I. WHAT IS LITERATURE?

First of all, any method or approach towards using literature in the classroom must take as a
starting point the question: What is literature? The Macmillan English Dictionary gives the
following definition:

literature / noun
1. stories, poems, and plays, especially those that are considered to have value as art and not
just entertainment
(c) Macmillan Publishers Ltd. 2003

Literature is a term used to describe written and sometimes spoken material. Derived from the
Latin word litaritura/litteratura meaning "writing formed with letters," literature most commonly
refers to works of the creative imagination, including poetry, drama, fiction, nonfiction, and in
some instances, journalism and song.

Simply put, literature represents the culture and tradition of a language or a people. The concept
is difficult to precisely define, though many have tried; it's clear that the accepted definition of
literature is constantly changing and evolving.

For many, the word literature suggests a higher art form; merely putting words on a page
doesn't necessarily equate to creating literature. A canon is the accepted body of works for a
given author. Some works of literature are considered canonical, that is, culturally
representative of a particular genre (poetry, prose, or drama).

Debating Literature

Ultimately, we may discover meaning in literature by looking at what the author writes or says
and how he or she says it. We may interpret and debate an author's message by examining the
words he or she chooses in a given novel or work or observing which character or voice serves
as the connection to the reader.

In academia, this decoding of the text is often carried out using literary theory like mythological,
sociological, psychological, historical, or other approaches to better understand the context and
depth of a work.

Whatever critical paradigm we use to discuss and analyze it, literature is important to us
because it speaks to us, it is universal, and it affects us on a deeply personal level.

II. WHY TEACH LITERATURE IN THE CLASSROOM

1. Acquisition of literacy skill- The knowledge and skills required to understand and use
information from texts such as passages of fiction, poem and drama.

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2. Students learn communicative competence involving interpreting discourse in all its social
and cultural contexts. (Savvidou)

3. Students show more improved literacy practices than did students in skill-based classes. Skill
instruction was embedded in the context of the real-life materials. Stimulates students to:

● go to the library on their own time

● discuss books, plots, characters

● relate these to their own personal lives

4. Literary texts provide opportunities for multi-sensorial classroom experiences and can appeal
to learners with different learning styles.

Texts can be supplemented by audio-texts, music CDs, film clips, podcasts, all of which
enhance even further the richness of the sensory input that students receive.

5. Literary texts offer a rich source of linguistic input and can help learners to practice the four
skills - speaking, listening, reading and writing - in addition to exemplifying grammatical
structures and presenting new vocabulary.

6. Literature can help learners to develop their understanding of other cultures, awareness of
‘difference' and to develop tolerance and understanding.

At the same time literary texts can deal with universal themes such as love, war and loss that
are not always covered in the sanitized world of course books.

7. Literary texts are representational rather than referential (McRae, 1994).

Referential language communicates at only one level and tends to be informational. The
representational language of literary texts involves the learners and engages their emotions, as
well as their cognitive faculties. Literary works help learners to use their imagination, enhance
their empathy for others and lead them to develop their own creativity. They also give students
the chance to learn about literary devices that occur in other genres e.g. advertising.

Literature lessons can lead to public displays of student output through posters of student
creations e.g. poems, stories or through performances of plays. So, for a variety of linguistic,
cultural and personal growth reasons, literary texts can be more motivating than the referential
ones often used in classrooms.

III. Why is Literature important? According to Lombardi (2019) and Schreiner (2019)

1. School Skills.

Students who study literature and read for pleasure have a higher vocabulary, better
reading comprehension, and better communication skills, such as writing ability. Communication

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skills affect people in every area of their lives, from navigating interpersonal relationships to
participating in meetings in the workplace to drafting intraoffice memos or reports.

When students analyze literature, they learn to identify cause and effect and are
applying critical thinking skills. Without realizing it, they examine the characters psychologically
or sociologically. They identify the characters' motivations for their actions and see through
those actions to any ulterior motives.

When planning an essay on a work of literature, students use problem-solving skills to

come up with a thesis and follow through on compiling their paper. It takes research skills to dig
up evidence for their thesis from the text and scholarly criticism, and it takes organizational skills
to present their argument in a coherent, cohesive manner.

2. Empathy and Other Emotions.

Some studies say that people who read literature have more empathy for others, as
literature puts the reader into another person's shoes. Having empathy for others leads people
to socialize more effectively, solve conflicts peacefully, collaborate better in the workplace,
behave morally, and possibly even become involved in making their community a better place.

Other studies note a correlation between readers and empathy but do not find causation.
Either way, studies back the need for strong English programs in schools, especially as people
spend more and more time looking at screens rather than books.

Along with empathy for others, readers can feel a greater connection to humanity and
less isolated. Students who read literature can find solace as they realize that others have gone
through the same things that they are experiencing or have experienced. This can be a
catharsis and relief to them if they feel burdened or alone in their troubles.

3. Allow for Enjoyment

By carefully selecting literary works, teachers can show their students how enjoyable
reading literature can be. Because many students fail to enjoy reading literature because they
don’t understand the words that fill the pages, teachers can allow for this enjoyment by helping
students develop a better understanding of written works.

4. Foster Appreciation

Through regular reading and learning to understand literature, readers can develop an
appreciation for the art form. Teachers often seek to foster this appreciation by providing
students with works of literature that will appeal to them as well as ones that are relevant to their
lives, showing them that literary works have merit and meaning.

Through explorations of literature, students can immerse themselves in worlds unlike

any they have seen before. When teachers educate their pupils in classic works of literature,
there are several objectives they may seek to accomplish. Though distinct from each other,
each of these objectives works in tandem with the others to create an overall understanding of,
and appreciation for, literature and the individuals who produced the masterworks.

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 5. Create Connections

Reading literature is not just about learning about the works themselves, but also about
learning how the world works. Through the exploration of literature, students have the
opportunity to put themselves in others’ shoes, giving them the chance to see how people are
connected and better understand the complex dynamic of the human relationship.

Through explorations of literature, students can immerse themselves in worlds unlike

any they have seen before. When teachers educate their pupils in classic works of literature,
there are a number of objectives they may seek to accomplish. Though distinct from each other,
each of these objectives works in tandem with the others to create an overall understanding of,
and appreciation for, literature and the individuals who produced the masterworks.

IV. Quotes about Literature

Here are some quotes about literature from literature giants themselves.

• "The difficulty of literature is not to write, but to write what you mean; not to affect your
reader, but to affect him precisely as you wish."–Robert Louis Stevenson
• "The person, be it gentleman or lady, who has not pleasure in a good novel, must be
intolerably stupid."
–Jane Austen, "Northanger Abbey"
• “I’ll call for pen and ink and write my mind.”
–William Shakespeare, "Henry VI"

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IV.TYPES OF LITERATURE

General Types of Literature

Literature can generally be divided into two types; prose and poetry. Prose consists of those
written within the common flow of conversation in sentences and paragraphs, while poetry
refers to those expressions in verse, with measure and rhyme, line and stanza and has a more
melodious tone.

1. PROSE

There are many types of prose. These include novels or biographies, short stories,
contemporary dramas, legends, fables, essays, anecdotes, news and speeches.
a. Novel. This is a long narrative divided into chapters. The events are taken from true-
to-life stories…and span a long period of time. There are many characters involved.
Example: WITHOUT SEEING THE DAWN by Steven Javallena.

b. Short Story. This is a narrative involving one or more characters, one plot and one
single impression. Example: THE LAUGHTER OF MY FATHER by Carlos Bulosan.

c. Plays. This is presented on a stage, is divided into acts and each act has many
scenes. Example: THIRTEEN PLAYS by Wilfredo M. Guerrero.

d. Legends. These are fictitious narrative, usually about origins. Example: THE BIKOL
LEGEND by Pio Duran.

e. Fables. These are also fictitious and they deal with animals and inanimate thins who
speak and act like people and their purpose is to enlighten the minds of children to
events that can mold their ways and attitudes. Example: THE MONKEY AND THE
TURTLE.

f. Anecdotes. These are merely products of the writer’s imagination and the main aim
is to bring out lessons to the reader. It can be stories about animals or children.
Example: THE MOTH AND THE LAMP.

g. Essay. This expresses the viewpoint or opinion of the writer about a particular
problem or event. The best example of this is the Editorial page of a newspaper.

h. Biography. This deals with the life of a person which may be about himself, his
autobiography or that of others. Example: CAYETANO ARELLANO by Socorro O.
Albert.

i. News. This is a report of everyday events in society, government, science and

industry, and accidents, happening nationally or not.

j. Oration. This is a formal treatment of a subject and is intended to be spoken in

public. It appeals to the intellect, to the will or to the emotions of the audience.

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2. POETRY
There are three types of poetry and these are the following:
a.Narrative Poetry. This form describes important events in life either real or imaginary.
The different varieties are:
1. Epic. This is an extended narrative about heroic exploits often under supernatural
control. Example: THE HARVEST SONG OF ALIGUYON translated in English by
Amador T. Daguio

2. Metrical Tale. This is a narrative which is written in verse and can be classified either
as a ballad or a metrical romance. Examples: BAYANI NG BUKID by Al Perez

3. Ballads. Of the narrative poems, this is considered the shortest and simplest. It has a
simple structure and tells of a single incident. There are also variations of these: love
ballads, war ballads, and sea ballads, humorous, moral, and historical or mythical
ballads. In the early time, this referred to a song accompanying a dance.

b. Lyric Poetry. Originally, this refers to that kind of poetry meant to be sung to the
accompaniment of a lyre, but now, this applies to any type of poetry that expresses
emotions and feelings of the poet. They are usually short, simple and easy to understand.

1. Folksongs (Awiting Bayan). These are short poems intended to be sung. The
common theme is love, despair, grief, doubt, joy, hope and sorrow. Example: CHIT-
CHIRIT-CHI

2. Sonnets. This is a lyric poem of 14 lines dealing with an emotion, a feeling, or an

idea. These are two types: the Italian and the Shakespearean. Example: SANTANG
BUDS by Alfonso P. Santos

3. Elegy. This is a lyric poem which expresses feelings of grief and melancholy, and
whose theme is death. Example: THE LOVER’S DEATH by Ricaredo Demetillo

4. Ode. This is a poem of a noble feeling, expressed with dignity, with no definite
number of syllables or definite number of lines in a stanza.
5. Psalms (Dalit). This is a song praising God or the Virgin Mary and containing a
philosophy of life

6. Awit (Song). These have measures of twelve syllables (dodecasyllabic) and

slowly sung to the accompaniment of a guitar or banduria. Example: FLORANTE
AT LAURA by Franciso Balagtas

7. Corridos (Kuridos). These have measures of eight syllables (octosyllabic) and

recited to a martial beat. Example: IBONG ADARNA

c. Dramatic Poetry
1. Comedy. The word comedy comes from the Greek term “komos” meaning festivity or
revelry. This form usually is light and written with the purpose of amusing, and usually
has a happy ending.

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2. Melodrama. This is usually used in musical plays with the opera. Today, this is
related to tragedy just as the farce is to comedy. It arouses immediate and intense
emotion and is usually sad but there is a happy ending for the principal character.

3. Tragedy. This involves the hero struggling mightily against dynamic forces; he meets
death or ruin without success and satisfaction obtained by the protagonist in a comedy.

4. Farce. This is an exaggerated comedy. It seeks to arouse mirth by laughable lines;

situations are too ridiculous to be true; the characters seem to be caricatures and the
motives undignified and absurd.

5. Social Poems. This form is either purely comic or tragic and it pictures the life of
today. It may aim to bring about changes in the social conditions.