Geographic,

Linguistic and
Ethnic
Dimensions of
Philippine
Literary
History from
Pre-Colonial to
the
Contemporary 21st Century Literature
Geographic, Linguistic and Ethnic Dimensions of Philippine Literary History from Pre-
Colonial to the Contemporary

PRE-SPANISH LITERATURE
- is characterized by:
• Folk tales. These are made up
of stories about life, adventure,
love, horror, and humor where
one can derive lessons.
 An example of this is THE
MOON AND THE SUN.
• The Epic Age. Epics are long
narrative poems in which a series
of
heroic achievements or events,
usually of a hero, are dealt with
at length.
• Folk Songs. These are one of
the oldest forms of Philippine
literature that
emerged in the pre-Spanish
period. These songs mirrored
the early forms of culture. Many
of these have 12 syllables.
 Examples of which are
Kundiman, Kumintang o
Tagumpay,
Ang Dalit o Imno, Ang Oyayi o
Hele, Diana, Soliraning and
Talindaw
PRE-SPANISH LITERATURE - is characterized by:
• Folk tales. These are made up of stories about life, adventure, love, horror, and humor where
one can derive lessons.
An example of this is THE MOON AND THE SUN.
• The Epic Age. Epics are long narrative poems in which a series of heroic achievements or
events, usually of a hero, are dealt with at length.
• Folk Songs. These are one of the oldest forms of Philippine literature that emerged in the pre-
Spanish period. These songs mirrored the early forms of culture. Many of these have 12
syllables.
Examples of which are Kundiman, Kumintang o Tagumpay, Ang Dalit o Imno, Ang Oyayi
o Hele, Diana, Soliraning and Talindaw
Understanding Literary History
Literature in this period may be classified as religious prose and poetry and secular
prose and poetry.
• Spanish Influences On Philippine Literature
The first Filipino alphabet, called ALIBATA, was replaced by the Roman alphabet.
Also, the teaching of the Christian Doctrine became the basis of religious practices. European
legends and traditions brought here became assimilated in our songs, corridos, and moro-
moros.
• Folk Songs
 It manifests the artistic feelings of the Filipinos and shows their innate
appreciation for and love of beauty. The examples are Leron-Leron Sinta, Pamulinawen,
Dandansoy, Sarong Banggi, and Atin Cu Pung Sing-sing.
• Recreational Plays
There were many recreational plays performed by Filipinos during the Spanish
times. Almost all of them were in a poetic form such Cenaculo, Panunuluyan, Salubong
and Zarzuela.
PERIOD OF ENLIGHTENMENT (1972- 1898)
In 19th Century, Filipino intellectuals educated in Europe called Ilustrados began
to write about the hitch of colonization.

The Propaganda Movement (1872-1896) - This movement was spearheaded mostly by

the intellectual middle-class like Jose Rizal, Marcelo del Pilar; Graciano Lopez Jaena, Antonio
Luna, Mariano Ponce, Jose Ma. Panganiban, and Pedro Paterno.
o Some of Rizal’s writings: Noli Me Tangere, Mi Ultimo Adios, Sobre La Indolencia Delos
Filipinos and Filipinas Dentro De Cien Aňos.
o Some of Del Pilar’s writings: Pagibig sa Tinubuang Lupa (Love of Country), Kaingat
Kayo (Be Careful), and Dasalan at Tocsohan (Prayers and Jokes).
o Some of Jaena’s writings: Ang Fray Botod, La Hija Del Fraile (The Child of the
Friar), and Everything Is Hambug

THE AMERICAN
REGIME (1898-1944)
Linguistically, Americans
influenced Filipino writers to
write using English
language. Jose Garcia Villa
became famous for his free verse.

Characteristics of Literature
during this period:
The languages used in writing
were Spanish and Tagalog and the
dialects of
the different regions. But the
writers in Tagalog, continued in
their
lamentations on the conditions of
the country and their attempts to
arouse
love for one’s native
tongue and the writers in English
imitated the themes
 and methods of the Americans
THE AMERICAN REGIME (1898-1944)
Linguistically, Americans influenced Filipino writers to write using English language.
Jose Garcia Villa became famous for his free verse.
Characteristics of Literature during this period:
The languages used in writing were Spanish and Tagalog and the dialects of the different
regions. But the writers in Tagalog, continued in their lamentations on the conditions of the
country and their attempts to arouse love for one’s native tongue and the writers in English
imitated the themes and methods of the Americans.
THE JAPANESE PERIOD (1941-1945)
Philippine Literature was interrupted in its development when another foreign
country, Japan, conquered the Philippines between1941-1945. Philippine literature in English
came to a halt. This led to all newspapers not to be circulated in the community except
for TRIBUNE and PHILIPPINE REVIEW.
o Filipino Poetry during this period
The common theme of most poems during the Japanese occupation was
nationalism, country, love, and life in the barrios, faith, religion, and the arts.
o Three types of poems emerged during this period:
a. Haiku , a poem of free verse that the Japanese like. It was made up of 17 syllables divided into
three lines and;
b. Tanaga – like the Haiku, is short, but it had measure and rhyme.
c. Karaniwang Anyo (Usual Form
PHILIPPINE LITERATURE IN ENGLISH (1941-1945)
Because of the strict prohibitions imposed by the Japanese in the writing and
publishing of works in English, Philippine literature in English experienced a dark period. For
the first twenty years, many books were published both in Filipino and in English.
In the New Filipino Literature, Philippine literature in Tagalog was revived during this
period. Most themes in the writings dealt with Japanese brutalities, the poverty of life under
the Japanese government, and the brave guerilla exploits
PERIOD OF ACTIVISM (1970-1972)
According to Pociano Pineda, youth activism in 1970-72 was due to domestic and
worldwide causes. Because of the ills of society, the youth moved to seek reforms.
 The Literary Revolution
The youth became vocal with their sentiments. They demanded a change in the
government. It was manifested in the bloody demonstrations and the sidewalk expressions
and also in literature.

PERIOD OF THE NEW

SOCIETY (1972- 1980)
The period of the New Society
started on September 21, 1972.
The Carlos Palanca
Awards continued to give
annual awards. Poems dealt with
patience, regard for
native culture, customs, and the
beauties of nature and
surroundings. Newspapers
donned new forms.
News on economic progress,
discipline, culture, tourism, and the
like were favored
more than the sensationalized
reporting of killings, rape, and
robberies. Filipinos
before were hooked in reading
magazines and comics.
PERIOD OF THE THIRD
REPUBLIC (1981-1985)
After ten years of military rule and
some changes in the life of the
Filipino, which
started under the New Society,
Martial Rule was at last lifted on
January 2, 1981.
The Philippines became a new
nation, and this, former
President Marcos called
<The New Republic of the
Philippines.= Poems during this
period of the Third
Republic were romantic and
revolutionary. Many Filipino songs
dealt with themes
that were true-to-life like those
of grief, poverty, aspirations for
freedom, love of
God, of country and fellowmen.
PERIOD OF THE NEW SOCIETY (1972- 1980)
The period of the New Society started on September 21, 1972. The Carlos Palanca
Awards continued to give annual awards. Poems dealt with patience, regard for native
culture, customs, and the beauties of nature and surroundings. Newspapers donned new forms.
News on economic progress, discipline, culture, tourism, and the like were favored more than
the sensationalized reporting of killings, rape, and robberies. Filipinos before were hooked
in reading magazines and comics.
PERIOD OF THE THIRD REPUBLIC (1981-1985)
 After ten years of military rule and some changes in the life of the Filipino, which started
under the New Society, Martial Rule was at last lifted on January 2, 1981. The Philippines
became a new nation, and this, former President Marcos called <The New Republic of
the Philippines.= Poems during this period of the Third Republic were romantic and
revolutionary. Many Filipino songs dealt with themes that were true-to-life like those of
grief, poverty, aspirations for freedom, love of God, of country and fellowmen.
POST-EDSA 1 REVOLUTION (1986-1995)
History took another twist. Once more, the Filipino people regained their
independence, which they lost twenty years ago. In four days from February 21-25, 1986, the so-
called People Power (Lakas ng Bayan) prevailed. In the short span of the existence of the real
Republic of the Philippines, several changes already became evident. It was noticed in
the new Filipino songs, newspapers, speeches, and even in the television programs. The
now crony newspapers that enjoyed an overnight increase in circulation were THE
INQUIRER, MALAYA, and the PEOPLE’S
21st CENTURY PERIOD
The new trends have been used and introduced to meet the needs and tastes of the new
generation. 21st Century learners are demanded to be ICT inclined to compete with the style
and format of writing as well. New codes or lingos are used to add flavor in the literary
pieces produced nowadays JOURNAL.
Activity 1. Who’s Who?
Direction: Identify the author of the following literary pieces written by the Ilustrados.
Write the letter of your correct answer.
A. Jose Rizal B. Marcelo H. Del Pilar C. Graciano Lopez Jaena
1. Mga Pilipino 6. Ang Fray Botod
2. El Filibusterismo 7. Pag-Ibig sa Tinubuang Lupa
3. Mi Ultimo Adios 8. Sobre La Indolencia Delos Filipinos
4. Kaingat Kayo 9. La Hija del Fraile
5. Filipinas Dentro De Cien Aňos 10. Dasalan at Tocsohan

Identifying Representative Texts from the Regions

A Taste of Philippine Poetry
Located in the northwest of Luzon, the Ilocos Region or Region 1 is comprised of
four provinces, namely: Ilocos Norte, Ilocos Sur, La Union, and Pangasinan. It is
bordered to the west by the turbulent South China Sea, to the east by the Cordillera
Administrative Region, the northeast and southeast by Cagayan Valley and the South by
Central Luzon. Most of the inhabitants of the Ilocano homeland are concentrated along a narrow
coastal plain. Because of geographical boundaries, these people often experience heavy rains
and violent typhoons, especially during rainy seasons.
A Taste of Tagalog Essay
More popularly known now as the CALABARZON referring to the provinces of
Cavite, Laguna, Batangas, Rizal, and Quezon, Region IV-A is home to Tagalog-speaking
people in the Philippines. Recognized all over the country for their bravery and
fearlessness in battles, CALABARZON has participated actively in the country’s fight for
freedom and democracy. It is home to many Philippine heroes foremost, and among them are
Rizal of Laguna, Mabini of Batangas, and Aguinaldo of Cavite.
A Taste of Creative Nonfiction
The island of Visayas is one of the major geographical divisions in the Philippines, the
other two being Luzon and Mindanao. It is divided into Western, Central, and Eastern Visayas.
The Visayas region is comprised of several islands circling the Visayan Sea. Its people,
therefore, share a sea-based culture and tradition that may be rooted in a strong religious
foundation. The dwelling place of many festivals such as the Ati-Atihan, Di-nagyang, Sinulog,
Pintados, and Maskara, the Visayas may indeed be considered as one of the cradles of Philippine
civilization.
Assessment 1. Reflect On Me
Direction: Read and answer the questions.
Aug 2009 by SIGLIWA Salubungin ang (Bagong) Daluyong ng mga Agos sa Disyerto

SA PANAHONG tila natutuyuan ang mga linang ng panitikan noong gitnang

bahagi ng dekada ’60, dumaloy ang mga akda nina Efren R. Abueg,
Dominador B. Mirasol, Rogelio L. Ordo-ñez, Edgardo M. Reyes at Rogelio R.
Sikat, sa aklat katipunang Mga Agos sa Disyerto.

Unang buhos ng daluyong ay noong 1964 at isang dekada ang lumipas,

muling umalon at binasa ang namimitak na lupain ng panitikang Filipino nang
mailimbag ang ikalawang edisyon ng Mga Agos sa Disyerto noong 1974.

Huling sargo ng daluyong ng Agos ay 16 na taon ang nakararaan, nang

lumabas ang ikat-long edisyon nito noong 1993.
 Ngayon, sa panahong sampu isang pera ang patakbuhing literaturang
patuloy na lumuluoy sa diwa at kaluluwa ng mga Pilipino, muling nagbabanta
ang pagbugso ng mga Agos sa Disyerto.

1. In what language was the text, Maga Agos sa Disyerto written?

2. What did the text aim to accomplish?

Conventional and 21st Genres

Poetry is uniquely
authentic by the authors’
feeling of emotional
connection. Its nature;
individual mode sometimes
causes the piece to be
Poetry is uniquely authentic by the authors’ feeling of emotional connection. Its nature:
individual mode sometimes causes the piece to be vague and impossible to define, it is also
expressed with meaning, sound and rhyme. Drama is a vivid, emotional, conflicting, or striking
interest kind of literature which is expressed through a play. It is acted on stage involving
characters that uses prose or verse in dialogue. Fiction is a kind of literature from the authors’
own imagination. The creativity of this literature is dependent on the authors’ wide and
spectacular formulation of situations link together in his/her mind. Non-fiction is based on facts
and true events happen to the subject making it more interesting with author’s opinion for the
subject. Its purpose is to inform and oftentimes to persuade.
Activity: Write a poem expressing your feelings.

Context and It’s Meaning

Context originates from the notion of weaving together. It is defined as the circumstances
that form the setting of events, statements, or ideas and in the way of which it can be fully
understood and assessed. Reading a literary piece may contribute to the production of the author
and the reception of the reader as they appreciate and explore.
• The writer's context is knowing about the writer's life, values, assumptions, gender, race, race,
sexual orientation, and the political and economic issues related to the author.
• Reader's context is about the reader's previous reading experience, values, assumptions,
political and economic issues.
• The text's context is about its publishing history. It is part of the larger text such as newspaper,
history, events, translated in it.
• Social context and socio-cultural of a text feature the society in which the characters live and in
which the author's text was produced.
The structure of the poem refers to words that are put together or arranged such that they make
sense. Imagery is creating a picture in the reader's mind by using words that appeal to the senses.
There are types of Imagery that are used in this module. (Menoy 2016))

• Visual imagery produced by the use of words that appeal to the sense of sight.
• Auditory Imagery produced by the use of words that appeal to the sense of hearing.
• Kinesthetic imagery produced by the use of words that appeal to the actions and movement.

Activity: Directions: Write a two-stanza poem using visual imagery. Describe your
surrounding that mostly influences your line of thought.
Creative Representation of Literary Text
Multimedia Formats in Interpreting Literary Text
Marshall (2001) defined multimedia as computer-controlled integration of text,
graphics, drawings, still and moving images (video), animation, audio, and any other media
where every type of information can be represented, stored, transmitted and processed
digitally. Here are some of the multimedia formats that you can use to creatively
interpret various genres of literary texts.

1. Blog or a <weblog= is a
website containing informational
articles about a
person’s own opinions, interests
and experiences. These are
usually
changed regularly (DepEd 2013, 9)
1. Blog or a <weblog= is a website containing informational articles about a person’s
own opinions, interests and experiences. These are usually changed regularly (DepEd 2013,
9)
2. Mind mapping is a graphical technique to visualize connections of ideas and pieces of
information. This tool structures information to better analyze, comprehend, synthesize,
recall and generate new ideas. You can use Microsoft Word or online mind mapping
tools in creating a mind map (Pasuello 2017).
3.Mobile phone text tula is a traditional Filipino poem. A particular example of this poem is a
tanaga that consists of 4 lines with 7 syllables each with the same rhyme at the end of each line.
(DepEd 2013, 8).
4. Slideshow presentation is created with the use of Microsoft PowerPoint. It contains series of
pictures or pages of information (slides) arranged in sequence and often displayed on a large
screen using a video projector (Computer Hope 2018).
5. Tag cloud is a visual, stylized arrangement of words or tags within a textual content such as
websites, articles, speeches and databases (Techopedia 2020).
6. Video is an electronic device used to record, copy, playback, broadcast, and display moving
visual media (Lexico 2020).
Activity 1. Mind Mapping: Do the following instructions below.
1. Create a cluster map as shown below using Microsoft Word.
2. Write related concepts on multimedia formats used to interpret literary texts in the cluster
map. 3. Write a brief explanation of the cluster map .
4. Send your output to your teacher via messenger.
Directions: 1. Read the poem, <Apo On the Wall= by Bj Patino.
2. Interview people about their experiences during the Martial Law.
3. Create a collage of photos using PowerPoint depicting the experiences of people during
Martial Law.

Applying ICT Skills in Interpreting Literary Texts

Have you read an anecdote? Have you ever retold a personal experience to someone?
How do you find recalling past experiences? We are fond of sharing humorous experiences in
life to our family members and friends. We might not be aware that we are already sharing
stories like anecdotes all day, every day. An anecdote is a short entertaining or interesting
story about a real incident or person (Nagpal 2016). Anecdotes tell about a variety of stories
and tales, since they can be about any topic under the sun. It is a short story about a real
person or event which usually intends to make the listeners laugh or ponder over a topic (Your
Dictionary 2020). For example, if a group of learners tell about their favorite pets, and
one learner shares a story about how his dog cuddles every time he comes home from school,
then that learner has just imparted an anecdote.

Let’s explore some of the purposes of anecdotes:

1. To Bring Cheer Stories pop up anywhere and these are just sometimes making people laugh to
brighten their mood.
Ex. At the dinner, a Grade 11 learner shared his story on his first day at school when he got lost
and attended a wrong class.
2. To Reminisce In most anecdotes, people are talking about their experiences in the past. They
try to look back on moments in their lives and share the joy of that time with others. Here is an
example of an anecdote with a hint of reminiscence:
• A mother tells her children a story about her life in the province when she was teenager.
3. To Caution Sometimes, just giving rules for individuals is not effective. Sharing to them
frightening stories of dangers can be helpful for them to realize the possible consequences
of their actions. Here is an example of cautionary anecdote:
• Before beginning a lecture on not following traffic rules, a father tells his son an incident of
4. To Persuade or Inspire Sometimes, people share stories on how they surpassed their
struggles in life. These, most of the time, give encouragement to others who have been in similar
situations. The message usually conveys successes in life as a fruit of hard work. Here is an
example of an inspirational anecdote:
• Before beginning a remedial class, the teacher tells the students how a boy who used to
struggle in reading managed to be a proficient reader.collision that caused many lives due to
ignoring traffic signs.

Directions: Reflect on what you have learned in using multimedia in interpreting literary
texts. Post on your Facebook wall on how applying ICT skills makes you better appreciate
studying anecdotes.
Directions: Read again the selection <Home of the Ashfall= written by John Jack Wigley. On
your Facebook wall, share your own experiences during a calamity or disaster, including
how you handled the situation. End your story with a slogan about the importance of
disaster preparedness. Invite your FB friends to give comments on your post.

Assessment of a Creative Adaptation of a Literary Text

“We become the best version of ourselves when we learn to listen to what we have to
hear.” This is what people conclude when nothing seem to work after countless trials and
unable to reach wise decisions. We begin to ponder deeply, open our mind to things we never
once considered hearing and realize that some of them make sense. We finally give in to learning
even from negative feedbacks or nasty situations. We make certain adjustments and do tasks
more accurately. We embrace both positive and negative and mold ourselves along the way. This
is the lesson we wish you would have reflected on the first activity. Expectation vs reality
concept tells us that we have mentally built-in criteria to immediately make judgment or
assessment. This standard helps us identify what is good and bad, desirable or undesirable.
People use this ability to make good judgments and produce what humanity has so far
created. In literature, we assess written works through literary criticism. Literary criticism
means the study and analysis of literature. This study helps identify on what perspective a
critique focuses on. Some may have looked at a piece from its moral perspective or values. Or
one wants to bring its economic and political issues in limelight. Literary criticism categorizes
literary works according to their genres, making it easier for readers to comprehend and
interpret a work in different viewpoints.
Some types of literary criticisms used are:
1. Mythological criticism. A type of criticism that uses archetypes or symbols through
mythological creatures and occurrences drawn from culture, history and life.
2. Sociological criticism. This is used to analyze the cultural, economic and political
context of a literary work.
3. Biographical criticism. From the term itself, this method of analysis aims to determine
the original theme of a certain piece from the author’s life. This requires the reader to be familiar
with the author’s biographical information. By doing so, the reader can keep track of his analysis
to be in context.
4. Psychoanalytic criticism. This emphasizes to get information about the subconscious
desire or state of mind of the author based on the theme of the work.
5. Formalist criticism. A type of criticism that analyzes the work itself, and does not claim any
underlying political, sociological, or psychological concerns exist in the context.

Literary criticisms guide readers to divide the comprehensive themes of a literary

piece into sections, and be able to focus on their point of interest. The value of a written work
has also long been assessed through seven literary standards developed by the writer
William J. Long:
1. Universality. Literature appeals to everyone regardless of culture, time and race.
2. Artistry. It possesses beauty or aesthetic appeal.
3. Intellectual Value. It activates the use of critical thinking or logical skills, reaching to a
realization of fundamental truths.
4. Suggestiveness. It reveals the underlying messages of archetypes to real events or life itself.
5. Spiritual Value. It aims to motivate and inspire from the values presented.
6. Permanence. It draws out the time factor: Timeliness, occurring at a particular time and
timelessness, endures throughout time.
7. Style. It depicts how man sees life through manner of construction and conveyance of
ideas in the context.
One helpful way to assess creative adaptation of a literary text and limits discourse over
the subject is by choosing one out of the following theoretical approaches:
• Translation theory. Evaluates the faithfulness of adaptation to the original piece. The
criticism revolves around the adaptation’s adherence to the character, setting, themes and
any other highlights that make up the literary text. Users of this paradigm would admire such
producers who stick to the context.
• Pluralist theory. Focuses on the effectivity of the adaptation to convey the ‘spirit’ of the
original text. The advocates of this theory put much significance to the retention of what the
text makes them feel and therefore should be preserved without the need of modification in
the mood and tone.
• Transformation theory. A theory that sees a written work and its adaptation different. The
producer of the adaptation has made significant alteration whether for artistic, uniqueness
or experimental purposes. The differences made will serve as the basis for evaluation.
Alternatively, Aristotelian theory, also known as neo-classical or neo-Aristotelian, does not put
emphasis on the fidelity or sameness of adaptation to the original text. It rather focuses on the
relationship between the adaptation and its audience, using the subject, purpose, and context as
basis for evaluation. This theory is the one used when giving assessment prior to presentation or
production.

Take a close look at the advantages and disadvantages of self and peer assessment.
Peer assessment. Students individually assess one another based on their level of contribution or
participation in the group. The average of the marks given by each member is usually the overall
group score.
Advantages
• Develops involvement and sense of responsibility
• Develops judgment skills
• Provides more relevant feedback to improve performance

Disadvantages
• Marks given might not be reliable as affected by pressure from peers
• Have tendency to mark everyone high scores to save the group
• Hesitant to judge their peers
Self-assessment. Judging own contribution using an established criterion.
Advantages
• Develops involvement and sense of responsibility
• Develops judgment skills
• Allows to compare and reflect own and peer’s contributions
Disadvantages
• Self-assessment might be perceived as unreliable
• Might overlook one’s good point or bad point

Direction: Read carefully and answer the questions that follow. Choose the letter of
your answer. Write only the letter of your choice on a separate sheet.

1. This is done when students individually assess one another based on their level
of contribution or participation in the group.
a. peer assessment
b. self-assessment
c. destructive criticism
d. constructive criticism
2. It is sometimes misinterpreted or wrongly defined as a criticism that discloses
true information and said to be helpful if taken the right way.
a. self-assessment
b. destructive criticism
c. mythological criticism
d. biographical criticism
3. It is a type of criticism that is used to analyze the work itself, and does not claim
any underlying political, sociological or psychological concerns exist in the context.
a. formalist criticism
b. sociological criticism
c. mythological criticism
d. psychoanalytic criticism
4. This is used to analyze the cultural, economic and political context of a literary
work.
a. artistry
b. universality
c. sociological criticism
d. psychoanalytic criticism
5. It refers to the use of critical thinking or logical skills, reaching to a realization
of fundamental truths.
a. permanence
b. spiritual value
c. suggestiveness
d. intellectual value
6. It draws out the time factor: Timeliness, occurring at a particular time and
timelessness, endures throughout time.
a. style
b. artistry
c. universality
d. permanence
7. This is a literary standard that emphasizes the beauty of a literary work.
a. artistry
b. permanence
c. spiritual value
d. suggestiveness
8. It depicts how man sees life through manner of construction and conveyance of
ideas in the context.
a. style
b. pluralist theory
c. suggestiveness
d. translation theory
9. It focuses on the relationship between the adaptation and its audience, using
the subject, purpose and context as basis for evaluation.
a. pluralist theory
b. translation theory
c. Aristotelian theory
d. transformation theory
10. It evaluates the faithfulness of adaptation to the original piece.
a. translation theory
b. stating judgments
c. transformation theory
d. compare and contrast
SECOND QUARTER

Writing a Close Analysis and Critical

Interpretation of Literary Texts
Applying a Reading Approach
Reading Approach:
Teachers use reading approach as one of the methods in teaching English. This approach
is one way of solving students' reading problems. Students are demanded to read more to
improve their knowledge and get new ideas. Inferencing, guessing, and predicting are important
skills developed in reading. By reading, students will know about the different of culture by
reading across cultural understanding, and they will learn how to pronounce the words correctly.
In reading approach, students are expected to improve their English skills.

Skimming:
In skimming, the main idea of a text is quickly identified. The goal is to read shorter texts
to extract accurate detailed information. Skimming is done at a speed three to four times faster
than regular reading. People often skim when they have lots of material to read in a limited
amount of time. Some students will read the first and last paragraphs using headings, summarizes
and other organizers as they move down the page or screen. Some might also read the title,
subtitles, subheadings, and illustrations. Other people consider reading the first sentence of each
paragraph. Skimming works well to find dates, names, and places. It might be used to review
graphs, tables, and charts. This technique is useful when you are seeking specific information
rather than reading for comprehension.

Scanning is quickly reading a text to get the summary of it. It is a technique wherein students
search for keywords or ideas. Scanning involves moving eyes quickly down the page seeking
specific words and phrases. Scanning is also used for the reader to find answers to questions.
Once a student scanned the document, they will go back and skim it.

Extensive reading:
Extensive Reading is an approach to language learning, including foreign language
learning, by means of a large amount of reading. The reader's view and review of unfamiliar
words in a specific context will allow the reader to infer the word's meaning, to learn unknown
words. Extensive Reading is the free reading of books and other written material that is not too
difficult for readers. Extensive Reading is sometimes called Free Voluntary Reading.

Activity. Critical Reading Check

Shimenawa
By Naoko Kumagai

This is a story I was told. It was August 1973. My brother Jiro was four, sitting at dinner.
"E tadaki mas, " my uncle said. Jiro picked up onigiri, a rice ball, with his hands and mashed it
into his mouth. Fish and rice on his plate, untouched. He stuffed another onigiri in his mouth,
bits of rice falling.
 "Jiro-chan..." A warning from my mother. Jiro opened his mouth wide, splayed his
tongue covered in tiny white beads of rice. Kazuya stood up and roughly pulled Jiro out of his
chair. "What are you doing?" My mother asked, getting up.

Kazuya went out the back door, carrying Jiro firmly under his arm. With the other
hand, he picked up a circle of rope hanging on the fence by the shed. In the yard was a large oak
tree with heavy, twisted branches. He wrapped the rope around my brother once, then pushed
him to the trunk of the oak, winding the rope around and around.

"He must eat his dinner properly. " My uncle tied a thick knot at the end. "He needs
to learn to be a man. "My mother was shouting at my uncle; Jiro was screaming, the sound
flooding the sky. Kazuya went back into the house, relaxed, and entitled, as if he had just
finished a long day's work. No one remembers the rest. My mother never forgave my uncle. My
father wasn't there. Jiro can't recall any of it. He jokes that the incident is possibly the reason he
always, intuitively eats everything on his plate.

1. Shimenawa is rice straw or hemp. It is festooned in some sacred landmark. The short story is
entitled that way
because_______________________________________________________________________
_____________________________________________________________________________.
2. Onigiri may be wrapped with seaweed and could be similar to sandwich
by the West. Onigiri is a
_____________________________________________________________________________.
3. The main characters in the story were
_____________________________________________________________________________.
Comparing and Contrasting the Various 21st Century Literary Genres and Their Elements,
Structures, and Traditions from Across the Globe