and critical thinking. 6. Context of learning Learning is influenced by environmental factors, including culture, technology, and instructional practices. Motivation and Affective Factors (3 principles) 1. Motivational and Emotional Influences on learning What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influenced by the individual’s emotional states, beliefs, interests and goals, and habits of thinking. 2. Intrinsic motivation to learn The learner’s creativity, higher order thinking, and nature of curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interest, and providing for personal choice and control. 3. Effects of motivation on Effort Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learner’s motivation to learn, the willingness to exert this effort unlikely without coercion. Developmental and Social Factors (2 principles) 1. Developmental Influences on learning As an individuals develops, there are different opportunities and constraints for learning. Learning is most effective when different development within and across physical, intellectual, emotional, and social domains is taken into account. 2. Social Influences on learning Learning is influenced by social interaction, interpersonal relations, and communication with others. Individual Differences Factors (3 principles) 1. Individual differences in learning  Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity. 2. Learning and Diversity Learning is most effective when differences in learners linguistic, cultural, and social backgrounds are taken into accounts. 3. Standard and Assessment Setting appropriately high and challenging standards and assessing the learner as well as learning progress- including diagnostic, process, and outcome assessment- are integral parts of the learning process. FOCUS ON LEARNERS STUDENT’S DIVERSITY Learning Thinking Styles refer to a preferred way an individual processes information. They describe a person’s typical mode of thinking, remembering or problem solving. Your style is usually described as a personality dimension which influences your attitudes, values and social interaction. SENSORY PREFERENCES VISUAL LEARNERS – these learners must see their teacher’s actions and facial expressions to fully understand the content of a lesson. They tend to prefer sitting in front so no one would block their view. VISUAL ICONIC – those who prefer this form of input are more interested in visual imagery such as film, graphic displays, or pictures in order to solidify learning. They usually have good “picture memory.” A.k.a. iconic imagery and attend to pictorial detail. They would like to read a map better than to read a book. VISUAL SYMBOLIC – those who prefer this form of input feel comfortable with abstract symbolism such as mathematical formula or the written word. They would prefer to read a book than a map and would like to read about things than hear about them. AUDITORY LEARNERS – they learn best through verbal lectures discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. THE LISTENERS – they may even carry on mental conversations and figure out how to extend what they learned by reviewing in their heads what they heard others say. THE TALKERS – they are the ones who prefer to talk and discuss. They often find themselves talking to those around them. In a class setting when the instructor is not asking questions, auditory-verbal processors (talkers) tend to whisper comments to themselves. TACTILE/KINESTHETIC – tactile/kinesthetic persons benefit much from a hands- on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods. May become distracted by their need for activity and exploration. LEARNING BY DOING – those preferring this form of input move toward active, sensorimotor learning. They tend to prefer “learning by doing.” Preferring the use of psychomotor skills to, say, abstract thinking skills. They tend to have good motor memory and motor coordination. BRAIN HEMISPHERE MULTIPLE INTELLIGENCES HOWARD GARDNER defines intelligence as “an ability or set of abilities that allows a person to solve a problem or fashion, a product that is valued in one or more cultures”. 1. Visual/Spatial Intelligence (Picture Smart) – learning visually and organizing ideas spatially. Seeing concepts in action in order to understand them. The ability to “see” things in one’s mind in planning to create a product or solve a problem. Likes to: Color, draw, or paint Good at: Picturing things in their heads, reading maps or charts. Learns best by: Seeing pictures, charts, and graphic organizers. 2. Verbal/Linguistic (Word Smart) – learning through the spoken and written word. This intelligence is always valued in the traditional classroom and in traditional assessments of intelligence and achievement. Likes to: Read for fun, play word games Good at: Writing letters or stories, understanding reading passages. Learns best by: reading, writing, and listening. 3. Mathematical/Logical (Number Smart/Logic Smart) – learning through reasoning and problem solving. Also highly valued in the traditional classroom where students are asked to adapt to logically sequenced delivery of instruction. Likes to: Solve problems, conduct experiments. Good at: Tricky math and word problems, organizing facts or information. Learns best by: Using numbers, asking lots of questions. 4. Bodily/Kinesthetic (Body Smart) – learning through interaction with one’s environment. This intelligence is the domain of “overly active” learners. It promotes understanding through concrete experience. Likes to: Play sports, dance Good at: PE, being active Learns best by: Using their body 5. Musical (Music Smart) – learning through patterns, rhythms and music. This includes not only auditory learning but also the identification of patterns through all the senses. Likes to: Make music, listen to music Good at: Singing or playing an instrument, telling different sounds apart Learns best by: Using music or rhythm (like listening to music while studying) 6. Intrapersonal (Self Smart) – learning through feelings, values and attitudes. This is a decidedly affective component of learning through which students place value on what they learn and take ownership for their learning. Likes to: Be alone, quiet time Good at: Being responsible, thinking about their thoughts and feelings. Learns best by: Being alone with time to think about the new ideas. 7. Interpersonal (People Smart) – learning through interaction with others. Not the domain of children who are simply “talkative” or “overly social.” This intelligence promotes collaboration and working cooperatively with others. Likes to: Meet new people, help others, be a leader. Good at: Getting along with others, understanding people. Learns best by: Working in a group. 8. Existential (Spirit Smart) – learning by seeing the “big picture”: “Why are we here?” “What is my role in the world?” “What is my place in my family, school and community?” This intelligence seeks connections to real world understanding and application of new learning. Likes to: Reflective and deep thinking, design abstract theories. EDUC 4 | FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION UNDERSTANDING DIVERSITY DIFFERENCES ARE VISIBLE AND INVISIBLE Visible Characteristics that are obvious and noticeable. Hair color, skin color, face shape, occupation, and many others. Invisible May not be immediately apparent and often require more interaction or personal disclosure to be recognized. Beliefs, mind-sets, values, intelligence. ✓ Visible and invisible characteristics of diversity are not necessarily connected because there are times when a visible characteristic like skin color will easily be related to a disposition or trait. It is the uniqueness of each one that is the root of diversity. The English noun that captures the essence of difference is the word diversity. Diversity as “The state or quality of being different or varied; a variety or assortment; a point of difference” from Collins dictionary. Why is it important to include everyone, even if they are different? By embracing differences, we can enhance cooperation and communication, leading to productivity and success. LODEN’S DIVERSITY WHEEL PRIMARY OR CORE DIMENSION These are the characteristics we were born with or established by significant experiences we had or people we interacted with. Inner circle, stronger ones Least likely to change These are considered to be distinctly persuasive in establishing who we are – our principles, sense of self, image, our perceptions, and how we think about others. Age, ethnicity, gender, physical attributes, physical abilities/qualities, race, income, and spiritual beliefs. SECONDARY DIMENSION These characteristics are also part of our social identity, but they can change or be discarded as our life experiences impact us. They are influenced by people we encounter, places we go to or we live in, and experiences we go through. Are often acquired, can change over time and typically have a significant impact on an individual’s experiences and interactions. Geographical location, religious beliefs, income, education, marital status, work experience. In summary, the diversity wheel was created to broaden the conversation about diversity, it helps people and organizations consider all the factors that contribute to diversity. By using this model, organizations can better design policies, create inclusive environments, and foster understanding among diverse groups of people. ABILITY AND DISABILITY AS A DIMENSION OF DIVERSITY Ability – refers to the possession of the qualities required to do something; necessary skill for competence, or power (Collins English Dictionary). Disability – impairments, activity limitations, and participation restrictions, referring to the negative aspects of interaction between an individual (with a health condition) and that individual’s contextual factors (environmental and personal factors). (WHO) A person’s self-identity and his/her perspectives of the world around him/her are affected by both ability and disability. The American Disabilities Act (ADA) of 1990 “defines a person with disability as a person who has a physical or mental impairment that substantially limits one or more major life activity. This includes people who have a record of such an impairment even if they do not currently have a disability. It also includes individuals who do not have a disability but are regarded as having a disability.” The ADA (American Disabilities Act of 1990) provides a broad definition of disability to ensure that individuals who face barriers due to physical or mental impairments are protected. THE DILEMMA OF DIVERSITY In this age of fast paced development where diversity plays a unique role, there are still challenges that confront a lot of people who have been identified as “different”. Discrimination  issues around race, gender, age, and intellect still abound despite of charters, laws, and policies that uphold diversity. A person’s disability makes him/her a unique individual who is, at times, shunned from places and activities. They have to be acknowledged as part of the spectrum of diversity. They have to be recognized as human beings who should not be discriminated against, but rather understood, accepted, and tolerated. CHAPTER 2 ADDRESSING DIVERSITY THROUGH THE YEARS: SPECIAL AND INCLUSIVE EDUCATION DISABILITY – Restriction or limitation caused by impairment. IMPAIRMENT – Refers to a problem with a specific body function or structure. HANDICAP – The disadvantage a person experiences in society due to an impairment. MODELS OF DISABILITY A. THE MORAL/RELIGIOUS – People believed that disabilities were either punishments for sin or blessing from God. Individuals with disabilities and their families were often isolated, as their condition was associated with sin or evilness, leading to exclusion from social events. The Moral/ Religious perspective sees disability as something permanent, the biomedical model considers disability as a glitch the PWD is born into, which needs assessment and fixing. B. THE BIOMEDICAL/INDIVIDUAL – Disability is viewed as a physical or mental condition that needs to be diagnosed, treated, or cured. Disability is seen as a deficit or impairment located within the person. The primary response to disability under this model is medical care or prosthetics to mitigate effects of impairment, allowing the individual to function more typically in society. C. THE FUNCTIONAL/REHABILITATION – The functional/rehabilitation model Is quite similar to the biomedical model in that it sees the PWD as having deficits. These deficits then justify the need to undergo Rehabilitative Intervention such as therapies, counseling, and the like in the aim of reintegrating the disabled into society. The main difference between the two models is in the concept of habilitation and rehabilitation. The biomedical model often suggests habilitation, which refers to help given to those whose disabilities are congenital or manifested very early in life in order to maximize function. On the other hand, the functional/rehabilitation model refers to the assistance given by professionals to those who have an acquired disability in the hope of gaining back one’s functionality. D. THE SOCIAL MODEL – Reiterates that impairment should be seen as a normal aspect of life and when it happens, it should not cause a stir. Instead, society must plan in anticipation of possible impairment occurrences so as not to disable anyone. Views disability as a result of the way society is structured, not the result of a person’s impairment. Focuses on removing barriers in society that limit the participation of people with disabilities. E. RIGHTS-BASED MODEL – Recognizes the PWDs’ vulnerability and tries to address this by upholding and safeguarding their identities and rights as human beings. Emphasizes equal access to opportunities, protection from discrimination, and inclusion in all aspects of life (legal and human rights / requires laws and policies). Twin track approach, which combines the social model and the rights-based model. A marrying of the two perspectives allows for holistic changes to occur, with the option of promoting individual needs whenever necessary. For instance, in education’ this would mean allowing a PWD to join the mainstream,  yet be given opportunities for disability-specific programs in case additional support is needed (Chassy & Josa 2018). DEFINITION, GOALS, AND SCOPE OF SPECIAL AND INCLUSIVE EDUCATION SPECIAL EDUCATION – Defines learners with special needs as children who differ in mental characteristics, sensory ability, neuro muscular or physical characteristics, social, multiple handicaps and/or and therefore require tailored school practices or special education services. POLICY, GOAL AND OBJECTIVES OF SPECIAL EDUCATION – The policy on inclusive education for all was adopted in the Philippines to accelerate access to education among children and young people with special needs. The goal of the special education programs of the DepEd throughout the country is to provide children with special needs with appropriate educational services within the mainstream of basic education. Common types of special education programs available to students in public schools: A. PULL OUT SERVICES – This service is advantageous because it allows students to receive direct, individualized education that is geared to their specific needs. Students will be able to establish a greater sense of trust as a result of this, which will help them receive emotional support. B. SPECIAL EDUCATION INCLUSION PROGRAMS – teachers use a special education curriculum for less than half of each day. Special-needs students spend the majority of the day “included” in regular classrooms. Teachers and aides are available to sit with special-needs students and work with them as a part of the larger classroom C. MAINSTREAMING – Similar to inclusion, but has no requirement for time spent in regular classrooms. Often, mainstreaming of special education students into regular classrooms is done either in a limited number of classes in which the student excels or as an opportunity to let the special education student socialize with the rest of the student body. D. SPECIAL SCHOOL – Those who have severe cognitive challenges and certain physical disabilities may be placed into a specialty school where individual needs can be met by a very low student-to-staff ratio. This makes it easier for students to receive the care that they need in an adequate timeframe. E. SELF CONTAINED – students spend the majority if not all of the day in a “self- contained” classroom for special education students. They can be located on the same campus or in an entirely different school from their typically developing peers. These special education programs are often effective for students with more severe disabilities. INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) – A law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children. - It also requires that the following six principles be provided for students who receive special education services:  FREE AND APPROPRIATE PUBLIC EDUCATION (FAPE) – This means that a public education is given to diagnosed children, parents, families, and guardians at no cost, designed to meet the individual needs of each student. NON-DISCRIMINATORY IDENTIFICATION AND EVALUATION – It refers to the process, instruments, and qualifying tools used to identify individuals with a disability. It is a requirement that schools use nonbiased methods and multiple approaches in the evaluation process to ensure that there is no discrimination on the basis of race, culture, religion, or native language. INDIVIDUALIZED EDUCATION PROGRAM (IEP) – This special document is very essential and serves as the foundation of special education because it contains the services to be provided to students with exceptional disabilities. This refers to the educational settings in which a student with a disability receives education services. A kind of environment which would mimic a regular classroom. The LEAST RESTRICTIVE ENVIRONMENT (LRE) is a principle where students with disabilities will be educated in a setting that most closely approximates the general education classroom and still meets their unique needs. INCLUSIVE EDUCATION The right to education of children with disabilities in a regular classroom. It is the main modality to address the educational needs of children who suffer from different deficiencies. Promotes students including those with disabilities into general education classrooms, regardless of their level of need. Remove barriers The philosophy of accepting all children regardless of race, size, shape, color, ability or disability with support from school staff, students, parents, and the community SUMMARY Everyone has a right to education. Having a disability should not be an excuse for being deprived access to schools; neither should poverty, religion, nor race. Inclusive Education is an inevitable direction to take and must be properly understood, appreciated, and prepared for within the context of society being accepting of individual differences. For a nation to be truly inclusive, one must start from a humane perspective of disability and a transformative mindset on inclusion. Thus, the success of inclusive education starts with an appreciation and acceptance of diversity, reinforced by a supportive and genuinely inclusive mind-set among our general education teachers. BASES AND POLICIES OF SPECIAL AND INCLUSIVE EDUCATION PHYSIOLOGICAL BASES PIAGET’S COGNITIVE DEVELOPMENT 1. SENSORI MOTOR STAGE (0-2 years old) - Infant develop their senses and bodily objects - Infant develop object permanence  2. PRE-OPERATIONAL STAGE (2-7 years old) - Child can make mental presentation and is able to pretend - Close to the use of symbols - Ex: symbolic function, egocentrism, centrism, animism - Lack of conservation 3. CONCRETE OPERATIONAL STAGE (7-11 years old) - Child think logically but only in terms of concrete objects (conservation, decentering, classification, seriation) 4. FORMAL OPERATIONAL STAGE (12-15 years old) - Children learn logical rules to understand abstract concepts and solve problems - Can’t be fool ALBERT BANDURA’S SOCIAL LEARNING THEORY - He believes that observation, imitation, and modelling are central components of the learning process, and that behaviorism alone can’t account for every kind of learning. BANDURA’S THEORY IS A BLEND OF: 1. BEHAVIORAL THEORY – posits behavior are the results of conditioning 2. COGNITIVE THEORY – gives weight to psychological features like attention and memory 3. SOCIAL LEARNING THEORY – it highlights the importance of good role models and explains the corrosive influence of poor ones. FOUR PHASES OF LEARNING 1. ATTENTION – exposed or notice the behavior 2. RETENTION – ability to store and maintain information and it is not always remembered 3. REPRODUCTION – ability to perform 4. MOTIVATION – the will to perform the behavior and it is about reward and punishment CONCEPTS OF SOCIAL LEARNING THEORY - It describes how students absorbs, process, and retain knowledge during learning 1. VICARIOUS LEARNING – observational learning or learning through modelling 2. SELF-REGULATED LEARNING (SRL) – learning that is guided by metacognition and strategic action and it describes a process of taking control of and evaluating own learning and behavior LEV VYGOTSKY’S SCAFFOLDING - It asserts that the cognitive development of the children is advanced through social interaction with other people - Lev Vygotsky believed that social learning come before cognitive development and he is most recognized for his concept of Zone of Proximal Development (ZPD) and More Knowledgeable Other (MKO) JEAN LAVE SITUATED LEARNING THEORY - Knowledge should be presented in authentic context - Social interaction and collaborations are essential components of situated learning theory. PHILOSOPHICAL BASES - All people have the ability to learn, regardless of their particular disabilities. INCLUSIVITY – including people EQUALITY – all people will be treated fairly EQUITY – the quality of being fair HISTORICAL OR SOCIOLOGICAL CONVENTION ON THE RIGHTS OF CHILD – need special safeguard and care/legal protection CONVENTION ON THE RIGHTS OF CHILD 3P’S 1. PROVISION – possess, receive, or have access to certain resources 2. PROTECTION – shielded from certain acts and practices 3. PARTICIPATION – express oneself UNITED NATIONS ESUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO) - It seeks to build peace through international cooperation in education, the sciences, and culture - Develops educational tool - Promote inclusive education systems that remove the barriers limiting the participation and achievement of all learners THE 1986 PHILIPPINE CONSTITUTION ARTICLE XIV SECTION 1 - Protect and promote the rights of all citizens to quality education at all levels THE 1986 PHILIPPINE CONSTITUTION ARTICLE XIV SECTION 2.5 - Provide adult citizen, the disabled, and out-of-school youth with training in civics, vocational efficiency and other skills RA 10533 BASIC EDUCATION ACT OF 2013 - Including ALS and learner with special needs RA 7610 SPECIAL PROTECTION AGAINST CHILD ABUSE AND EXPLOITATION - Provides protection against abuse, commercial sexual exploitation, trafficking and employment in illicit activities RA 9344 JUVENILE JUSTICE AND WELFARE ACT  - Promotes the creation of a child-friendly justice system focused on rehabilitation and restoration rather than punishment RA 10665 OPEN HIGH SCHOOL SYSTEM ACT - It caters to learners who are unable to attend the regular class program due to physical impairment, work, financial difficulties, distance of home to school, and other justifiable and legitimate reasons RA 7277 REHABILITATION AND INTEGRATION OF DISABLED PERSONS IN MAINSTREAM SOCIETY - Providing for the rehabilitation, self-development and self-reliance of disabled persons and their integration into the mainstream of society and for other purposes. MAKING SCHOOL INCLUSIVE DIMENSION A CREATING INCLUSIVE CULTURES Section A.1 Building community Section A.2 Establishing inclusive values - This dimension creates a secure, accepting, collaborating, and stimulating community, in which everyone is valued as the foundation for the highest achievements of all. DIMENSION B PRODUCING INCLUSIVE POLICIES Section B.1 Developing the School for all Section B.2 Organizing support for diversity - This dimension makes sure that inclusion permeates all school plans. DIMENSION C EVOLVING INCLUSIVE PRACTICES Section C.1 Orchestrating learning Section C.2 Mobilizing resources - This dimension develop school practices which reflect the inclusive cultures and policies of the school. I. CREATING INCLUSIVE CULTURES A. WHAT STAKEHOLDERS CAN DO Set the parameters for inclusion - The government has identified key individuals and professions for successful inclusive placement. Build Key People - The government recognizes the need for teacher training, both in the special needs education and general education levels. Identify and eradicate barriers - Advocates for the identification and removal of obstacles that have to do with transforming prevailing attitudes and values on a systemic level. Barriers to inclusion Physical barriers Attitudes, values systems, misconceptions, and societal norms Curriculum Lack of teacher training and low teacher efficacy Lack of funding Lack of policies Organization of educational systems Too much focus on performance-based standards B. SPECIAL EDUCATION VS. MAINSTREAMING VS. INCLUSIVE EDUCATION In summary: Mainstream: Regular class placement with limited support or pull-out services. Special Education: Separate, specialized placement with intensive, individualized support. Inclusion: Regular class placement with individualized support provided within the classroom to promote full participation I. PRODUCING INCLUSIVE POLICIES II. EVOLVING INCLUSIVE PRACTICES ASSESS 1 | ASSESSMENT IN LEARNING 1 INTRODUCTION TO ASSESSMENT LESSON 1: DETERMINING PROGRESS TOWARDS THE ATTAINMENT OF LEARNING OUTCOMES MEASUREMENT - a process of quantifying the degree to which someone/something possesses a given trait. - assigning of numbers, to the results of a test or other type of assessment such as performance, product, skill, or behavior of a student, based on a pre-determined procedure or set of criteria. - awarding points for a particular aspect of an essay or performance. 2 TYPES OF MEASUREMENT 1. OBJECTIVE MEASUREMENT - are measurement that do not depend on the person or individual taking the measurement. 2. SUBJECTIVE MEASUREMENT - measurement that often differ from one assessor to the next even if the same quantity or quality is being measured. ASSESSMENT - it is derived from the Latin “assidere” which means to sit beside. Assessment can be defined both as a product and a process. ASSESSMENT AS A PRODUCT - it refers to the Instrument (e.g. set of questions or tasks) that is designed to elicit a predetermined behavior, unique performance, or a product from a student. ASSESSMENT AS A PROCESS - collection, interpretation and use of qualitative or quantitative information to assist teachers in their educational decision making. - hence, assessment is a pre-requisite to evaluation. It provides the information which enables evaluation to take place. EVALUATION - a process of making judgments about the quality of a performance, product, skill, or behavior of a student. - includes using some basis to judge worth or value. It involves judgment about the desirability or changes in the students. APPROACHES TO ASSESSMENT 1. ASSESSMENT FOR LEARNING - Includes 3 types of assessment done BEFORE and DURING Instruction. 1. PLACEMENT – done prior to or BEFORE instruction. Its purpose is to assess the needs of the learners to have basis in planning for a relevant instruction. The result of this assessment place students in specific learning groups to facilitate teaching and learning 2. DIAGNOSTIC – done BEFORE instruction. Used to diagnose what students already know and don’t know yet in order to guide instruction. This is also used to determine student’s recurring or persistent difficulties. - it searches for the underlying causes of student’s learning problems that do not respond to first aid treatment It helps formulate a plan for detailed remedial instruction. 3. FORMATIVE – done DURING instruction like Quiz, seatwork, oral recitation, and drills. Meant to ensure that learning takes place. Provides the teacher with information regarding how well the learning objectives of a given learning activity are being met. - teachers monitor student learning to get on-going feedback to improve their teaching & for students to improve their learning. The results of this assessment are communicated clearly and promptly to the students for them to know their strengths and weaknesses and the progress of their learning. 2. ASSESSMENT OF LEARNING - this is done AFTER the instruction. 1. SUMMATIVE – done AFTER instruction. It is used to evaluate student learning at the end of a defined instructional period. Its results reveal whether or not the instructions have successfully achieved the curriculum outcomes. – the results are the bases for grades which are communicated to the students, parents, and other stakeholders for decision making. 3. ASSESSMENT AS LEARNING - this is associated with self- assessment. As the term implies, assessment itself is already a form of learning for the students. 1. Using of scoring rubrics 2. Reflection paper and journal - As students assess their own work and/or with their peers with the use of scoring rubrics, they learn on their own. Students set their targets, actively monitor, and evaluate their own learning in relation to their set target. Students become self-directed and independent learners PROGRAM OUTCOMES AND STUDENT LEARNING OUTCOMES 3 TYPES OF LEARNING 1. COGNITIVE – mental skills 2. PSYCHOMOTOR – manual or physical skills 3. AFFECTIVE – growth in feeling or emotion TAXONOMIES OF COGNITIVE DOMAIN BLOOM’S TAXONOMY (1956) ANDERSON AND KRATHWOHL (2001) Noun Verb form Knowledge Remembering Comprehension Understanding Application Applying Analysis Analyzing Synthesis Evaluating Evaluation Creating Blue - LOTS Red - HOTS ANDERSON AND KRATHWOHL TAXONOMIES OF COGNITIVE DOMAIN 1. REMEMBERING – Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or to recite previously learned information. Verbs that relate to this: Recognizing Ex. Identify frogs in a diagram of amphibians. Find an isosceles triangle in your classroom Answer any true-false or multiple-choice questions Recalling Ex. Name three 19th century women English Authors Write the multiplication table 2. UNDERSTANDING – Constructing meaning from different types of functions be they written or graphic messages or activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining. Verbs that relate to this: Interpreting Ex. Translate a story problem into an algebraic equation Paraphrase the speech of our President during SONA Exemplifying Ex. Draw parallelogram Name a mammal that lives in our area Classifying Ex. Label numbers odd or even  Group native mammals into their proper species Inferring Ex. Figure out the meaning of an unfamiliar term from the context Read the story and make conclusions about their relationship Comparing Ex. Explain how the heart is like a pump 3. APPLYING – Carrying out or using a procedure through executing or implementing. Applying relates to or refers to situations where learned models, presentations, interviews, or simulations. Verbs that relate to this: Executing Ex. Add a column of two-digit numbers Orally read a passage in a foreign language Implementing Ex. Design an experiment to see how plants grow in different kind of soil. Proofread a piece of writing 4. ANALYZING – Breaking materials or concepts into parts, determining how the parts relate to one another or how they interrelate or how the parts relate to an overall structure or purpose. Verbs that relate to this: Differentiating Ex. Draw a diagram showing the major and minor characters in novel Organizing Ex. Place the books in the classroom library into categories Make a chart of often-used figurative devices and explain their effects Attributing Ex. Determine the character’s motivation in a novel or short story Read the author’s point of view about local issue 5. EVALUATING – Making judgments based on criteria and standards through checking and critiquing. Verbs that relate to this: Checking Ex. Review a project plan to see if all necessary steps are included. Listen to a political speech and make a list of any contradictions within the speech. Critiquing Ex. Judge how well the project meets the criteria of a rubric Judge the validity of arguments for and against astrology 6. CREATING – Putting elements together to form a coherent or functional whole. This process is the most difficult mental function in the new taxonomy. Verbs that relate to this: Generating Ex. Generate several scientific hypothesis to explain why plants need sunshine Come up with alternative hypotheses based on criteria Planning Ex. Design scientific study to test the effect of different kinds of music on hen’s production Make a storyboard for a multimedia presentation on insects Producing  Ex. Write a journal from the point of view of mountaineer Build a habitat for pigeons Compose an original song FOUR CATEGORIES OF KNOWLEDGE 1. FACTUAL KNOWLEDGE – This refers to essential facts, terminology, details or elements students must know or be familiar with in order to understand a discipline or solve a problem in it. 2. CONCEPTUAL KNOWLEDGE – This refers to interrelationship of facts. It is facts put together within a familiar larger structure that enable them to function together. 3. PROCEDURAL KNOWLEDGE – Refers to information or knowledge that help students to do something specific to a discipline, subject or area of the study. 4. METACOGNITIVE KNOWLEDGE – It is thinking about your own thinking in a purposeful way. It is awareness and knowledge of one’s own cognition. It is a reflective knowledge of how to go about solving problems and cognitive tasks. ASSESSING STUDENT LEARNING OUTCOMES PRINCIPLES OF GOOD PRACTICE IN ASSESSING LEARNING OUTCOMES 1. The assessment of student learning starts with the institution’s Vision, mission and core values. There should be a clear statement on the kinds of learning that the institution values most for its students. 2. Assessment works best when the program has clear statement of objectives aligned with the institutional vision, mission and core values. Such alignment ensures clear, shared and implementable objectives. 3. Outcome based assessment focuses on the student activities that will still be relevant after formal schooling concludes. The approach is to design assessment activities which are observable and less abstract such as “to determine the student’s ability to write a paragraph” which is more observable than “to determine the student’s verbal ability.” 4. Assessment requires attention not only to outcomes but also and equally to the activities and experiences that lead to the attainment of learning outcomes. These are supporting student activities. 5. Assessment works best when it is continuous, ongoing, and not episodic. Assessment should be cumulative because improvement is best achieved through a linked series of activities done over time in an instructional cycle. 6. Begin assessment by specifying clearly and exactly what you want to assess. What you want to assess is/are stated in your learning outcomes/lesson objectives. 7. The intended learning outcome/lesson objective NOT CONTENT is the basis of the assessment task. You use content in the development of the assessment tool and task but it is the attainment of your learning outcome NOT content that you want to assess. This is Outcome- based Teaching and Learning. 8. Set your criterion of success or acceptable standard of success. It is against this established standard that you will interpret your assessment results. Example Is a score of 7 out of 10 (the highest possible score) acceptable or considered success? 9. Make use of varied tools for assessment data-gathering and multiple sources of assessment data. It is not pedagogically sound to rely on just one source of data gathered by only one assessment tool. Consider multiple intelligences and learning styles. DepED Order No. 73, s. 2012 cites the use of multiple measures as one assessment guideline.  10. Learners must be given feedback about their performance. Feedback must be specific. “Good work!” is positive feedback and is welcome but actually is not very good feedback since it is not specific. A more specific better feedback is “You observed rules on subject-verb agreement and variety of sentences. Three of your commas were misplaced.” 11. Assessment should be on real-world application and not on out-of-context drills. 12. Emphasize on the assessment of higher-order thinking. 13. Provide opportunities for self-assessment. OUTCOME ASSESSMENT - Outcomes assessment is a collaborative process of inquiry regarding student learning outcomes, followed by analysis, reflection, and action. The goal of outcomes assessment is to improve student learning and improve instructional programs. Phase 1: INSTITUTIONAL MISSION - Institutional mission statements provide various constituencies—students, faculty, legislators, etc.—with the institution’s educational goals and guidance concerning the achievement of these goals. Phase 2: PROGRAM GOALS - Program Goals are broad statements of the kinds of learning we hope students will achieve – they describe learning outcomes and concepts (what you want students to learn) in general terms (e.g., clear communication, problem-solving skills, etc.) Phase 3: SUBJECT OBJECTIVES - Subject objectives are brief statements that describe what students will be expected to learn by the end of school year, course, unit, lesson, project, or class period. Phase 4: DESIRED STUDENT LEARNING OUTCOMES - Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course or program. In other words, learning outcomes identify what the learner will know and be able to do by the end of a course or program. Phase 5: DIAGNOSTIC ASSESSMENT - Diagnostic assessment is a type of assessment which examines what a student knows and can do prior to a learning program being implemented. Assessment of students’ skills and knowledge upon entry to the program provides a baseline against which to assess progress. Phase 6: DECIDING ON LESSON FOCUS - The first phase of a gradual release of responsibility model is the focus lesson. This is the time when the teacher is demonstrating, modeling, and sharing his or her thinking with students. Although this segment may be brief (5-15 minutes), it is powerful. Phase 7: SUPPORTING STUDENT ACTIVITIES - Students apply principles of logical thinking and persuasive argument in writing. - Forming opinion about the topic. - Researching and writing about a variety of perspectives. - Adapting style to identified audience - Employing clear argument in writing.. Phase 8: FORMATIVE ASSESSMENT OUTCOMES - Formative assessment refers to a wide variety of methods that teachers use to conduct in- process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or Course Phase 9: REVIEW/RETEACH - Examine or assess (something) formally with the possibility or intention of instituting change if necessary. Phase 10: MASTERY LEARNING - Mastery learning is a method of instruction where the focus is on the role of feedback in learning. Furthermore, mastery learning refers to a category of instructional methods which establishes a level of performance that all students must “master” before moving on to the next unit (Slavin, 1987). Phase 11: SUMMATIVE ASSESSMENT OF OUTCOMES - Summative assessment (or summative evaluation) refers to the assessment of participants where the focus is on the outcome of a program. This contrasts with formative assessment, which summarizes the participants development at a particular time. CONSTRUCTIVE ALIGNMENT - Constructive alignment means bringing into alignment the predetermined competencies, the learning and teaching activities, and the assessment types. It is one of the most influential principles in higher education. VARIETY OF ASSESSMENT METHODS, TOOLS, AND TASKS TRADITIONAL ASSESSMENT  - Refers to the usual paper-and-pencil test Ex. Written exams, quizzes AUTHENTIC ASSESSMENT - Refers to non-paper-and-pencil test. Authentic assessment is also called alternative assessment, it being an alternative to the traditional. Ex. Reports, Demo Teaching, executing dance steps PORTFOLIO - Portfolio falls under non-paper-and pencil test. A portfolio is a purposeful collection of student work or documented performance (e.g. video of dance) that tells the story of student achievement or growth. TYPES OF PORTFOLIO 1. WORKING PORTFOLIOS – A working portfolio is so named because it is a project “in the works,” containing work in progress as well as finished samples of work. 2. DISPLAY PORTFOLIOS - It is the display of the students’ best work. Students exhibit their best work and interpret its meaning. Showcase portfolio demonstrates the highest level of achievement attained by the student. 3. ASSESSMENT PORTFOLIOS – As the name implies, the main function of an assessment portfolio is to document what a student has learned based on standards and competencies expected of students at each grade level. SCORING RUBRICS - A rubric is a coherent set of criteria for students’ work that includes descriptions of levels of performance quality on the criteria. - The main purpose of rubrics is to assess performance made evident in processes and products. TYPES OF RUBRICS 1. ANALYTIC RUBRIC – is one that explicitly breaks down an assignment into its constitutive skills and provides students with guidelines for what each performance level looks like for each skill.  2. HOLISTIC RUBRIC – consists of a single scale with all criteria to be included in the evaluation being considered together. ASSESSMENT STRATEGIES AND MULTIPLE INTELLIGENCES - Learners have multiple intelligences and varied learning styles. Students must be given the opportunity to demonstrate learning that is aligned to their multiple intelligences and to their learning styles. It is good for teachers to consider the multiple intelligences of learners to enable learners to demonstrate learning in a manner which makes them feel comfortable and successful. ASSESSMENT OF LEARNING OUTCOMES IN THE K TO 12 PROGRAM Here are assessment practices lifted from DepEd Order 8, s 2015 for the guidance of all teachers: 1. Teachers should employ assessment methods that are consistent with standards. This means that assessment as a process must be based on standards and competencies that are stated in the K to 12 Curriculum Guide. Assessment must be based NOT on content but on standards and competencies. Therefore, there must be alignment between assessment tools or tasks and standards and competencies. 2. Teachers must employ both formative and summative assessment both individually and collaboratively. Assessment is done primarily to ensure learning, thus teachers are expected to assess learning in every stage of lesson development beginning, middle and at the end. 3. Grades are a function of written work, performance tasks and quarterly test. This means that grades come from multiple sources with emphasis on performance tasks from Grades 1 to 12. Grade does not come from only one source rather from multiple sources. 4. The cognitive process dimensions given by Krathwohl and Anderson (2001) from remembering, understanding, applying, analyzing, evaluating, and creating governs formulation of assessment tasks. LIT 311 | SURVEY OF PHILIPPINE LITERATURE IN ENGLISH PHILIPPINE LITERATURE IN ENGLISH Why do we need to study Philippine Literature? - to understand each other, know historical backgrounds of our ancestors LITERATURE – derived from the Latin word “litera” meaning “letters”. - body of written works which can be factual and fictional NATURE AND ESSENCE OF LITERATURE can be defined as an expression of human feelings, thoughts and ideas whose medium is language, oral, and written. it is not only about human ideas, thoughts, and feelings but also about experience. it can be medium for human to communicate what they feel, think, and to give experience to the readers. SIGNIFICANCE OF LITERATURE Literature allows a person to step back in time and learn about life on earth from the ones who walked before us. Literature acts as a form of expression for each individual author. Literature is a reflection of humanity and a way for us to understand each other. LITERARY GENRES EPICS – narratives revolving around supernatural events or heroic deeds. Ex: Biag ni Lam-ang FABLES – a short story, typically with animals as characters, conveying a moral. Ex: The Monkey and The Turtle FOLKTALES (KWENTONG BAYAN) – short story originating in popular culture, typically passed on by word of mouth, and traditional stories about a culture’s beliefs about life. Ex: Juan Tamad SHORT STORY – a story with a fully developed theme but significantly shorter and less elaborate than a novel. - A work of prose fiction that can be read in one sitting, usually 20mins to an hour. - A fictional story which is more than 1,000 words and less than 20,000. LEGENDS – traditional story or group of stories told about a particular person or place. A story form the past that is believed by many people but cannot be proved to be true. - it describes the origin of things MYTHS – a traditional story that typically aims to explain a natural or social phenomenon POETRY – a style of writing that tends to be written in verses, and typically employ a rhythmic and measured approach to composition. ESSAY – a non-fiction composition that explores a concept, argument, idea, or opinion from the personal perspective of the writer. ORAL LORE FROM PRE-COLONIAL TIMES (1564) 1. RIDDLE – A riddle is a type of puzzle or question that is designed to challenge one’s thinking and problem-solving abilities. It often presents a statement or description that contains a hidden meaning, wordplay, or clever twist. Example of Riddle: I’m not alive, but I grow; I don’t have lungs, but I need air. What am I? – FIRE TWO TYPES OF RIDDLES ❖ ENIGMAS: Puzzles that are expressed metaphorically and require careful thought to solve. Riddle: I have keys but no locks. I have space but no room. You can enter, but you can’t go outside. What am I? Answer: A keyboard. ❖ CONUNDRUMS: Questions that involve puns or wordplay in their solutions. Riddle: What has words, but never speaks? Answer: A book 2. PROVERBS – is a simple and concrete saying, popularly known and repeated, that expresses a truth based on common sense or experience they are often metaphorical. - These have been customarily used and served as laws or rules on good behavior by our ancestors. - These are like allegories or parables to others that impart lessons for the young ones. Example: You can’t make an omelet without breaking eggs. 3. MYTHS – story passed down from generation to generation that attempts to explain an origin or natural occurrence in the world. 4. LEGENDS – a story from the past that is believed by many people but cannot be proved to be true. 5. EPICS – A long poem that tells the deeds and adventures of heroic and legendary figures or history of the nation. Heroic, meaningful, timeless and impressively great. CHARACTERISTIC OF AN EPIC 1. Epics are written as long and narrative poems or use elevated language. 2. Heroes in the story have qualities that culture as a whole values. 3. Heroes in the story are important people and have high standing in society. 4. The setting is vast; heroes goes on a journey. 5. There are God’s or supernatural forces involved in the story. 6. The action consist of deeds of great valor or requiring superhuman courage.  Examples of Epic: The Iliad and the Odyssey, Biag ni Lam-ang, Beowulf, The Ramayana, Indarapatra at Sulayman, Aeneid, Hinilawod, and Bantugan 6. FOLK SONGS – a traditional songs. WEEK 3-4: LITERATURE UNDER THE SPANISH COLONIZATION (1521-1898) HISTORICAL BACKGROUND - Spanish colonization of the Philippines started in 1565 during the time Miguel Lopez de Legazpi, the first Spanish governor-general in the Philippines. Literature started to flourish during his time. The spurt continued unabated until the Cavite Revolt in 1872. CHANGES IN THE LIVES OF THE FILIPINOS - They embraced the Catholic religion - They changed their names - They were baptized - They built houses made of stones and bricks - They used beautiful furniture like the piano and used kitchen utensils - Carriages, trains, and books were used as means of travel - They held fiestas to honor the saints, the pope, and the governors - They had cockfights, horse races and the theatre as a means of recreation. A. SPANISH INFLUENCES ON PHILIPPINE LITERATURE 1. The first Filipino alphabet called ALIBATA was replaced by the Roman alphabet. 2. The teaching of the Christian Doctrine became the basis of religious practices. 3. The Spanish language which became the literary language during this time 4. European legends and traditions brought here became assimilated in our songs, corridos, and Moro-moros. 5. Ancient literature was collected and translated to Tagalog and other dialects. 6. Many grammar books were printed in Filipino, like Tagalog, Ilocano, and Visayan. 7. Our periodicals during these times gained a religious tone. ALIBATA  B. THE FIRST BOOKS 1. ANG DOCTRINA CRISTIANA (THE CHRISTIAN DOCTRINE) First book printed in the Philippines in 1593 in xylography. 2. NUESTRA SEÑORA DEL ROSARIO The second book printed in the Philippines written by Fr. Blancas de San Jose in 1602. 3. LIBRO DE LOS CUATRO POSTPRIMERAS DE HOMBRE The first book printed in typography. 4. ANG BARLAAN AT JOSEPHAT A biblical story printed in the Philippines and transmitted from Greek by Fr. Antonio de Borja. 5. THE PASION A book about the life and sufferings of Jesus Christ. 6. URBANA AT FELISA A book by Modesto de Castro, the so-called Father of classic prose in Tagalog. 7. ANG MGA DALIT KAY MARIA (PSALMS FOR MARY) Collection of songs praising the Virgin Mary. Written by Fr. Mariano Sevilla in 1865. C. LITERARY COMPOSITIONS 1. Arte y Reglas de la Lengua Tagala (Art and Rules of the Tagalog language)  2. Compendio de la Lengua Tagala (Understanding the Tagalog language) 3. Vocabulario de Lengua Tagala (Tagalog vocabulary) 4. Vocabulario de la Lengua Pampanga (Pampango vocabulary) 5. Vocabulario de la Lengua Bisaya (Bisayan vocabulary) 6. Arte de la Lengua Ilokana (The Art of the Ilocano language) 7. Arte de la Lengua Bicolana (The Art of the Bicol Language) D. FOLK SONGS 1. Leron-Leron Sinta (Tagalog) 2. Pamulinawen (Iloko) 3. Dandansoy (Bisaya) 4. Sarong Banggi (Bicol) 5. Atin Cu Pung Singsing (Kapampangan) E. RECREATIONAL PLAYS There were many recreational plays performed by Filipinos during the Spanish times. Almost all of them were in poetic forms. 1. CENACULO – Dramatic performance of the passion and death of Christ. 2. ZARZUELA – The Father of drama, a musical comedy or melodrama three acts which death with men’s passion and emotions like love, hate, revenge, cruelty, avarice or some political problem. 3. LAGAYLAY – A special occasion for the pilareños of Sorsogon during may time to get together. 4. TIBAG – Dramatic performance for the purpose of manifesting devotion for the holy cross. 5. PANULUYAN – Philippine Christmas dramatic ritual narrating the whole family’s search for a place to stay in Bethelem for Jesus Christ’s birth through songs. 6. SALUBONG – Dramatizes the reunion of the risen Christ and his mother. 7. CARILLO – A form of dramatic entertainment perform on a moonless night during a town fiesta or on darknights after a harvest. 8. SAINETE – A short musical comedy popular during the 18th century. They were exaggerated comedy shown between acts plays and were mostly performed by characters from the lower class. 9. THE MORO – MORO – Like the Cenaculo, the Moro-Moro is presented also on a special stage. This is performed during town fiestas to entertain the people and to remind them of their Christian religion. Example: “Prinsipe Rodante”  10. KARAGATAN – This is poetic vehicle of a socio-religious nature celebrated during the death of a person. 11. DUPLO – This replaced the Karagatan. This is a poetic joust in speaking and reasoning. The roles are taken from the Bible and from proverbs and sayings. 12. THE BALAGTASAN –This is poetic joust or a contest of skills in debate on a particular topic or issue. 13. THE DUNG-AW – A chant in free verse by a bereaved person beside the corpse of the dead. 14. AWIT – Is in dodecasyllabic verse. Are fabricated stories from writer’s imagination although the setting and characters are european refers to chanting. Example: Florante at Laura by Francisco Balagtas 15. CORRIDO – is in octosyllabic verse. Were usually legends or stories from European countries like France, Spain, Italy and Greece. Refers to narration.. Example: Ibong Adarna by Jose de la Cruz NOTABLE WRITERS DURING SPANISH PERIOD 1. JOSE PROTACIO RIZAL MERCADO ALONZO Y REALONDA was born on June 19, 1891 at Calamba, Laguna. His first teacher was his mother, Teodora Alonzo. He studied at the Ateneo de Manila, started medicine at UST and finished at the Universidad Central of Madrid. He also studied at the University of Berlin, Leipzig and Heidelberg. Some of his books and writings: 1. Noli Me Tangere 2. El Filibusterismo 3. Mi Ultimo Adios (My Last Farewell) 4. Sobre La Indolencia de Los Filipinos (On the indolence of the Filipinos) 5. Filipinas Dentro De Cien Años (The Philippines within a Century) 5. A La Juventud Filipina (To the Filipino Youth) 2. MARCELO H. DEL PILAR is popularly known for his pen name of Plaridel, Pupdoh, Piping Dilat and Dolores. Manapat. He was born at Cupang, San Nicolas, Bulacan on August 30, 1850. Some writings of Marcelo H. del Pilar: 1. Pag-ibig Sa Tinubuang Lupa (Love of Country) 2. Kaiingat Kayo (Be Careful) 3. Dasalan at Tocsolan (Prayers and Jokes) 4. Ang Cadaquilaan ng Dios (God’s Goodness) 5. Sagot Sa Espanya Sa Hibik ng Pilipinas (Answer to Spain on the Plea of the Filipinos) 3. A most notable hero and genius of the Philippines, GRACIANO LOPEZ JAENA was born on December 18, 1856 and died on January 20 1896. Some of his books and writings: 1. Ang Fray Botod (Friar Botod) 2. La Hija Del Fraile (The Child of the Friar) and Everything is Hambug (Everything is mere show) 3. Sa Mga Pilipino…1891… 4. Talumpating Pagunita kay Kolumbus (An Oration to Commemorate Columbus) 5. En Honor Del Presidente Morayta Dela Associacion Hispano Filipino 1884.  4. ANTONIO LUNA was a pharmacist who was banished by the Spaniards to Spain. He joined the Propaganda Movement and contributed his writing to La Solidaridad. Some of his works are: 1. Noche Buena (Christmas Eve) 2. Se Devierten (How They Diverted Themselves) 3. La Tertulia Filipina (A Filipino Conference or Feast) 4. Por Madrid (For Madrid) 5. La Casa de Huepedes (The Landlady’s House) 5. MARIANO PONCE became an editor-in-chief, biographer and researcher of the Propaganda Movement. He used Tikbalang, Kalipulako, and Naning as pen names. The common themes of his works were the values of education. He also wrote about how the Filipinos were oppressed by the foreigners and of the problems of his countrymen. Among his writings were: 1. Mga Alamat ng Bulacan (Legend of Bulacan) 2. Pagpugot kay Longinos (The Beheading of Longinos) 3. Sobre Filipinos (About the Filipinos) 6. PEDRO PATERNO was a scholar, dramatic, researcher and novelist of the Propaganda Movement. He also joined the Confraternity of Masons and the Asociacion Hispano-Pilipino in order to further the aims of the Movement. He was the first Filipino writer who escaped censorship of the press during the last day of the Spanish colonization. The following were a few of his writings: 1. Ninay 2. A Mi Madre (To My Mother) 3. Sampaguita Y Poesias Varias (Sampaguitas and Varied Poems) 7. ANDRES BONIFACIO is best known as the Father of Filipino Democracy, but more than others, as the Father of Katipunan because he led in establishing the Kataas-taasan, Kagalang-galangan Katipunan ng mga Anak ng Bayan (KKK). Among his works were: 1. Ang Dapat Mabatid Ng Mga Tagalog (What the Tagalogs Should Know) 2. Katungkulang Gagawin ng mga Anak ng Bayan (Obligations of Our Countrymen) 3. Pag-ibig sa Tinubuan Lupa (Love of One’s Native Land) 8. JOSE MA. PANGANIBAN hid his identity behind his pen name JORMAPA. He was also known for having photographic mind. He was a member of a number of movements for the country. Some of his writings were: 1. Ang Lupang Tinubuan (My Native Land) 2. Ang Aking Buhay (My Life) 3. Su Plano De Estudio (Your Study Plan) 9. JOSE PALMA became popular because of his Himno Nacional Filipino (The Philippine National Anthem) which was set to music by Julian Felipe. Here are his other works: 1. Melancolias (Melancholies) 2. De Mi Jardin (In My Garden)  10. EMILIO JACINTO was the intelligent assistant of Andres Bonifacio in the establishment of the Katipunan. He is called the Brains of the Katipunan. He edited Kalayaan (Freedom) a Katipunan newspaper. Bonifacio withdrew his writing of the Kartilya in deference to Jacinto’s work as secretary of the Katipunan. His Kartilya was the one followed by the members of the organization. Here are few of his writings: 1. Kartilya ng Katipunan (A primer book on the Katipunan) 2. Liwanag at Dilim (Light and Darkness) 3. A La Patria (To My Country) – his masterpiece. 11. APOLINARIO MABINI is known in literature and history as the Sublime Paralytic and the Brains of the revolution. Here are some of his works: 1. El Verdadero Decalogo (The True Decalogue or Ten Commandments) 2. El Desarollo Y Caida de La Republica (The Rise and Fall of the Philippine Republic) 3. Sa Bayang Pilipino (To The Filipino Nation PHILIPPINE LITERATURE UNDER US COLONIALISM (1898-1945) HISTORICAL BACKGROUND The Filipino revolutionists won against the Spaniards who colonized for more than 300 years June 12, 1898 – Philippine flag was raised as a symbol of our independence GENERAL EMILIO AGUINALDO - The first president of the Republic of the Philippines but was short lived. GENERAL MIGUEL MALVAR - The Filipino – American War resulted in defeat after he surrendered Many Filipinos started writing again and nationalism of the Filipinos remain undaunted. Filipino writers went into all forms of literature like news reporting, poetry, stories, plays, essays, and novels. Their writing clearly depicted their love for the country and their longings for independence, 1910. The active arousal in the field of literature started to be felt in the following newspapers. EL NUEVO DIA (The New Day) - Established by Sergio Osmeña in 1900 - The American censors twice banned this and threatened Osmeña with banishment because of his nationalistic writings. EL GRITO DEL PUEBLO (The Call of the Nation) - Established by Pascual Poblete in 1900 EL RENACIMIENTO (The Rebirth) - Founded by Rafael Palma in 1901 There were also plays written then but after the first and second presentations, the Americans put a stop to this because of the consistent theme of nationalism. Included here were the following: 1. KAHAPON, NGAYON, AT BUKAS (Yesterday, Today, and Tomorrow) - It is written by Aurelio Tolentino depicting the suppression done by the Americans and their plan to colonize the Philippines. 2. TANIKALANG GINTO by Juan Abad 3. MALAYA by Tomas Remigio 4. WALANG SUGAT by Severino Reyes 1910 - A new group started to write in English. Hence, the Spanish, Tagalog, and the Vernaculars, and finally English were the mediums used in literature during these times. - The writers in Tagalog continued their lamentations on the conditions of the country and their attempts to arouse love for one’s native tongue. - Dead Stars by Paz Marquez Benitez stand out as a model of perfection in character delineation, local color, plot, and message. - The Flag Law (1907) prohibited the display of the flags on emblems associated with the Katipunan and the republic. - The Reconcentration Act (1903) sought to deprive guerillas of the protective cover by resettling in fixed places, where they could be watched. - The downfall of the colonialism freed the printing press from the stranglehold of religion censorship. A. LITERATURE IN SPANISH - The inspiration of our Filipino writers in Spanish was Rizal not only because of his being a national leader but also because of his novels NOLI and FILI. These two novels contained the best qualities of a novel ever written, in English or in Filipino. Those who were inspired to write in praise of him were Cecilio Apostol, Fernando Ma. Guerrero, Jesus Balmori, Manuel Bernabe and Claro M. Recto. CECILIO APOSTOL - Cecilio Apostol wrote poems dedicated to Rizal, Jacinto, Mabini and all other heroes but his poem dedicated to Rizal is considered the best poem in praise of the hero of Bagumbayan. FERNANDO MA. GUERRERO - It is believed that Fernando Ma. Guerrero shared with Apostol the reign in the balagtasan in Spanish during their time. He also dedicated a poem to Rizal but he collected the best of his poems in a book called CRISALIDAS, meaning, a kind of black, wooly caterpillar. Here are a few stanzas of his call to Rizal which he wrote on June 19, 1901 to commemorate Rizal’s birthday. JESUS BALMORI - Jesus Balmori is well-known for his pen name of Batikuling. He and Manuel Bernabe participated in a debate on the topic –(Remembrance and Forgetfulness). He was elected poet Laureate in Spanish besting Manuel Bernabe. MANUEL BERNABE - Manuel Bernabe is a lyric poet and the fierceness of his nationalistic spirit was unchanged in any topic he wrote about. In his debate with Balmori, he was more attractive to the public because of the modious words he used. He defended OLVIDO (Forgetfulness). CLARO M. RECTO - In nobility of speech and theme, Claro M. Recto can compare with the other writers of Spanish. He collected his poems in a book entitled BAJO LOS COCOTEROS (Under The Coconut Trees). B. FILIPINO LITERATURE - FLORANTE AT LAURA of Francisco Balagtas and URBANA AT FELISA of Modesto de Castro became the inspiration of the Tagalog writers. Julian Cruz Balmaceda classified three kinds of Tagalog poets: They were: 1. POET OF THE HEART (Makata ng Puso) - These included Lope K. Santos, Inigo Ed. Regalado, Carlos Gatmaitan, Pedro Deogracias del Rosario, Ildefonso Santos, Amado V. Hernandez, Nemecio Carabana, and Mar Antonio. 2. POETS OF LIFE ( Makata ng Buhay) - Led by Lope K Santos, Jose Corazon de Jesus, Florentino Collantes, Patricio Mariano, Carlos Garmaitan, and Amado V. Hernandez. 3. POETS OF THE STAGE (Makata ng Tanghalan) - Led by Aurelio Tolentino, Patricio Mariano, Severino Reyes, and Tomas Remigio. LITERARY HIGHLIGHTS Philippine literature during the American rule was influenced by two factors: 1. Education - free education English as a medium of instruction 2. American Literary Works - The American colonial period brought American cultural and literary influences to the Philippines. Filipino writers were exposed to American Literature, including the works of well-known authors such as Mark Twain, Walt Whitman, and Emily Dickinson. This exposure played a role in shaping the themes, styles, and subjects of Filipino literature. Writers during the American Period drew ideas from the Propaganda movement and the Revolutionary Movement to encourage the Filipinos to continue to fight against US colonialism. The demand for independence was supported by a campaign to make the Americans aware of the Filipino culture. Some writers who use the Spanish language began to shift to the American language for the fact that a larger population can now comprehend the said language. It is a fact that Filipinos during the Spanish period were given the chance to learn the language, resulting in a very small population of people capable of understanding the literary works. REMOVAL OF RELIGIOUS CENSORSHIP - The downfall of the Spanish Colonialism freed the printing industry from religious censorship. With the printing industry in the hands of patriotic investors, the printing press was used to block the American culture from entering the Philippine lifestyle. Newspaper in our different dialects flourished all over the archipelago. With some newspapers having a space for literary pieces, writers were given the chance to show and prove the true talent of the Filipinos. LIT 312 | SURVEY OF AFRO-ASIAN LITERATURE Overview: Africa and Asia are rich in traditions, cultures, and diverse literature. Much of this literature captures the oral traditions of these communities, reflecting their peoples’ roots, customs, and daily life. Characteristics of African Literature ✓ African literature includes oral traditions like stories, dramas, riddles, myths, and songs, often used to educate and entertain children. ✓ As Africans learned to write in their languages, their literature began to address colonial oppression. ✓ Oral histories, myths, and proverbs are significant in reminding communities of their ancestors’ deeds and traditions. ✓ After World War II, as African nations sought independence, more African writers were published, contributing to the literary landscape. Characteristics of Asian Literature ✓ Asia is the largest continent and has a rich and diverse history. ✓ Asian literature reflects cultural traits such as being conservative, traditional, family-oriented, agricultural, domestic, and religious. ✓ It mirrors the complex social and cultural backgrounds of Asian communities. INDIAN LITERATURE - Indian literature is one of the oldest literatures in the world, with stories, poems, and texts that reflect India’s culture, religion, and history. Languages: Sanskrit / Hindi / Tamil / Bengali / Urdu - Mahabharata and Ramayana are considered the most famous Indian literary works. INDIAN MAJOR WRITERS’ LIFE AND WORKS 1. Kalidasa - “Shakespeare of India” - a Sanskrit poet and dramatist and the greatest Indian writer of all time. Works: Shakuntala Meghaduta Raghuvamsa Kumarasambhava 2. Rabindranath Tagore - Rabindranath Tagore was a renowned Indian poet, philosopher, artist, and playwright who made significant contributions to literature and music. - born on May 7, 1861 in Kolkata - he composed over 2,000 songs, one known as Rabindra Sangeet - his works often reflect themes of love, spirituality, and social issues. Works: Gitanjali Kabuliwala Chitra The Post Office 3. Dhanpat Rai Srivastava (Pseudonym: Prem Chand) - Father of Hindi Literature - Prem Chand is an Indian author of numerous novels and short stories in Hindi and Urdu who pioneered in adapting Indian themes to Western literary styles. Works: Sevasadana (House of Service) Manasarovar (The Holy Lake) Godan (The Gift of a Cow) 4. Kamala Markandaya - Her works concern the struggles of contemporary Indians with conflicting Eastern and Western values. Work: Nectar in a Sieve - Her first novel and most popular work is about an Indian peasant’s narrative of her difficult life. 5. Rasipuram Krishnaswami Iyer Narayanaswami (R. K. Narayan) - One of the finest Indian authors of his generation writing in English. - His style is graceful, marked by genial humor, elegance, and simplicity. Work: Swami and Friends 6. Anita Desai - An English-language Indian novelist and author of children’s books, she is considered India’s premier imagist writer. - born June 24, 1937 - themes explores on the human emotions and societal issues. Works: Fire on the Mountain Clear Light of Day Cry the Peacock 7. Vir Singh - He was a notable Indian poet, novelist, and playwright known for his significant contributions to Punjabi literature. - He is often referred to as one of the pioneers of modern Punjabi literature and played a crucial role in shaping its identity. - Punjabi literature reflects the region’s culture, history, and traditions. Work: Kalghi Dhar Chamatkar – This novel is about the life of the 17th century guru Gobind Singh. MUST-KNOW FACTS Father of modern English literature – William Shakespeare Father of English literature – Geoffrey Chaucer Father of Essay – Montaigne Father of English Essay – Francis Bacon Longest epic – Mahabharata LIT 313 | SURVEY OF ENGLISH AND AMERICAN LITERATURE CHARACTERISTICS AND COMMON GENRES OF ENGLISH – AMERICAN LITERATURE ENGLISH – AMERICAN LITERATURE ENGLISH LITERATURE – These are the collection of literary works written in Great Britain and British Colonies from 7th century to the present day. CHARACTERS OF ENGLISH LITERATURE Classic and Refined Reflects about their ideas, beliefs, and tradition Relatively small-scale COMMON THEMES IN ENGLISH LITERATURE In English Literature, most featured are about the intelligence of the people, manners, and the big difference of the rich and the poor. They also portray plots on the subjects and gives emphasis on characterization. Moreover, they feature stories about government, which is monarchy, about knights, heroes, images of kings and queens especially on the Medieval periods and Anglo Saxons period. Example of pieces are Beowulf, Story of Lancelot, The Knight of the Cart by Chretien de Troyes, and The Knights Tale by Geoffrey Chaucer. AMERICAN LITERATURE – These are literary works written and published in America. CHARACTERS OF AMERICAN LITERATURE Young Literature Most pieces disregard the traditional writing styles and themes. Focus on individualism, romanticism, realism, modernism, and naturalism. More realistic in portraying characters. COMMON GENRES OF ENGLISH-AMERICAN LITERATURE DRAMA – a literary composition that is intended for performance. It is also a generic term that refers to the different forms of presentation that are meant to inform, to educate and to entertain the audience at the same time. Examples: English Literature – Romeo and Juliet by William Shakespeare American Literature – Gone with the Wind by Margaret Mitchell. This drama has a touch of romance and talks about American history, specifically significant happenings during the American civil war. FICTION – it involves literary works that are created from the imagination and is not presented as fact. Examples: English Literature – Pride and Prejudice by Jane Austen. It is a romance type of fiction novel that shows how the two characters come to accept the goodness of each other despite of their pride and prejudice. American Literature – The Adventures of Huckleberry by Mark Twain. This novel talks about slavery and racism which is very American in nature. POETRY – a type of literature, or artistic writing, that attempts to stir a reader’s imagination or emotions. Examples: English Literature – Iliad and the Odyssey by Homer. American Literature – Poetry is very significant during the American revolution because Americans used it as their weapon in stating their arguments and in celebrating their heroes in verse and songs. Some of the said poetries are Yankee Doodle, The epilogue and Nathan Hale. ENGLISH-AMERICAN LITERATURE OLD ENGLISH LITERATURE Old English is the term used to refer to the language literature spoken and written in England during the rule of the Anglo-Saxons Old English is the language and literature of the Anglo-Saxon Anglo-Saxon ruled England from 450 AD to 1066 Old English is directly related to modern English (Many of the Modern words came from old English Old English was first oral (with runic inspirations then used alphabets writing on manuscripts) Strong belief in fate Juxtaposition of the church and pagan worlds Admiration of heroic warriors who prevail in battle Express religious faith and give moral instruction through literature STYLE/GENRE Oral tradition of literature Poetry is the dominant genre Unique forms includes: Caesura Alliteration Repetition BEOWULF Beowulf is considered the Shining star of Old English Literature. Is a long heroic epic poem considered the supreme achievement of Anglo-Saxon poetry because of its length (3182 lines) and sustained high quality. Its author is unknown, but he seems to have had a good grasp of the Bible and other great epics, such as Homer’s Odyssey. The work glorifies a hero and the values of bravery and generosity Beowulf is the oldest poem in the English poem in the English language, so everything written since Beowulf stems from it in some way. The story of Beowulf encompasses common themes that we still see in English literature today. CONFLICT IN BEOWULF Christian values vs. (Anglo-Saxon) Pagan Values This tension is at the heart of the poem Pagan history and myth are made to point a Christian moral Beowulf is poised between two value system It is assumed that the poet was Christian, still may of the characters embrace pagan heroic ideals. TWO VALUE SYSTEM The Pagan Faith Strong nature presence Strength of the hero A love of war and the virtue of courage. The Biblical Old Testament supplies the idea of giants and monsters descending from Cain’s line. The poem is sometimes seen as a conflict between good and evil. From the Christian tradition, it incorporates morality, obedience to God, and avoidance of pride. PRINCIPAL CHARACTERS BEOWULF The protagonist of the epic, Beowulf is a Geatish hero who fights the monster. In his youth, he personifies all the best values of the heroic culture. In his old age, he proves a wise and effective ruler. KING HROTHGAR The King of the Danes. A wise and aged ruler, Hrothgar represents a different kind of leadership from that exhibited by the youthful warrior Beowulf. He is a father figure to Beowulf and a model for the kind of king that Beowulf becomes. GRENDEL A demon descended from Cain, Grendel preys on Hrothgar’s warriors in the king’s mead- hall, Heorot. Grendel fits solidly within the ethos of vengeance that governs the world of the poem. GRENDEL’S MOTHER An unnamed swamp-hag, Grendel mother seems to possess fewer human qualities than Grendel, although her terrorization of Heorot is explained by her desire for vengeance– a human motivation. DRAGON An ancient, powerful serpent, the dragon guards a horde of treasure in a hidden mound. Beowulf’s fight with the dragon constitutes the third and final part of the epic. SUMMARY The first part of the story takes place in Denmark. King Hrothgar is being pestered by a water monster, Grendel, who is killing his men. Beowulf comes to his aid and kills Grendel and later, at the bottom of the lake, also Grendel’s mother, who comes to avenge her son.  The second part happens in Southern Sweden about fifty years later. Beowulf himself is a king and must fight a fire-breathing dragon. The poem concludes decades later with a face-off between the aging king and a fearsome dragon, ending with the death of both. ANGLO- FRENCH/MEDIEVAL LITERATURE METRICAL TALES AND ROMANCES The Middle Ages is like no other period in the Norton Anthology of English Literature in terms of the time span it covers. Caedmon’s Hymn, the earliest English poem to survive as a text, belongs to the latter part of the seventh century. The literary culture of the Middle Ages was far more international than national and was divided more by lines of class and audience than by language. Latin was the language of the Church and of learning. After the 11th century, French became the dominant language of secular European literary culture. Edward, the Prince of Wales, who took the king of France prisoner at the battle of Poitiers in 1356, had culturally more in common with his royal captive than with the common people of England. The legendary King Arthur was an international figure. Stories about him and his knights originated in Celtic poems and tales and were adapted and greatly expanded in Latin chronicles and French romances even before Arthur became an English hero. GEOFFREY CHAUCER Chaucer was certainly with poetry that had its roots in the Old English period. He was the outstanding English poet before Shakespeare and “the first finder of our language.” He read popular romances in Middle English, most of which derive from more sophisticated French and Italian sources. But when he began writing in the 1360s and 1370s, he turned directly to French and Italian models as well as to classical poets (especially Ovid). English poets in the 15th and 16th centuries looked upon Chaucer and his contemporary John Gower as founders of English literature, as those who made English a language fit for cultivated readers. His “Canterbury Tales” ranks as one of the greatest poetic works in English. CANTERBURY TALES The Canterbury Tales by Geoffrey Chaucer, written in the late 14th century, is a collection of stories told by pilgrims on their journey to the shrine of Thomas Becket in Canterbury Cathedral. One of the best-loved works in the English language, the lively, absorbing, perceptive, and outrageously funny stories in The Canterbury Tales have earned Chaucer the sobriquet of “the father of English literature.” The tales are framed by a narrative in which each pilgrim tells a story to pass the time on their pilgrimage. This structure allows for a diverse range of stories showcasing genres such as romance, comedy, and moral allegory. Set in Medieval England, The Canterbury Tales provides a vivid depiction of the social and cultural aspects of the time. The characters, drawn from different classes and occupations, offer a cross-section of medieval society, allowing Chaucer to satirize and comment on the moral and social conditions of the period. The use of Middle English captures the linguistic nuances of the time. The Canterbury Tales remains a significant work in English literature, celebrated for its investigation of human nature, its social commentary, and its influence on the development of  the English language. Its portrayal of the complexities of human behavior and the rich tapestry of medieval society continues to captivate readers and scholars alike. KING ARTHUR AND THE KNIGHTS OF THE ROUND TABLE King Arthur Sir Lancelot Sir Gawain Sir Galahad Sir Ektor Sir Kay Tradition has it that after King Uther’s death there was no king ruling all of England. Merlin had placed a sword in a stone, saying that whoever drew it out would be king. Arthur did not know his true status but had grown up living with Sir Ector and Sir Kay, his son. The young Arthur pulled the sword from the stone and Merlin had him crowned the King of Britain. This led to a rebellion by eleven rulers which Arthur put down. He married Guinevere, whose father gave him the round table as a dowry. ENGLISH RENAISSANCE/ELIZABETHAN ERA SHAKESPEAREAN SONNETS Have 14 lines Be written in iambic pentameter Have an ABAB CDCD EFEF GG rhyme scheme Have three quatrains followed by a couplet Have a volta between the second and third stanzas HOW DO YOU WRITE A SHAKESPEAREAN RHYME SCHEME Shakespearean sonnets usually have the rhyme scheme ABAB CDCD EFEF GG. This means that the first and third lines must rhyme, and the second and fourth lines must rhyme. In the next set of four lines, the same pattern is repeated with different rhymes. The poem ends with a rhyming couplet. IAMBIC PENTAMETER Iambic pentameter, in poetry, a line of verse composed of ten syllables arranged in five metrical feet (iambs), each of which consists of an unstressed syllable followed by a stressed syllable. ROMEO AND JULIET It is a tragic love story where the two main characters, Romeo and Juliet, are supposed to be sworn enemies but fall in love. Due to their families’ ongoing conflict, they cannot be together, so they kill themselves because they cannot cope with being separated from one another. RESTORATION AND THE 18TH CENTURY (AGE OF ENLIGHTENMENT) PURITAN PERIOD (AGE OF MILTON) The Puritan Age (1620–1660), commonly referred to as the Age of Milton, was a pivotal time in English history and literature. Religious fervor, political instability, and a passionate desire to transform society in accordance with Puritan principles were all prevalent at this time.  Puritan literature relied on a religious, rather than an entertainment, theme. Puritans didn’t believe in writing for entertainment; rather, they thought of writing as a tool to reach people with the story of God. NEOCLASSICAL LITERATURE Neoclassicism is a revival of the many styles and spirit of classic antiquity inspired directly from the classical period, which coincided and reflected the developments in philosophy and other areas of the Age of Enlightenment. ROMANTIC PERIOD (1790-1850) - From the french word “romaunt” means a romantic story told in verse - Romanticism, love, betrayal, destruction - 60 years namayagpag - Focused on emotions and experiences - Individual experiences, idealization of women, celebration of nature, and an embracing of melancholy or sadness - Emphasis on emotions, imagination, personal experiences - Sublime – fruit of imagination/eye opener - Prominent writer: William Wordsworth, John Keats, Mary Shelley, Percy Byssche Shelley - Autobiographical GENRES ODE - Poem that express admiration & praises - Written to celebrate a specific event - Consist of 10-18 stanzas and 8-12 lines - “Ode to the West Wind” by P. Shelly (186) – lahat ng problem nawawala pag nahanginan/creativity and inspiration ELEGY - Mourning, sorrow, lamentations, song for the dead and the lost of a person - Comes from the greek word “elegia” which means elegiac poem LYRIC POETRY - Comes from the greek word “lyrikos” which means lyre - Musical and various rhythmic structures - Personal emotions & experiences of a poet VICTORIAN AGE (1837-1901) - Ruled by Queen Victoria, 63 years and 7 reign - Science and technology - Dark time – lesser means - Social change Major events: - Huge growth in population (14-32 million) - Improvements in technology - Poor conditions for the working class > societal injustices Genres: - Novel – dominant genre - Poetry - Theatre Novelist: - Charles Dickens & William Thackerey Charles Dickens - Most widely read author - Most novels criticized society - Didactisism (to teach/instruct) 20TH CENTURY (1901-2000) - Modern age - Age of doubt and chaos - Advancement in weapons used in World War I - Non linear - Have matured novel MODERNISM - Flourished during 20th century Key features of Modernist Novels Stream of consciousness Fragmented structure Subjectivity and Psychology Alienation and Disillusionment POSTMODERNISM - Emerge after World War II - 1950s and 1960 Key features of Postmodernism Novel Intertextuality Metafiction Playfulness and Irony Fragmentation CONTEMPORARY PERIOD (late 20th century – present) - Novel continues to evolve reflecting the globalized and highly connected nature of the modern world Key themes and styles Diversity of Voices Blurring of Genre Globalization and technology Return to Realism Famous Novelist Virginia Woolf Ernest Hemingway George Orwell Other Novel Types Realistic novel Historical novel Gothic novel Autobiographical novel Allegorical novel Detective novel Intellectual novel LIT 314 | LITERARY CRITICISM INTRODUCTION TO LITERARY CRITICISM LITERARY CRITICISM It is the interpretation, analysis, and judgment of a text. It helps a reader better engage with or challenge that writing. It deepens one’s understanding of literature and contributes to literature’s development over time. It is also a great place to adapt some writing techniques. LITERARY DEVICES , LITERARY ELEMENTS, AND LITERARY TECHNIQUES LITERARY DEVICE - It is a broad term for all the techniques, styles, and strategies an author uses to enhance their writing. - General term LITERARY ELEMENT - It is a “big-picture” literary device that extends throughout the work, such as setting, theme, mood, etc. - Focuses on the story as a whole LITERARY TECHNIQUE - It is a specific literary device that deals with individual words and sentences like simile and metaphor. - Focuses on words and sentences LITERARY TECHNIQUES ALLEGORIES – are narratives that represent something else entirely. Ex. Zootopia, an allegory about the prejudices of modern society. ALLITERATION – it is the repetition of initial consonant sounds. Ex. Peter Parker, Matthew Murdock, Reed Richards, and Bruce Banner ALLUSION – it is an indirect reference to another figure, event, place, or work of art that exists outside the story. Ex. Jarren is the Joshua Garcia of PBB Gen 11. ANAGRAM – it is a word puzzle where the author rearranges the letters in a word or phrase to make a new word or phrase. Ex. heart – earth ANALOGY – It compares one thing to something else to help explain a similarity that might not be easy to see. Ex. Life is like a mystery box; you never know what you’re gonna get. ANTHROPOMORPHISM – attributing human traits, emotions, or intentions to animals, deities, or inanimate objects. Ex. Mickey Mouse, who walks, talks, and thinks like a human. Winnie the Pooh who have human personalities and relationship. PERSONIFICATION – giving human characteristics or qualities to non-human entities or abstract ideas. Ex. The flowers danced in the breeze. Time flies when you’re having fun. ANTITHESIS – it places two contrasting and polarized sentiments next to each other to accent both. Ex. “Many are called, but few are chosen.” The Bible (Matthew 22:14) “We must learn to live together as brothers or perish together as fools.” – Martin Luther King Jr. “Speech is silver, but silence is golden.” – Proverb “You’re easy on the eyes, but hard on the heart.” – Anonymous CHIASMUS – it takes two parallel clauses and inverts the word order of one to create a greater meaning. Ex. “Ask not what your country can do for you, ask what you can do for your country.” -John F. Kennedy “You can take the girl out of the country, but you can’t take the country out of the girl.” “We shape our buildings, and afterward our buildings shape us.” – Winston Churchill COLLOQUIALISM – it uses casual and informal speech, including slang, in formal writing to make dialogue seem more realistic and authentic. Ex. Hello poooo. G na us? EUPHEMISM – it is a soft and inoffensive word or phrase that replaces a harsh, unpleasant, or hurtful one for the sake of sympathy or civility. Ex. Died – passed away Poor – economically disadvantaged Dumb – intellectually challenged Pre-loved – used FORESHADOWING – it is the technique of hinting at future events in a story using subtle parallels, usually to generate more suspense or engage the reader’s curiosity. Ex. A g