This module explores 21st century literature and is made up of two main parts: 21st Century Philippine

Literature and 21st Century World Literature. The literature is timeless in the sense that it stands on the shoulders of
the literature of past centuries, and there is an ongoing conversation with texts and authors of the past. It is timely in
the sense that the preoccupation or ideologies are quintessentially modern; these are texts that seem to speak to the
modern reader’s preoccupations and ideology.
Philippine literature withstood time and periods and has evolved through generations. For every period that
passed, different genres appeared, and these literary works rooted from all regions reflecting their culture, society
and culture.
21st century literature per se, is anything that was written and published in the year 2000s. It is a bit too early
to give a definite and elaborate description of the 21st century literature from the Philippines and the world. It is
possible however, to approach contemporary literature as a reaction to and dialogue with existing forms of expressive
culture. As we engage in technology more and more, we create and more existing forms of expressive culture as well.
We have a wide range of resources through the internet and this gave opportunities to people, especially the youth, to
begin writing and expressing their thoughts, ideas, and feelings.
The literary texts chosen for this material truly reflect the creative imagination of the writers-in-residence as
interpreted through a range of learning and learner-centered activities exclusively design to suit the young adult
learners.
It teaches us about life by exposing us to the lives of different people through their stories, and from these
vicarious experiences, we learn important lesson and values. Above all, literature teaches us language and the power
of communication, a skill we cannot do without in the 21st century.
There is hope that in reading today’s Philippine literature in English, the reader will find a reflection of
oneself and a reflection of Philippine society. It is composed of novel excerpts, short stories, essays, and poems that
are organized in a thematic manner.
There is pleasure in reading and analyzing literature that is slowly being forgotten, what with the instant
gratification felt when faced with the internet. This pleasure in analyzing texts is something that teacher can help you
understand and appreciate as there is a discipline that the close reading of literature involves. The questions and
activities provided in this module aim to help the reader and the teacher appreciate how this can be done. This is a
skill which, when mastered, can be used to study any other discipline that one may wish to pursue in the future.
Welcome. You are now part of the class taking up 21st century literature from the Philippines and the world.
As a student, you must be eager to try out what you have learned as you engage yourself in the field of holistic
learning becoming a better future citizen of the country and the world.
Learning with yourself and with the guidance of your teacher and this module, your primary concern is to be
able to absorb and gain the content of the subject effectively and applicably using developmentally appropriate
classroom practices.
 This module will help and guide you understand, comprehend and interpret literary texts, compare and
contrast literary genres, discuss different contexts, and enrich one’s understanding in order to produce a creative
representation of literary texts and do self-assessment. As you go through this module, you enhance your capability as
a student that will enable you to learn effectively and will applicably engage yourself in real life.

At the end of this subject, you are expected to:

1. Write a close analysis and critical interpretation of literary texts by applying a reading approach.
2. Identify representative texts and authors from Asia, North America, Europe, Latin America and Africa.
3. Compare and contrast the various 21st century literary genres and their elements, structures and traditions
from across the globe.
4. Produce a creative representation of a literary text by applying multi-media and ICT skills.
5. Do self-and/or peer assessment of the creative adaptation of a literary text based on rationalized criteria
prior to presentation.
Introduction
Table of Contents
Post Test- Module 6
Module 7: African Literature
Introduction………………………………………………………………………………………………………1
Description of the Module………………………………………………………………………………….,1
Objectives…………………………………………………………………………………………………………..2
Pre Test………………………………………………………………………………………………………………………….3
Activity 1.1………………………………………………………………………………………………………………….....4
Discussion………………………………………………………………………………………………………………………5-10
Self-Check 1.1…………………………………………………………………………………………………………………11
Self-Check 1.2…………………………………………………………………………………………………………………12
Activity 1.2………………………………………………………………………………………………………………………12-14
Points to Remember……………………………………………………………………………………………………….14
References……………………………………………………………………………………………………………………....15
 Post Test
Module 6

Directions: Read and identify the following statements. Write LA if the authors and literary works are pertaining to
Latin American Literature and NA if it is North American Literature. Write your answers on a separate sheet of paper.

___________1. Tracy Letts ___________11. Julio Cortazar

___________2. Why the Caged Bird Sings ___________12. Stanley Martin Lieber

___________3. David Foster Wallace ___________13. A song of Ice and Fire

___________4. Dan Brown ___________14. Maya Angelou

___________5. The Green House ___________15. Octavio Paz

___________6. Despair ___________16. John Grisham

___________7. Twilight ___________17. Infinite Jest

___________8. Pablo Neruda ___________18. Avram Noam Chomsky

___________9. Cormac Mc Carthy ___________19. Malcolm Gladwell

___________10. Philip Roth __________20. Juan Rulfo

 Literature is life itself. It is the expression of life which covers all ideas, emotions, thoughts, experiences,
observations, fictions or non-fictions. It lives among us, it has affected our lives and beliefs. It has been our companion
in everyday life. It can be simple or complex yet it never dies. It will be passed generation through generation. It can
be changed and even dynamic and will always be with us.

World literature is the totality of all national literatures. The formation of literature in different countries
happened not at the same time, which is connected with the emergence of writing and artistic creativity.

Each nation`s literature has its own artistic and national features. World literature is very important for the
studying, still the literature of one country develops together with other national literatures. They enrich each other
borrowing certain literary elements. There are a lot of scientific works on world literature, which explain the
peculiarities of this phenomenon.

Description of the Module

This module discusses the different literatures produced by the famous writers/authors of the world. It also
covers how leaners will enhance their critical thinking skill and creativity.

Objectives
At the end of this module, you are expected to:
1. Identify representative texts and authors from African literature.
2. Write a close analysis and critical interpretation of literary text by applying a reading approach.
3. Do self-and/or peer assessment of the creative adaptation of a literary text based on rationalized criteria
prior to presentation.

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BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
 At the start of the module, you are to take the pre-test to see how much background information and knowledge
you have about the topics to be discussed.

This module is self-instructional. You can read, analyze concepts and ideas presented, and reflect on them. The
activities and self-check questions will help you assess how you progress as you go through the module.

Your answers to the Self-Check Questions and Activities will be evaluated by your teacher. These will be part of
your formative evaluation. The post test will be given in a separate booklet upon completion of this module. It will
serve as the summative evaluation of your performance.

Work on this module independently. Your teacher will not be around to supervise you as you go through this
module. It is expected that you will make the most of it.

This module will be collected upon distribution of the new set of modules. Have fun exploring literatures of the
world! Good luck and God bless 21st century learners!

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BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
 Pre - Test
Directions: Analyze the given picture below. Give your insights about it in at least 3-5 sentences. Write your answers
on a separate sheet of paper.

_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________________
_________________________________________________________.

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BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Activity 1.1
Directions: Read and answer the following questions below. Write your answers on a separate sheet of paper.

What can you say

about the authors
and literary works of
Africa?

Why do you think that most of

the literary works of Africa are
based on real-life stories?
Explain your answer.

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BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Chinua Achebe
One of the world’s most widely recognized and praised writers, Chinua
Achebe wrote some of the most extraordinary works of the 20th century. His most
famous novel, Things Fall Apart (1958), is a devastating depiction of the clash
between traditional tribal values and the effects of colonial rule, as well as the
tension between masculinity and femininity in highly patriarchal societies. Achebe
is also a noted literary critic, particularly known for his passionate critique of
Joseph Conrad’s Heart of Darkness (1899), in which he accuses the popular novel of
rampant racism through its othering of the African continent and its people.

Chimamanda Ngozi Adichie

Born in Nigeria in 1977, Chimamanda Ngozi Adichie is part of a new

generation of African writers taking the literary world by storm. Adichie’s works are
primarily character-driven, interweaving the background of her native Nigeria and
social and political events into the narrative. Her novel Purple Hibiscus (2003) is a
bildungsroman, depicting the life experience of Kambili and her family during a
military coup, while her latest work Americanah (2013) is an insightful portrayal of
Nigerian immigrant life and race relations in America and the western world.
Adichie’s works have been met with overwhelming praise and have been nominated
for and won numerous awards, including the Orange Prize and Booker Prize.

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BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Ayi Kwei Armah

Ayi Kwei Armah’s novels are known for their intense, powerful
depictions of political devastation and social frustration in Armah’s native
Ghana, told from the point of view of the individual. His works were greatly
influenced by French existential philosophers, such as Jean Paul Sartre and
Albert Camus, and as such hold themes of despair, disillusionment and
irrationality. His most famous work, The Beautyful Ones Are Not Yet Born
(1968) centers around an unnamed protagonist who attempts to
understand his self and his country in the wake of post-independence.

Mariama Bâ

One of Africa’s most influential women authors, Mariama Bâ is known for her
powerful feminist texts, which address the issues of gender inequality in her native Senegal
and wider Africa. Bâ herself experienced many of the prejudices facing women: she struggled
for an education against her traditional grandparents, and was left to look after her nine
children after divorcing a prominent politician. Her anger and frustration at the patriarchal
structures which defined her life spill over into her literature: her novel So Long A Letter
(1981) depicts, simultaneously, its protagonist’s strength and powerlessness within
marriage and wider society.

Nuruddin Farah

Born in Somalia in 1945, Nuruddin Farah has written numerous plays,

novels and short stories, all of which revolve around his experiences of his native
country. The title of his first novel From a Crooked Rib (1970) stems from a
Somalian proverb “God created woman from a crooked rib, and anyone who trieth
to straighten it, breaketh it”, and is a commentary on the sufferings of women in
Somalian society through the narrative of a young woman trapped in an unhappy
marriage. His subsequent works feature similar social criticism, dealing with
themes of war and post-colonial identity.

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BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Aminatta Forna

Born in Glasgow but raised in Sierra Leone, Aminatta Forna first drew attention for
her memoir The Devil That Danced on Water (2003), an extraordinarily brave account of
her family’s experiences living in war-torn Sierra Leone, and in particular her father’s tragic
fate as a political dissident. Forna has gone on to write several novels, each of them critically
acclaimed: her work The Memory of Love (2010) juxtaposes personal stories of love and
loss within the wider context of the devastation of the Sierre Leone civil war, and was
nominated for the Orange Prize for Fiction.

Nadine Gordimer

One of the apartheid era’s most prolific writers, Nadine Gordimer’s works
powerfully explore social, moral, and racial issues in a South Africa under apartheid
rule. Despite winning a Nobel Prize in Literature for her prodigious skills in
portraying a society interwoven with racial tensions, Gordimer’s most famous and
controversial works were banned from South Africa for daring to speak out against
the oppressive governmental structures of the time. Her novel Burger’s Daughter
follows the struggles of a group of anti-apartheid activists, and was read in secret by
Nelson Mandela during his time on Robben Island.

Alain Mabanckou

Originating from the Republic of Congo, Alain Mabanckou’s works

are written primarily in French, and are well known for their biting wit,
sharp satire and insightful social commentary into both Africa and African
immigrants in France. His novels are strikingly character-focused, often
featuring ensemble casts of figures, such as his book Broken Glass, which
focuses on a former Congolese teacher and his interactions with the locals
in the bar he frequents, or his novel Black Bazar, which details the
experiences of various African immigrants in an Afro-Cuban bar in Paris.

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BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Ben Okri

Ben Okri’s childhood was divided between England and time in his native Nigeria.
His young experience greatly informed his future writing: his first, highly acclaimed novels
Flowers and Shadows (1980) and The Landscapes Within (1981) were reflections on the
devastation of the Nigerian civil war which Okri himself observed firsthand. His later
novels met with equal praise: The Famished Road (1991), which tells the story of Azaro, a
spirit child, is a fascinating blend of realism and depictions of the spirit world, and won the
Booker Prize.

Ngugi wa Thiong’o

Ngugi wa Thiong’o is one of Africa’s most important and

influential postcolonial writers. He began his writing career with novels
written in English, which nevertheless revolved around postcolonial
themes of the individual and the community in Africa versus colonial
powers and cultures. Wa Thiong’o was imprisoned without trial for over
a year by the government for the staging of a politically controversial
play; after his release, he committed to writing works only in his native
Gikuyi and Swahili, citing language as a key tool for decolonizing the
mindset and culture of African readers and writers.

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BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
 -Chinua Achebe
Summary

Though Okonkwo is a respected leader in the Umuofia tribe of the Igbo people, he
lives in fear of becoming his father – a man known for his laziness and cowardice.
Throughout his life, Okonkwo attempts to be his father’s polar opposite. From an early
age, he builds his home and reputation as a precocious wrestler and hard-working
farmer. Okonkwo’s efforts pay off big time and he becomes wealthy through his crops and
scores three wives.

Okonkwo’s life is shaken up a when an accidental murder takes place and

Okonkwo ends up adopting a boy from another village. The boy is named Ikemefuna and
Okonkwo comes to love him like a son. In fact, he loves him more than his natural son,
Nwoye. After three years, though, the tribe decides that Ikemefuna must die. When the
men of Umuofia take Ikemefuna into the forest to slaughter him, Okonkwo actually participates in the murder.
Although he’s just killed his adoptive son, Okonkwo shows no emotion because he wants to be seen as Mr. Macho and
not be weak like his own father was. Inside, though, Okonkwo feels painful guilt and regret. But since Okonkwo was so
wrapped up in being tough and emotionless, he alienates himself from Nwoye, who was like a brother to Ikemefuna.

Later on, during a funeral, Okonkwo accidentally shoots and kills a boy. For his crime, the town exiles him for
seven years to his mother’s homeland, Mbanta. There, he learns about the coming of the white missionaries whose
arrival signals the beginning of the end for the Igbo people. They bring Christianity and win over Igbo outcasts as their
first converts. As the Christian religion gains legitimacy, more and more Igbo people are converted. Just when
Okonkwo has finished his seven-year sentence and is allowed to return home, his son Nwoye converts to Christianity.
Okonkwo is so bent out of shape that he disowns his son.

Eventually, the Igbo attempt to talk to the missionaries, but the Christians capture the Igbo leaders and jail
them for several days until the villagers cough up some ransom money. Contemplating revenge, the Igbo people hold a
war council and Okonkwo is one of the biggest advocates for aggressive action. However, during the council, a court
messenger from the missionaries arrives and tells the men to stop the meeting. Enraged, Okonkwo kills him. Realizing
that his clan will not go to war against the white men, the proud, devastated Okonkwo hangs himself.

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BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
 - Aminatta Forna

An evening in 1974 when she was ten years old, Aminatta Forna opened the
door to two men, members of the state secret police, come to take her father. A year later
he was killed.

The Devil that Danced on the Water is Aminatta’s search for the truth of her
father’s fate, moving and terrifying in turns, always compelling, it traces events leading
to the moment of his arrest. And what happened after he was taken away.

Aminatta Forna’s luminous memoir is a vivid and passionate account of an

African childhood, of an idyll which becomes the stuff of nightmares. As a child she
witnessed the upheavals of post-colonial Africa, danger, flight, the bitterness of exile in
Britain and the terrible consequences of her dissident father’s stand against tyranny.

Mohamed Forna was a man of unimpeachable integrity and great charisma, who quoted Alexander Pope:
‘Honour and shame from no condition arise: Act well your part for there the honour lies.’ As Sierra Leone faced its
future as a fledgling democracy, he was a new star in the political firmament, a man who had been one of the first
black students to come to Britain after the war. Already a political firebrand and a stylish dresser, he stole the heart of
Aminatta’s mother to the dismay of her Scottish Presbyterian parents and returned home, one of those Wole Soyinka
has called the ‘Renaissance generation.’ But as Aminatta Forna shows with compelling clarity, the old Africa was torn
apart by the new ways of Western democracy, which gave birth only to dictatorships and corruption of hitherto
undreamed of magnitude. It was not long before Mohamed Forna languished in jail as a prisoner of conscience and
worse was to follow.

Aminatta’s search for the truth that shaped both her childhood and the nation’s destiny begins among the
country’s elite and took her to the heart of rebel territory. Determined to break the silence surrounding her father’s
fate, she ultimately uncovered a conspiracy that penetrated the highest reaches of government and forced the nations
politicians to confront their guilt.

The Devil that Danced on the Water is a book of pain and anger and sorrow, written with tremendous dignity
and beautiful precision: a remarkable story of a father, a family, a country and a continent.

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BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Self-Check 1.1
Directions: Read and identify the following statements. Write your answers on a separate sheet of paper.

________________________1. It is Aminatta Forna’s search for the truth of her father’s fate, moving and terrifying in turns,
always compelling, it traces events leading to the moment of his arrest.

________________________2. He is one of Africa’s most important and influential postcolonial writers who began his writing
career with novels written in English, which nevertheless revolved around postcolonial themes of the individual and
the community in Africa versus colonial powers and cultures.

________________________3. His works are written primarily in French, and are well known for their biting wit, sharp satire
and insightful social commentary into both Africa and African immigrants in France. Who is he?

________________________4. It is the first novel written by Nuruddin farah that stems from a Somalian proverb “God created
woman from a crooked rib, and anyone who trieth to straighten it, breaketh it”.

________________________5. It is an extraordinarily brave account of her family’s experiences living in war-torn Sierra
Leone, and in particular her father’s tragic fate as a political dissident. What is it?

________________________6. Who is the African author known for her powerful feminist texts, which address the issues of
gender inequality in her native Senegal and wider Africa?

________________________7. It is a novel about devastating depiction of the clash between traditional tribal values and the
effects of colonial rule, as well as the tension between masculinity and femininity in highly patriarchal societies.
________________________8. He is a noted literary critic, particularly known for his passionate critique of Joseph Conrad’s
Heart of Darkness (1899), in which he accuses the popular novel of rampant racism through its bothering of the
African continent and its people. Who is he?

________________________9. It is one of the famous literary works of African that centers around an unnamed protagonist
who attempts to understand his self and his country in the wake of post-independence.

_____________________10. She is part of a new generation of African writers taking the literary world by storm. Who is she?

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BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Self-Check 1.2
Directions: Write a REFLECTIVE ESSAY about The Devil that Danced on the Water, a Memoir of Aminatta Forna.
State your insights about it. Write your answers on a separate sheet of paper. The rubric is hereby presented.

5 4 2
AWESOME ESSAYIST CREATIVE ESSAYIST CAREFREE ESSAYIST
CLEAR CLAIM WITH Claim is clearly stated and Claim and reasons are Claim is unclear. No clear
REASONS the reasons are strong. clearly stated. reasons are given.
EVIDENCE Supports the central claim Supports the central claim Central claim is not
and reasons with strong and reasons with facts, supported. No evidence
facts, through details. necessary details and provided.
citations.
EXPLANATION Clearly, concisely claim Clearly explains and Contains little to no
and thoroughly explains analyzes most of the explanation or analysis of
and analyzes the information presented the information presented.
information presented.
CONCLUSIONS Ends with strong or Ends with concluding Abrupt or absent ending.
compelling concluding statement about the No concluding statement.
statement that clearly central idea.
relates to the central idea.
TOTAL: 20

Activity 1.2
BIG TASK (PERFORMANCE TASK)

Directions: Create a short story entitled “The Diary of Surviving Student: COVID-19 Pandemic Stories” by stating
or narrating your struggles, experiences, and realizations amid of pandemic. The rubrics are hereby presented.

Instructions:

 Make a cover page by writing the title together with your name and section.
 Handwritten or typewritten form is accepted.
 The book should be in a size of ¼ short bond paper.
 Maximum of 30 pages and a minimum of 20 pages

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BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
 Rubric for Short Story entitled “The Diary of Surviving Student: COVID-19 Pandemic Stories”

CRITERIA 25 20 10
AWESOME WRITER WONDERFUL WRITER CAREFREE WRITER
ORGANIZATION OF  The opening lines  The opening  The opening lines do
IDEAS vividly present the lines present not present the
story’s main conflict the story’s main story’s main conflict
and characters. conflict and and characters.
 Significant, descriptive characters.  Details and
details reveal the  Most details are examples are
setting and characters. relevant in irrelevant or are
 The writer uses strong revealing the missing.
dialogue to show the setting and  The writer do not
character’s characters. use dialogue
personalities.  The writer  The writer does not
 The writer sets the often uses set up what the
scene by introducing dialogue to story is about.
the characters, setting show the  The story begins and
or action in a character’s ends in a confusing
memorable way. personalities. way.
 The ending resolves the  The writer
conflict satisfactorily. vaguely
 The sequence of events presents the
is clear and engaging. characters,
 The story has a clear setting or
beginning, middle and action.
ending.  The ending
resolves the
conflict.
 The sequence of
events is mostly
clear.
 The story has a
beginning,
middle and
ending, but t
the action is not
easy to follow.

VOICE  The tone and voice are  The tone and  The voice lacks
strongly individual and voice are individuality.
appropriate for the individual and  The point of view is
story. acceptable. inconsistent and
 The point of view is  The point of confusing.
highly consistent. view is
consistent.
WORD CHOICE AND  Thoughtful use of  Sensory  Lack of sensory
SENTENCE FLUENCY sensory language helps language is language limits the
create memorable adequate to picture of the
pictures of setting, describe the setting, characters
characters, and conflict. settings, and conflict.
 Sentences have a characters, and  Repetitive sentence

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BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
 pleasing variety of conflict. structures and lack
structures.  Sentences of dialogue make the
 Use of fragments and mostly have a writing difficult to
run-on sentences in variety of follow.
dialogue is deliberate structures.
and thoughtful.  Use of
fragments and
run-on
sentences in
dialogue is
thoughtful.
CONVENTIONS  Spelling, capitalization  Spelling,  Common words are
and punctuation are capitalization misspelled and
correct. and almost all
 Grammar and usage punctuation are punctuation is
are correct. sometimes missing or incorrect.
 Paragraphing tends to correct.  Grammar and usage
be correct.  Grammar and mistakes are
usage do not frequent and distort
distort meaning meaning.
but are not  Paragraphing is
always correct. missing.
 Paragraphing is
attempted but
is not always
sound.

TOTAL: 100

Famous Authors of African Literature

Chinua Achebe Aminatta Forna

Chimamanda Ngozi Adichie Nadine Gordimer

Ayi Kwei Armah Alain Mabanckou

Mariama Bâ Ben Okri

Nuruddin Fara Ngugi wa Thiong’o

JOHN PAUL COLLEGE CORP. Page | 14

BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD
Book:

Gutierrez, Jaime Ang, 2016. 21st Century Philippine and World Literature for Senior High School Rm. 108, Intramuros
Corporate Plaza Bldg., Recoletos St., Manila. MINDSHAPERS CO., INC.

Links:

https://l.facebook.com/l.php?u=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Ftheculturetrip-
com.cdn.ampproject.org%2Fv%2Fs%2Ftheculturetrip.com%2Fafrica%2Farticles%2Fthe-top-10-contemporary-
african-writers-you-should-know%2F%3Famp_js_v%

https://www.shmoop.com/study-guides/literature/things-fall-apart/summary

https://aminattaforna.com/the-devil-that-danced-on-the-water.html

Prepared by: Checked by:

RHEA M. CUAREZ, LPT PHILIP R. ALMAREZ, LPT

Subject Teacher SHS Module Consultant

JOHNLESTER M. FLORENTINO, LPT

SHS Head Teacher

Recommending Approval: Approved by:

NERISSA S. DELOS REYES, MAEd, SMRIEdr Dr. RAMON E WOO, Jr., CPA, DFRIEdr
VP, Basic Education Principal Dean of Studies

Noted by:

Dr. ROSALINA S. ANDAYA, Ed. D., DFRIEdr

President

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BASIC EDUCATION DEPARTMENT-SENIOR HIGH SCHOOL
21st CENTURY LITERATURE FROM THE PHILIPPINES AND THE WORLD