MODULE IN ENGLISH 13:

ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE

CALAPAN CITY, INC. LITERATURE IN ENGLISH

MODULE XIV-XV
SELECTED WORKS OF UNDER THE LITERATURE AFTER EDSA (1986 –
PRESENT)

MODULE DESCRIPTOR:
This module covers the selected works under the Literature after Edsa (1986
– Present). It includes different activities that will enhance the student’s
knowledge after the discussions.
NOMINAL DURATION:
This module’s timeframe is from November 23-December 4, 2020.
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Distinguish the selected literary piece under the Literature after Edsa
(1986 – Present).
2. Analyze the different examples of selected Literature after Edsa (1986
– Present).
3. Acknowledge the importance of each of the selected literary piece
under Literature after Edsa (1986 – Present).
ASSESSMENT CRITERIA
1. Distinguished the selected literary piece under the Literature after Edsa
(1986 – Present).
2. Different examples of selected literary piece under Literature after Edsa
(1986 – Present) are explored.
3. Acknowledged the importance of each of the selected literary piece
under the Literature after Edsa (1986 – Present).
4. Listed some examples of the selected literary piece under the
Literature after Edsa (1986 – Present).
5. Searched the books, and other resources for examples of the selected
literary piece under the Literature after Edsa (1986 – Present).

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 MODULE IN ENGLISH 13:
ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

LEARNING OUTCOME # 1 DISTINGUISH THE SELECTED WORKS

UNDER THE LITERATURE AFTER EDSA (1986 – PRESENT).

CONTENTS:
 Selected Works under the Literature after Edsa (1986 –
Present).

ASSESSMENT CRITERIA:
1. Distinguished the selected literary piece under the Literature after Edsa
(1986 – Present).
2. Different examples of selected literary piece under the Literature after
Edsa (1986 – Present).
3. Acknowledged the importance of each of the selected literary piece
under the Literature after Edsa (1986 – Present).
4. Listed some examples of the selected literary piece under the
Literature after Edsa (1986 – Present).
5. Searched the books, and other resources for examples of the selected
literary piece under the Literature after Edsa (1986 – Present).

CONDITIONS:
Learners must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
- Computer/ Cellphone (with Internet Connection)
3. TOOLS, ACCESSORIES AND SUPPLIES
- Notebook
- Paper
- Pen
4. LEARNING RESOURCES
- Internet Connection or Book Suggested by the Teacher
- Module in Language and Literature Assessment

ASSESSMENT METHODS:
1. Written Test
2. Portfolio
3. Performance Test

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 MODULE IN ENGLISH 13:
ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

LEARNING EXPERIENCES

Learning Outcome 1
DISTINGUISH THE SELECTED WORKS UNDER THE LITERATURE
AFTER EDSA (1986 – PRESENT).

Learning Activities Special Instructions

Read Information Sheet no. 14-15.1
After reading the Information Sheet,
SELECTED WORKS UNDER THE answer Self Check no. 14-15.1 to
LITERATURE AFTER EDSA (1986 ensure knowledge in Key Concepts
– PRESENT)
Compare the answers to the answer
Answer Self Check no. 14-15.1
key.
After the Self-Check, reflect on the
topic studied by accomplishing the
Task Sheet: Practice. This task will
exhibit your understanding on the
Accomplish Task Sheet no. 14-15.1 topics studied.

The teacher will use Performance

Criteria Checklist 14-15.1 to assess
your output.

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 MODULE IN ENGLISH 13:
ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

INFORMATION SHEET 14-15.1

Learning Objectives
After reading this information sheet, you must be able to:
1. Distinguish the selected literary piece under the Literature after Edsa
(1986 – Present).
2. Analyze the different examples of selected Literature after Edsa (1986
– Present).
3. Acknowledge the importance of each of the selected literary piece
under Literature after Edsa (1986 – Present).

LITERATURE AFTER EDSA (1986 – PRESENT)

1986 EDSA Revolution

 The year 1986 demarcates the beginning of new scene in the unfolding
narrative of contemporary Philippine Literature. – It saw the fall of the
dictatorship that President Marcos set up on September 21, 1972, when he
placed the Philippines under martial rule, initiating a regime that did not only
suppress the writers’ right to free expression but also created conditions that
made collaboration and cooptation convenient choices for artists struggling
for recognition and survival.
 Writing under the Martial Law Regime was characterized by militancy and
belligerence, even when it showed up in the legal press. Especially after the
assassination of Ninoy Aquino in 1983, the temper of poetry and theatre
derived much of its heat and direction from the political culture of the
underground national democratic movement. 1986 EDSA Revolution
 However, when the enemy were overthrown in 1986, the literary activity
showed a certain disorientation manifesting itself in a proliferation of concerns
taken up by individual writers and groups. 1986 EDSA Revolution
 Post EDSA: 2 Creative Writing centers
o Academic institutions where Creative Writing is a part of the curricular
offerings.
o Writers’ organizations that periodically sponsor symposia on writer and/or
set up workshops for its members and other interested parties
o Through these centers that writers get to hear about new developments in
writing, and derive enthusiasm for their crafts. 1986 EDSA Revolution
Writers’ Organizations

 UMPIL (Unyon ng mga Manunulat ng Pilipino) •

 PANULAT (Pambansang Unyon ng mga Manunulat)
 Panday Lipi
 GAT (Galian sa Arte)
 Katha

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 MODULE IN ENGLISH 13:
ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

 LIRA (Linangan sa Imahe, Retorika at Anyo)

 GUMIL (Gunglo Dagiti Manunurat nga Ilokano)
 LUDABI (Lubas sa Dagang Bisaya)
 PEN ( Pen, Essay and Novel)
Post EDSA

 La Tondeña, sponsors of the venerable Carlos Palanca Memorial Awards in

Literature, has made the name “Palanca” a synonym for quality literary works
in both English and Filipino.
 The National Commission for Culture and the Arts (NCAA) was created by
law in 1992. It has a Committee on Literary Arts which funds workshops,
conferences, publications and a variety of projects geared towards the
production of a “national literature”. The committee has the aim of developing
writing that is multi-lingual, multi-cultural, and truly national.
 Non-governmental organizations have helped hand in hand with some
institutions in giving recognition to writers from specific sectors in the society.
These NGO's includes the Amado V. Hernandez Foundation; the GAPAS
foundation, and the KAIBIGAN. • Campus publications are another group of
outlet that is of importance as a source of non-traditional, experimental
writing. These campus publications could either be a weekly student
newspaper, quarterly magazines, or annual literary journals.
 Overall, the character of the Philippine literary scene after "EDSA" maybe
pinpointed be referring to the theories that inform literary production, to the
products issuing from the publishers, to the dominant concerns demonstrated
by the writers' output, and to the direction towards which literary studies are
tending.
Characteristics of Post EDSA Literature
1. There is in the academe an emerging critical orientation that draws its
concerns and insights from literary theorizing current in England and the
United States
2. Post-EDSA publishing has been marked by adventurousness, a willingness to
gamble on "non-traditional" projects.
3. The declining prestige of the New Criticism, whose rigorous aesthetic norms
has previously functioned as a Procrustean bed on which Filipino authors and
their works were measured, has opened a gap in the critical evaluation of
literary works.
4. The fourth and final characteristic of post-EDSA writing is the development
thrust towards the retrieval and the recuperation of writing in Philippine
languages other than Tagalog.
Characteristics of Contemporary Literature

 English and Filipino continue to be the major media of literature.

 Literature as a venue for socio-politico-economic-religious discussions and a
vehicle for personal thoughts and feelings has become more marked.
 Literary themes cover a wide range of subjects most outstanding among
which are existentialism and the search for identity in varying levels and

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 MODULE IN ENGLISH 13:
ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

settings, deception and violence perpetuated by those in power, grinding

poverty especially in the country-sides and in some cities, nationalism, tenant-
landlord relationship, human rights violation and the search for the
desaparecidos, and the Filipino diaspora and the experiences of overseas
Filipino workers(OFWs) and migrants.
 The Anglo-American tradition, which includes the free verse and the blank
verse, gained acceptance among writers.
 The Euro-Hispanic tradition was blended with the tradition of propaganda and
revolutionary literature to become a truly Filipino tradition.
 The ‘60s and the ‘70s saw the resurgence of cause-oriented literature. This
militancy, although markedly toned down, has continued to the present.
 Further development of regional literatures has been given a stronger impetus
through the inclusion of regional literary masterpieces in the college
curriculum.
 Filipino writers have become more conscious of their craft as shown by the
regular conduct of writing workshops (Godinez- Ortega 6).
Contemporary Literary Types

 Modern Poetry – This is a new style of poetry writing in Tagalog, a deviation

from the highly rimed, declamatory tradition known for many centuries.
 Modern Short Story – These are stories set in the Philippines in the English
language
 The Novel
 Essay
 Drama
Short Stories

 Ang Pinakahuling Kwento ni Huli (The Very Last Story of Huli) – Lilia
Quindoza Santiago
 The Execution – Charlson Ong
 Kabilang sa mga Nawawala (Among the Disappeared) – Ricardo Lee
 Geyluv – Honorio De Dios

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 MODULE IN ENGLISH 13:
ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

Task Sheet 14-15.1

Title: Analysis of Literary Piece

Performance Objectives:
Now that you learned a lot from the topics discussed you should be
able to write a reflective essay discussing about your own belief on the topic
stated. You should be able to impart own experiences as examples to
support your opinion. While you’re on it, include on your reflection the its
significance to your life and others.

Supplies: Notebook/ Paper, Pen

Equipment: PC and Printer (optional)

Steps/Procedure:

1. Search for the information of literary piece written under the Literature
after Edsa (1986 – Present)

2. After gathering data, be guided by the following questions:

Choose at least two (2) of the literary pieces and criticize your selected
literary piece (s) by following the steps and procedure that your instructor
asked you to do.
 Dog Eaters by Leoncio P Deriada (play)
 The Visitation of the Gods by Gilda Cordero
 The Will of the River by Alfredo Q. Gonzales
 Dreamweavers by Marjorie Evasco

Assessment Method:
Performance Criteria Checklist

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 MODULE IN ENGLISH 13:
ST. ANTHONY COLLEGE SURVEY OF PHILIPPINE
CALAPAN CITY, INC. LITERATURE IN ENGLISH

Performance Criteria Checklist 14-15.1

Criteria 5 4 3 2 1
To what extent did your output satisfy the
following?
The response/solution is complete and appropriate.
Ideas are presented accurately and orderly.
Supporting details and examples are sufficient.
Highly influential and realistic due to the use of factual
details.
Grammar and word choice are correct and
appropriate.
The output presented is original and free of
plagiarism.
TOTAL (Highest= 30 pts.)

5 pts. 4 pts. 3 pts. 2 pts. 1 pt

Needs
Very Good Good Average Repeat
Improvement
The
The The
expected The
expected expected The expected
output is expected
output is output is output is
accomplishe output is not
accomplishe accomplishe accomplished
d and the accomplishe
d and the d and the but some of
objectives d and/or
objectives objectives the objectives
are satisfied none of the
are satisfied are satisfied. are not
well. The objectives
well. The The output satisfied. The
output also are fulfilled.
output also also satisfied output also
satisfied The output
satisfied all well some of doesn’t
most of the also doesn’t
of the criteria the criteria satisfy well
criteria satisfy
enumerated. enumerated. the criteria
enumerated. enough the
enumerated.
criteria
Well done! Extra effort
Continue enumerated.
Continue is needed. No need to
doing a
doing a Try to repeat.
good job. Need to
great job. improve Improvemen
Improve repeat the
Challenge other skills t is expected
other skills activity or
yourself by on the on the next
on the accomplish
doing much criteria outputs.
criteria equal task.
greater. enumerated.
enumerated.

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