REVIEWER IN EL 117 apart, examine relationship,

[CHAPTER 1-3] figure out effects, etc.)

 What is this work’s VALUE?
CHAPTER 1: PRELIMINARIES (from the  It improves reading skills, gives tools
module) to solve problems and understand
literature, expands awareness, gives
Literature - works including novels, short more ways to respond, gives more
stories, poems and other types of prose things to find in literature and
and poetry which are to be analyzed, develops critical thinking skills.
examined and evaluated for literary  REMEMBURR!! “Criticism” does NOT
quality and interest. MEAN finding fault/expressing
dislike/saying what’s wrong with
Context readings - provide background literature.
info for literary critiquing.  Must be backed up with logical
 authors will analyze, examine and reason and textual evidence.
evaluate the merits and demerits of  It aims to analyze, interpret and
such literary contexts of the focus evaluate texts created by humans at
work. a particular moment in time and in a
specific culture.
Definitions of Literary Criticism  It’s more just book reviews, it
includes essays and in-depth studies
 It is the study, interpretation, and (many theories)
evaluation of works in literature.
 It is an extension of social activity of
interpreting. Importance of Literary Criticism
 It is the exercise of judgment on
works of literature.  Primary Function: interpret literature
 It refers to the act of interpreting and to increase understanding.
studying literature.  One of the guiding functions: explore
 It is essentially an opinion supported & express shifts in sensibility that
by evidence relating to theme, style, make possible to revaluate books.
setting/historical/political contexts.  Critic’s SPECIFIC purpose:
 It is the method used to interpret any  Make value judgments on a work
given work of literature.  Explain his/her interpretation of
 It is the discipline of interpreting, the work
analyzing, and evaluating literature  Provide other readers with
(long standing texts with timeless relevant historical/biographical
values, universal themes, and information
exceptional artistry and power).  Critic’s GENERAL purpose:
 Interpret: What does this work  Enrich the reader’s
MEAN? understanding of the literary
 Analyze: HOW does this piece of work.
literature WORK? (put things  Importance to STUDENTS:
  As readers of literature: others’ *Dictum = pronouncement from an
views may be helpful in authoritative source
developing their own  Moralistic, Humanistic/Affective
interpretations Theory
 Writing essay abt literature:  Focuses on morality
criticism can support you’re their  Question various ethical
points BUT it should never goodness/badness
substitute their original views.  Similar to expressionistic
 Besides being useful, it can also be approach
fun (like listening to & joining in lively  Emotions from the reader are
discussions among friends). important
 By reading the critic, you add another “A work of art (lit) should arouse in the
POV to yours and the authors. reader’s definite, calculate emotion”
 Literary Criticism is an extension of  Historical Approach
this social activity of interpreting.  Literature is both a reflection &
One reader writes down his/her product of the time and
views on what a particular work circumstances in which it was
means so that others can respond to written.
that interpretation.  Sees man as a member of a
particular society.
Q’s:
Contemporary Trends/Theory & - What particular historical event gave
Approaches in Literature impetus to such motives, conflicts of the
(from Gin’s PPT) character? (Character’s motivation from
history)
THEORIES - What major historical change is
 Formalistic Literary Theory reflected/overshadowed in the setting of
 Scrutinize the general aspects of the story? (Historical change in the story’s
the lit. text setting)
 Focuses on diff. parts: - In what period was the piece written?
-Literal Level (subject matter) (time period of the piece)
-Affective Values (emotional, mood, - How does such historical event affect
atmosphere, tone, attitudes, the chain of events/plot in the story?
empathy) (historical event’s impact on the plot)
-Technical Values (plot, structure, “Moment-milieu-race”
scene, language, point of view,  Feminist Theory
imagery)  How women are subjected to
-Total effect (interrelation of the their endeavors
foregoing elements) Q’s:
-Comparison & Contrast to others - Are women treated equally as men?
 Emphasizes the value of - Are there forms of suppression or
literature apart from its context. deprivation?
“Art for art’s sake dictum” “The idea of womanhood”
APPROACHES
 Psychological Approach  Austrian neurologist & founder of
 It includes the pyschological psychoanalysis
pattern of the ff:  Born: May 6, 1856; Died: Sept. 23,
- Author 1939
- Character  Finished studies at University of
- Literary piece Vienna
Q’s: OVERVIEW
- What kind of personality does a  1908 - he wrote this short essay
particular behavioral problem of a  Republished in the anthology.
specific character/author/literary piece  Freud’s theories became a formative
display? framework for the modern
 Impressionistic Approach understanding of the psyche (despite
 Intrapersonal, relative, fruitful controversies & revisions)
 What matters most: impact of  In this essay, Freud explicitly
the piece as a whole & how it examines the relationship between
was communicated literary analysis & psychoanalysis
 Misconceptions and insights are  The essay begins with this line: “We
talked about may perhaps say that every child at
Q’s: play behaves like a writer.” And
- How did the reader find the story? added: “the opposite of play is not
- How do the reader assess the theme? seriousness——it’s reality.”
- Have the reader react on a particular  He explains: rather than forging the
line of the character or some pleasure we once took in playing in
passages/statements for evaluation, adolescence, humans replace play
analysis, and judgement? with fantasy.
 People’s fantasies are less easily
TREND observable than children’s play, and
 Sociological/Political Trend adults are generally ashamed of
 Literature as expression of man these secret desires.
within a given social situation LITERARY FRAGMENTS
 Social situation is reduced to a  Freud establishes a common
question of economics element: the human desire to alter
Q’s: the existing and often unsatisfactory
- What nature of social/political conflict or unpleasant world of reality.
can be foound? Mental activity invents a situation
- How are the people treated in context which fullfill unsatisfied wishes.
of social standing?  Plato identifies the poet as a
- Is there oppression, discrimination and madman, but for Freud: Artists are
other forms of injustice? not mad, but they are unsatisfied.
- How injustices are addressed/solved? The writer's choice of subject matter
seems to be dictated by unfulfilled
Creative Writers & Day Dreaming (1908) childhood wishes and "recent
by Sigmund Freud provoking occasion"; past and
BIOGRAPHY present are projected toward the
 future through the medium of art.  Focuses on the peculiarities of diction
The artist dreams aloud and in public. & imagery, sometimes relating them
 Poetical effects: the source of to literary & social theory.
pleasure is the formal control that METAPHORICAL
the writer exercises over his day-  Focuses on the ways that metaphor
dreams. Freud calls this aesthetic actually work: not only regarded as
response a "bribe", which enables us supporting/decorative, but also
to overcome our repulsion and which constitutes the meaning.
frees us from our own anxieties. FREUDIAN
 Difference Between Child’s Play and  Not only examine diction for sexual
“Phantasying” imagery, but the whole work.
He creates a world of his own, or  Freudian concepts: struggles of the
rather, rearranges the things of his world super-ego, oedipus complex, with the
in a new way which pleases him. He takes repressed contents of conciousness,
his play very seriously and he expends etc.
large amounts of emotion on it. He likes  Aim: illumination of psychic conflicts,
to link his imagined objects and situations not aesthetic ranking.
to the tangible and visible things in the JUNGIAN
real world.  Search for recurring poetic images,
symbols, & situations in poems
 The creative writer does the same  Aim: not to categorize them but
as the child at play . He creates a relate them to larger patterns in
world of “phantasy” which he takes society, whether native people or
very seriously that is, which he high civilizations
invests with large amounts of BIOGRAPHICAL
emotion while separating it sharply  To illuminate the writer’s psychology
from his reality. or as biographic data
 When the growing child stops  Poem is analyzed for relevance to its
playing, he gives up nothing but the author
link with real objects; so instead of MORALIST
playing, he now phantasies.  Many poets have strong
 The motive forces of phantasies ethical/religious convictions, but the
are unsatisfied wishes, and every moralist critic usually has broader
single phantasy is the fulfillment of a interest.
wish, a correlation of unsatisfying  Promotes tolerance, social justice,
reality. sensitivity to individual wished &
 A day-dream, is a continuation & talents, etc.
substitute for what was once the play COGNITIVE SCIENTIFIC
of childhood.  Attempts to relate poems to patterns
Schools of Literary Criticisms of brain functioning.
(from Tracia’s PPT)
RHETORICAL Brief Sample of Literary Criticism
 Art of persuasion. (from Nice’sPPT)
STYLISTIC
 THE SCENT OF APPLES the Philippines and his current
By Bienvenido Santos life as migrant.
 AFFECTIVE VALUES:
Plot:  Evokes feelings of sadness and
 EXPOSITION: A Filipino writer named longing, highlighting the sense of
Bienvenido Santos goes to displacement experienced by
Kalamazoo, Michigan, for a talk. He migrants living in a foreign land.
meets Celestino Fabia, a Filipino who  Explores themes of
has lived there a long time. homesickness, cultural identity,
 RISING ACTION: Fabia invites Santos and the search for fulfillment.
to his simple home and tells him  TECHNICAL VALUES:
about his tough life, including his  Plot: The narrative unfolds as the
struggles with family and his protagonist interacts with
marriage to an American woman Celestino Fabia and reflects on
named Ruth. Even though Fabia the differences between Filipino
works hard as a farmer, his home and American cultures.
shows how tough life is for him.  Structure: The story follows a
 CLIMAX: When Santos visits Fabia's linear narrative structure, with
old and worn-out home, he sees how the protagonist's observations
tough migrant life can be. But he's and reflections driving the plot
amazed by the love between Fabia forward.
and Ruth, especially when Ruth takes  Language: The language used is
care of Fabia when he's sick. straightforward and descriptive,
 FALLING ACTION: Before leaving, effectively conveying the
Fabia worries about being forgotten emotions and experiences of the
by his home country. Santos realizes characters.
how hard it is for migrants to leave  Imagery: Vivid imagery is
behind their culture and family. employed to depict the setting,
 RESOLUTION: The story ends with characters, and atmosphere,
Santos thinking about the "scent of enhancing the reader's
apples," which represents the longing understanding of the story.
migrants feel for their homeland.  TOTAL EFFECT:
Even though life is hard, migrants like  The way different parts of the
Fabia keep hoping for a better future story fit together makes a
in their new homes. touching description of the
Applying Literary Criticism: [Fomalistic difficulties Filipino migrants go
App.] through, but also shows times
 LITERAL LEVEL (subject matter): when they're resilient and
 Portrays experiences of a Filipino connected.
migrant in America.  COMPARISON & CONTRAST:
 Focus on encounter with another  The story can be compared to
Filipino migrant, Celestino Fabia, other works of migrant
who reminisces about his past in literature, exploring common
themes and experiences shared
 by individuals living away from immigrant emotional struggles;
their homeland. cultural adaptation challenges.
 The Narrator - caring person;
Example: “The Joy Luck Club” by Amy Tan reflecting on how moving to a
(novel) - about the lives of Chinese- new place affects feelings &
American immigrant families & their thoughts; made us feel like
struggles with cultural identity, missing home and figure out who
assimilation, & generational differences. we are through the narrator’s
POV.
Beyond Formalistic Approach  Ruth Fabia (Celestino’s Wife) -
 CRITIQUE OF AUTHOR: strength & perseverance of
 Writing demonstrates deep Filipino migrants in America;
understanding of the immigrant showing love & commitment;
experience, portraying reflects immigrant women’s
characters with complexity and sacrifices for family; women’s
empathy. role in immigrant communities &
 Use of simple words make us bonds formed through shared
feel deeply, connecting with struggle; challenges stereotypes
readers on a personal level. of American women.
 TITLE INSPIRATION:
 May symbolize nostalgia for AS LONG AS THE GRASS SHALL GROW
the familiar scents and comforts By Carlos Bulosan
of home, contrasting with the
foreignness of the migrant Plot:
experience.  EXPOSITION: A Filipino immigrant
 To evoke sensory imagery and comes to a small farming town in
evoke emotions associated with America to be with friends who came
longing and memory. from the Philippines before him. He
 WRITING MOTIVATION: struggles to fit into his new life.
 A Filipino writer and migrant  RISING ACTION: The immigrant faces
himself discrimination from locals and other
 Own experiences and immigrants. He tries hard to fit in but
observations as he went to feels left out. Yet, he finds comfort in
America the company of other Filipinos who
 Explores themes of understand his struggles.
displacement, cultural identity,  CLIMAX: The immigrant wants to get
and the longing for home, an education, but he faces racism and
reflecting the challenges faced by unfair rules. He realizes that America,
many immigrants. despite its promises, doesn't treat
 CHARACTERS: everyone equally.
 Celestino Fabia - complex  FALLING ACTION: Despite the
character; represents Filipino challenges, the immigrant meets Miss
migrant struggles in America; O'Reilley, a kind teacher who
 encourages him to learn. Her support the protagonist's thoughts,
gives him hope for a better future. feelings, and experiences,
 RESOLUTION: The story ends with the fostering a deeper connection
immigrant grateful for Miss with the reader.
O'Reilley's help and determined to  Imagery: Descriptive imagery
share his story. Despite the obstacles, paints a vivid picture of the
he wants to make a difference and protagonist's surroundings and
fight against unfair treatment. It highlights the contrasts between
shows that education and empathy cultures.
can bring change to a society filled  TOTAL EFFECT:
with injustice.  The story's blend of literary
Applying Literary Criticism: elements creates a compelling
 LITERAL LEVEL (subject matter): narrative that resonates with
 Centers on a Filipino themes of identity, resilience,
immigrant's experiences in and the pursuit of justice.
America, particularly his  COMPARISON & CONTRAST:
struggles with discrimination and  The story can be compared to
his quest for education. other works of immigrant
 AFFECTIVE VALUES: literature, exploring similar
 Simplicity and clarity of style to themes of cultural assimilation,
convey the protagonist's discrimination, and the quest for
emotions and experiences belonging.
effectively
 Evokes feelings of empathy and Example: “The Jungle” by Upton Sinclair -
solidarity with marginalized explores struggles of immigrant workers
communities, urging for better in meatpacking industry in Chicago,
understanding and inclusivity. focusing on themes of exploitation,
 TECHNICAL VALUES: discrimination, and the challenges of
 Plot: The narrative follows the assimilation into American society.
protagonist's journey of
adaptation and resistance in the Beyond Formalistic Approach
face of social and cultural  CRITIQUE OF AUTHOR:
barriers.  Impassioned advocacy for the
 Structure: The story's structure rights and dignity of marginalized
allows for the exploration of groups, particularly Filipino
cultural differences, societal immigrants
injustices, and the protagonist's  Use of vivid imagery and
personal growth. emotional storytelling captures
 Language: The choice of words is the experiences of his characters,
deliberate, with attention to inspiring empathy and reflection
detail in portraying characters in readers.
and settings authentically.  TITLE INSPIRATION:
 POV: The first-person  Resilience and endurance of
perspective offers insights into marginalized communities,
 symbolized by the grass that resilience of Filipino migrants in
continues to grow despite America
adversity.
 Message of hope and QUEER FORM:
perseverance in the face of Aesthetics, Race, & The Violences of the
oppression and discrimination. Social
 WRITING MOTIVATION: (from Nice’s PPT)
 a Filipino migrant writer who QUEER FORM
faced discrimination and  Represents non-normative sexual
hardship in America and gender identities
 form of social commentary,  Exploration of how they are
shedding light on the struggles of represented, challenged, or
Filipino immigrants and expressed through the aesthetic
advocating for social justice and elements of literary works or other
equality artistic forms.
 CHARACTERS: AESTHETICS
 The Unnamed Protagonist -  Study of beauty and principles
Filipino immigrant facing underlying artistic appreciation
discrimination and hardship in  Particular style or appearance that is
America; resilience of visually pleasing
marginalized communities;  Encompass elements such as beauty,
highlight struggles of Filipino form, composition, color, texture,
migrants and systemic injustices; and mood
interactions with Miss O'Reilley RACE
and companions reveal cultural  Dividing people to groups base on
adaptation challenges and physical characteristics
significance of solidarity amid - Asian: Straight, dark hair (black/brown).
adversity. smaller stature & lean build.
 Miss O’Reilley - compassionate - American (Caucasian): Hair color
educator offering hope and (blonde, brown, red, or black) Eyes (blue,
encouragement to protagonist green, hazel, to brown)
and fellow migrants; dedication
to teaching and empathy for VIOLENCES OF THE SOCIAL
minority struggles underscore  Civil Rights Movement (1954-1968):
importance of education and A social movement in the United
empathy in social change; States aimed at abolishing legalized
compassion and solidarity; racial segregation, discrimination,
challenging systemic and disenfranchisement.
discrimination and advocating  Historical Oppression: faced erasure,
for equality; explore immigrant condemnation, and invisibility in
experiences and broader social literature. Censorship of queer
dynamics, providing insights into narratives and voices
challenges, triumphs, and  Violences in Literature: Portrayal as
villains, deviants, or tragic figures.
MAIN IDEA OF THE BOOK  Word Maps: create visual
 Relationship between aesthetic representations of word meanings.
form, race, and social issues within
contemporary queer studies.
 Challenges the idea that aesthetic
form means ignoring important
discussions on aesthetics and social
inequalities
 Importance of aesthetic form in
understanding work of queer artist,
especially those of color.
 Authors is noted that artist of color,
feel pressured to only address social  Word Games: use crossword puzzles,
issues, limiting their creativity. word searches, & memory games.
 They want a welcoming approach to  Word Walls: display new words
art appreciation that respects unique prominently in the classroom.
creativity of artists from all
background.

CHAPTER 2:

Building Vocabulary: Strategies &

Techniques
(from Chrislyn’s PPT)  Word Journals: encourage students
VOCABULARY to record & reflect on new words.
 Refers to the words and phrases a STEPS IN TEACHING VOCABULARY
person knows and uses.  Introduce the word
 It plays a crucial role in  Explore Word Forms
communication, comprehension, and  Provide Examples
academic success.  Practice
 TYPES OF VOCABULARY: [5 macro  Review and Reinforce
skills] IMPORTANCE OF BUILDING VOCABULARY
 Listening  Enhanced Communication
 Speaking  Cognitive Development
 Reading  Improved Reading Skills
 Writing
 Viewing Understanding the Writer’s Technique
HOW TO TEACH VOCABULARY?
 Word Context: teach words within IMAGERY
meaningful sentences/passages.  Writers use vivid descriptions to
Example: “The explorer ventured into create mental images for readers.
uncharted territory (unknown land) filled FIGURATIVE LANGUGE
with dense foliage and exotic creatures.”
 The use of words in a way that  Reinterpretation of Classics
deviates from the conventional order DT & ITS IMPACT ON TEXT
& meaning. INTERPRETATION
SYMBOLISM  Decentering Meanings
 Represent deeper meanings beyond  Multiple Valid Interpretations
their literal sense.  Fluidity of Concepts
FORESHADOWING RELATION TO LITERATURE
 Writers drop hints about future  Challenges assumptions of affixed
events to create suspense. meanings & stable structures.
IRONY  Highlights tensions between
 Expression of one’s meaning using opposing concepts, like
language that normally signifies the presence/absence.
opposite.  Shows these oppositions are
constructed within the text, not
REPETITION independent.
 Repeating words, phrases, or  Encourages readers to explore
structures for emphasis. hidden layers and subvert
DIALOGUE interpretations.
 Conversations bet. characters reveal ROLE IN LIT. CRIT
personalities, conflicts, & plot  Unmasks hidden assumptions &
developments. contradictions.
FLASHBACKS  Encourages critical engagement with
 To reveal past events. language, form, and meaning.
 Disrupts fixed interpretations &
Deconstructivism Theory (DT) opens up new perspectives.
(from Chrislyn’s PPT)  Emphasizes the fluidity & complexity
of literary works.
ABOUT THE WORK & ITS AUTHOR
 Is a philosophical and literary Ideology & Ideological State
approach that emerged primarily (from Ericah’s PPT)
from the work of the French
philosopher Jacques Derrida in the VOCABULARY FROM HER ACTIVITY:
1960s.  Privy - hidden from general view or
DEFINITION & ORIGINS use.
 Questions fundamental distinctions  Feign - make believe with the intent
in Western philosophy through close to deceive.
examination of texts.  Elation - feeling of joooy & pride
 Challenges binary oppositions and  Reproach - express criticism towards
reveals tensions within texts.  Fervent - intense emotion
 Developed by Jacques Derrida and  Corborate - give evidence for
other scholars.  Discreet - marked by
THE INFLUENCE OF DT IN LIT. CRIT prudence/modesty & wide self-
 Transformative Analysis restraint.
 Critical Paradigm Shift
 Haughty - having/showing arrogant  Appreciating Nuance &
superiority. Complexity
 Cordial - politely warm & friendly.
 Malevolence - wishing evil to others. THE GREAT GATSBY (novel)
By F.Scott Fitzgerald
WHAT IS IDEOLOGY & IDEOLOGICAL  A critique of American ideology
STATE?  Themes: wealth, class, the American
 IDEOLOGY Dream
 set of beliefs shaping how you  Shows how the pursuit of wealth can
view the world. lead to corruption & moral decay.
 your values, opinions, & RELATION BETWEEN IDEOLOGY &
assumptions (on society, politics, LITERATURE
economics)  Ideology as a lens
 can be influenced by: your  Unveiling Power Dynamics
upbringing, education, & social  Decoding Hidden Meanings
environment. ROLE OF IDEOLOGY IN LIT. CRIT
 IDEOLOGICAL STATE  Ideology - acts like a special
 the institutions & practices that magnifying glass.
promote & maintain a particular  Helps readers see how a text
set of beliefs (ideology) within a reflects/challenges the dominant
society. beliefs of its time (uncovering hidden
 institutions (schools, media meanings & power dynamics).
outlets, religious orgs) may not
directly enforce these beliefs, Critical Reading (CR)
but they often shape how people (from Te Ivy’s PPT)
think & behave, supporting the
dominant ideology. DEFINITION
PROPONENTS  Is a way of engaging with a text by
 Karl Marx asking questions. (active not passive)
 Friedrich Engels  Involves analyzing & understanding
 Antonio Gramsci the overall composition, and how it
 Louis Althusser has achieved its effect on the
 Michel Foucault audience.
- their ideas continue to be debated &  GOAL: beyond mere understanding
applied in lit. crit., pol. sci., & cultural of a text & to evaluate the arguments
studies. within it.
HOW ARE THESE BEING USED IN  Often used in pedagogy to encourage
LITERARY CRITICISM? deeper understanding & more
 Identifying Dominant Ideologies thoughtful engagement with the text.
 Understanding Textual CR CAN BE APPLIED IN:
Reproduction/Challenge  Academic articles
 Exploring Power Dynamics  Novel
 Deconstructing Hidden Meanings  News report
 Ads
PASSIVE READING CRITICAL  It’s wrong to focus on the author’s
READING intent.
-Reading without - Active,  It’s wrong to judge a text based on
questioning/analyzing. reflective, your own emotions.
- accepting text at analytical  Emotional impact prevents a fair &
face value, not -involves objective evaluation of text.
challenging questioning, READER-RESPONSE CRITICISM
ideas/arguments/info evaluating,  Stresses interaction bet. the reader &
considering the text.
broader  READING: is a transaction or
implications. exchange in which readers construct
meaning as they progress through a
CRITICAL THEORY TODAY text.
By Lois Tyson (baji sija)  TO CREATE MEANING: a reader must
be active, constantly building &
3 FORMS OF CRITICISM INTRODUCED: synthesizing meaning, paying
 New Criticism , Reader-response attention not only to words but also
criticism, Deconstructive criticism images & emotions he/she
NEW CRITICISM experiences.
 First introduced in the early 20 th  The text does not embody meaning
century in America by John Crowe but rather guides the active creation
Ransom of meaning.
 Created out of the formalist DECONSTRUCTIVE CRITICISM (DC)
movement  Emerged In late 1960s & early 1970s
 To analyze & find meaning within  Based on the ideas of Jacques
literature by utilizing just the text, Derrida, French philosopher
rather than any influence/intentions  He argued: “language is inherently
of the author/historical & cultural unstable & the meaning is always
background. (focus: text itself, not deferred/postponed.”
author)  Not concerned with discovering
author’s intention or the “correct”
interpretation of a text, but rather
with the process of interpretation
itself.
BINARY OPPOSITION
 A pair of related terms/concepts that
INTENTIONAL FALLACY are opposite in meaning.
 The text itself carries its own value. LOGOCENTRISM
 Author’s reputation shouldn’t  The belief that there’s a fixed &
influence how we judge their work stable meaning to language.
(the text speaks for itself). MARGINALIZATION
 Author’s intentions don’t matter.  DC is concerned with the ways in
AFFECTIVE FALLACY which language & meaning are used
 to marginalize/exclude certain
groups of people.
SUBVERSION
 DC seeks to subvert traditional
modes of interpretation by exposing
the contradictions & tensions within
the context, & by challenging
dominant interpretations.