Chap 5 Analyzing Lit
Chap 5 Analyzing Lit
Chap 5 Analyzing Lit
Chapt
er5 Anal
yzi
ngLi
ter
aryPi
ece
Int
endedLearni
ngOutcomes:Att heendofthischapt
er,
thestudent
sar
e
expect
edto:
1.Expl
oreandcri
ti
queli
ter
arypiecesaccor
dingtosomestandardson
anal
yzi
ngpoetryandfi
cti
onthroughFormali
sm appr
oach.
5.
1Howt
oReadaPoem
(
Coupl
et) (
Ter
cet
)
“
ToALostOne” “
Wi shes f or t
he (
Supposed)
Mistress”
byAngel
aManal
angGl
ori
a
byRi
char
dCr
ashaw
Ishal
lhaunty
ou,
Omyl
ostone,
Who’
ershebe,
ast he t
wil
i
ghtHaunt
sa r
eed-
ent
angl
ed
Thatnoti
mpossi
bleshe
tr
ail
,
Thatshal
lcommandmyhear
tand
me
(
Quat
rai
n) (
Cinquai
n)
“
TheRoadNotTaken”
“
Tot
heVi
rgi
ns,
toMakeMuchofTi
me” byRober
tFr
ost
byRober
tHer
ri
ck
Ishal
lbet
ell
i
ngt
hiswi
thasi
gh
Gat
hery
erose-
budswhi
l
eyoumay Somewher
eagesandageshence:
Ol
dti
mei
sst
il
la-
fl
yi
ng: Twor
oadsdi
ver
gedi
nawood,
andI–
Andt
hissamef
lowert
hatsmi
l
est
o-day
, It
ookt
heonel
esst
rav
eledby
,
Tomor
rowwi
l
lbedy
ing Andt
hathasmadeal
lthedi
ff
erence.
MostCommonl
yUsedTy
pesofPoem:
Haiku -consist
softhreeversesmadeupofsev ent
eensyll
abl
es,wi
tht
hef
ir
st
andthi
rdverseswit
hf i
vesyl
lables.Thepat
ter
nis5-7-
5.Hai
ku
Sonnet-consist
soffourt
eenlines
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atur
eoft
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ppi
nes
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e1
HAI
KU SONNET
“
PaperBoat
” Sonnet(
“Sonnet116”
)
byG.Bur
ceBunao
Letmenott
othemar
ri
ageoft
ruemi
nds
I
nthef
loodaf
loat Admi
timpedi
ment
s,l
ovei
snotl
ove
Whi
chal
ter
swheni
tal
ter
ati
onf
inds,
For
m aboy
’snot
ebook,
apage
Orbendswi
tht
her
emov
ert
oremov
e.
Nowapaperboat
Ono,
iti
sanev
erf
ixèdmar
k
Thatl
ooksont
empest
sandi
snev
ershaken;
I
tist
hest
art
oev
erywand'
ri
ngbar
k,
Whosewor
th'
sunknownal
thoughhi
shei
ghtbet
aken.
Lov
e'snott
ime'
sfool
,thoughr
osyl
i
psandcheeks
Wi
thi
nhi
sbendi
ngsi
ckl
e'
scompasscome,
Lov
eal
ter
snotwi
thhi
sbr
iefhour
sandweeks,
Butbear
sitoutev
ent
otheedgeofdoom:
I
fthi
sbeer
roranduponmepr
oved,
Inev
erwr
it
,nornomanev
erl
oved.
Char
act
eri
sti
csofpoet
ry(
Poem)
Rhythm:Meter;Rhyme;Sounddev
ices/
Rhy
thm
I
mager y
:Fi
guresofspeech;Sy
mbols
Senseormeaning
Rhy
thm
Ther ecur r
enceofst ressedandunst ressedsoundsi npoet ry.Dependingon
howsoundsar ear r
anged, t her hythm ofapoem maybef astorslow, choppy
orsmoot h.
Poet suser hythm t o creat epl easurabl esound pat ternsand t or einf
orce
meani ngs.
Relatestot hevar iati
onofspeedi nwhi chapoem i sli
kelytober ead.
Diff
erentt ypesofpoet ryhav edi f
ferentr hythmsandf r
eev ersepoetrydespite
notf oll
owingapar ticularpat ternst il
lusesr hythm ineachl inetodr ivethe
poem f orwards.
Somef ormsofpoet r yrequi r
eapar t
icularrhy t
hmi cpattern:
- Sonnet susear hy t
hmi cpat t
erncal l
edi ambi cpentamet erwhi chmeanst he
li
nehas10sy ll
abl esi n5pai r
s.I neachoft hesepairstheemphasi sisont he
secondsy l
labl
el ikeahear tbeat.
Youcoul dpl aythesoundofahear tbeatoraskt hechil
drentof eelt
heir
pulsest ounderst andt hi
s.
- Rappoet ryhasasy ncopat edr hythm wi t
ht heemphasi sof tenfall
ingonan
unexpect edbeat .
- Ther hythmi cqual it
iesofapoem ar ebestdi scover
edwhenpoemsar eread
aloud.
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ppi
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e1
Seeker
Poem f
rom AKi
dinMyCl
assbyRachelRooney
Metre/
met er
:
Met
re:I
tist
hemeasur
edar
rangementofaccent
sandsy
ll
abl
es.
Poetryemployst hestressesthatoccurnat
ural
lyinl
anguageutt
erancesto
constr
uctregularpatt
erns.Accent
ualmetr
e;Syll
abi
cmetr
e;Accent
ual-
Syll
abi
c
metre;andFreeverse
Somepossi bi
li
ti
esf ormet r
icalpat
ternsi
npoet ryar e:
Accentualmet r
e: samest r
essesbutdif
ferentsyllables
Syl
labi
cmet r
e:samesy l
labl
esbutdiff
erentstresses
Mostcommonmet reinEngli
shpoetry.
Accentual-
Syll
abic met re:equalnumber of st ressed and non-
str
essed
syl
labl
esperl i
ne.
Fr
eev erse:i
rregularpatt
ernofstressandsy l
lables
Twophrasesoffi
vesy l
l
ableseach(“
Fogeverywher
e”;“Fogupt heri
ver
”)
est
abl
ishapowerfulrhyt
hmicexpect
ati
onthatiscl
inchedinrepeti
ti
on:
…fogdownt heriv
er….Fogont heEssex…,fogont heKenti
sh….Fogcreepi
ng
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atur
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ppi
nes
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e1
i
nto…;
…fogdr
oopi
ngont
he…
Scansi
on.Thevi
sualr
epr
esent
ati
onoft
hedi
str
ibut
ionofst
ressandnon-
str
ess
i
nverseiscal
led:
Stresssyl
l
ableisdenot
edby(¹)and
non-str
essby(º).
Thi
sscansionnotati
onusest hefollowingsymbols:
theacuteaccent[′]tomar kmet rical
lystr
essedsyll
abl
es;
thebreve[˘]t
omar kmet r
icall
yweaksy l
labl
es;
asingleli
ne[|
]tomar kthedivisi
onsbet weenfeet[i
.e.
,basi
ccombi
nati
onsof
str
essedandunst ressedsy ll
ables];
adoubleline[‖
]tomar kthecaesur a,orpauseintheli
ne;
acarat[∧]tomar kasy ll
ablemet ri
cal
lyexpect
edbutnotactual
l
yoccur
ri
ng.
)
Suchagr oupi
ngconst
it
utesar hy
thmi
cconstant
,orcadence,apatt
ernbi
ndi
ng
togethert
hesepar
atesentencesandsent
encefragmentsint
oal ongsur
geof
feel
ing.
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ppi
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e1
sevensyl
l
abl
es heptasyl
labic
Eight octosy
llabi
c
Nine nonasyll
abic
Ten decasyll
abic
Eleven hendecasyllabi
c
Twel v
e dodecasy l
l
abic
Wi
l
li
am Bl
ake,
fori
nst
ance,
li
kedt
heso-call
edf
our
teener
,al
i
newi
thf
our
teen
syl
lables:
‘
TwasonaHol yThur sday, (Blake`sSongsofI nnocence:Holy
theiri
nnocentf acescl ean, Thursday)
Thechi ldrenwalkingt wo&t wo, ‘TwasonaHol yThursday,
i
nr ed&bl ue&gr een, theiri
nnocentfacesclean,
Greyheadedbeadl eswalkedbefor
ewith Thechildr
enwal ki
ngtwoandt wo,
wandsaswhi teassnow, i
nredandbl ueandgr een,
Til
l i
ntot hehighdomeofPaul ’
stheyl
i
ke Greyheadedbeadl eswalkedbef or
e
Thames’ watersflow. withwandsaswhi teassnow,
(From: Blake,SongsofI nnocence:
HolyThur
sday
) Til
lint
othehighdomeofPaul̀s
Puresyll
abicv ersei
scompar at
ivel
yrarei
nEngli
shandwhatt her
ei s,
isi
mport
ed
fr
om forei
gnf ormsofpoet r
y,suchistheJapaneseHaiku.I
tisnamedaccordi
ng
tothenumberofsy l
labl
esperl i
neusing Greeknumber s.
Will
iam Bl
ack,for
i
nstance,l
ikedt heso-
call
edfourt
eener,al
inewit
hfour
teensy l
l
ables:
Accentual
-sy
ll
abicmetre:ext
ensi
vel
yusedintheEnglishpoet
rythenumberof
str
essesandt henumberofsyll
abl
esbetweenthestr
essesareregul
ar,buti
tis
oft
enthecaset hatali
neleavesonemetri
calf
ootincomplet
e,thusvaryi
ngthe
numberofsyll
ablesasawhole.
Eachsi
ngl
euni
tofst
ressandnon-
str
essi
scal
l
edf
oot
.
naccent
I ual-
syl
labi
cver
se;li
nesar
enamedaccordi
ngt
othenumberofaccent
s
t
heycont
ain,
againt
heGreeknumbersar
eused.
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ppi
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e1
1accent monomet er
2accent
s dimeter
3 tri
meter
4 tetr
ameter
5 pentameter
6 hexameter
7 heptameter
8 octameter
Iambictetr
amet er
:isali
neofpoetryt
hati
swr
it
teni
niambi
cmet
erandhasf
our
accentsorstr
esses:
Hadwebutwor ldenough,andti
me
Thiscoyness,l
ady,werenocrime.
Wewoul dsitdown, andthi
nkwhichway
Towal k,
andpassourl onglove’
sday.
(Fr
om: Marvel
l,ToHi sCoyMistr
ess)
Dactyl
li
cdimet er
:Alinewri
tt
enindacty
lwitht
woaccent
s:
Cannontor i
ghtofthem
Cannontoleftofthem
Cannoninfrontofthem
Voll
ey’
dandt hunder’
d
(Fr
om: Tennyson,ChargeoftheLi
ghtBri
gade)
Al
exandr
ine:Somecombi
nat
ionsofmet
reandl
i
nel
engt
hhav
easpeci
alname.
Ani
ambi
chexamet
erf
orexampl
e:
Shecomes, andstr
aighttherewithher
shi
ningt winsdomov e
Theirraystome, whoinhert ediousabsencel
ay
Benightedincoldwoe; butnowappear smyday ,
Theonl yli
ghtofjoy,t
heonl ywar mthofl
ove.
(Fr
om: Si
dney,Astr
ophilandSt el
la)
Rh y
me:
Arhy
meoccur
swhent
woormor
ewor
dshav
esi
mil
arsounds.Ty
pical
l
y,t
his
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atur
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ppi
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e1
happensatt
heendoft
hewor
ds,
butt
hisi
sn'
tal
way
sthecase.
Dif
ferentTypesofRhy mes
Assonantr hy
me-Thi sist
herhymingofvowelsi
nwordsbutwi
thdi
ff
erent
consonants.I
tissometi
mesref
err
edtoasaslantr
hyme.
Examplesi udet
ncl i
pandli
mp,dankandbat
,bowlandhome.
Consonantrhy
me-Thisistherhy
mingofconsonantsbutnotvowel
s.
Exampl
esincl
udebel
landball
,dumpanddamp,met erandmiter
,mil
eandmol
e.
Dactyl
ic-Thi
srhymet hethi
rdsyl
labl
efrom theend.
OneexampleisAri
stophanesandcacophonies.
Inter
nalrhyme-Ther hy
mi nghappenswi
thi
nal
i
neofpoet
ry.
Thi
sexampl ei
sfrom EdgarAllanPoe'
s
"TheRaven."
Onceuponami dnightdr
eary,
whil
eIpondered,weakandwear y,
Overmanyaquaintandcur i
ousv ol
ume
offor
gottenl
ore,
Li
ghtrhyme-Rhymingofsy
llablewhereonei
sstr
essedandt
heot
heri
snot
.
Examplesi udef
ncl r
oganddialog,matandcombat
.
Macar oni
crhyme-Thi
srhymeswordsf
rom dif
fer
entl
anguages.
Examplesarevil
laandmanil
l
a,amoreandf av
or,sureandkreat
ur,layandlei
,
si
tarandgui
tar
.
Mascul i
nerhyme-Inthi
sr hy
me,thestr
essinont hefi
nalsyll
ableinboth
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ppi
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e1
words.Exampl
esi udesuppor
ncl tandr
epor
t,di
meandsubl
i
me,di
vul
geand
bul
ge.
Nearrhy
me-Al soreferr
edtoashalf,sl
ant,appr
oxi
mat e,off
,andobli
que,
thi
s
r
hymesthef
inalconsonantsbutnott
hev owelsori
nit
ialconsonant
s.
Exampl
esarebentandrant,qui
ckandback.
Obli
que-Thi
si sani
mperfectrhy
mebecausethesoundsdonotqui
tematch.
Someti
mest hesearecall
edhal f
,appr
oxi
mate,near,of
f,orsl
antrhy
mes.
Exampl
esarelapandshape,fi
endandmean,gunandthumb.
Per fectrhy
me-Somet i
mescall
edexact,f
ullortrue,thi
srhymei sthetypi
cal
rhymewher etheendingsoundsmat ch.
Exampl esarecatandhat ,
eggandbeg, i
nkandpink,booandt rue,soapanddope.
Ri chr hyme-I nt hi
scase,thewor dsarepr onouncedt hesamebuthav e
diff
erentmeanings,l
ikehomonyms.
Exampl esi uder
ncl ai
seandr aze,breakandbr ake,v ar
yandv ery,l
essenand
l
esson.
Scarcer
hyme-Thisref
erstowor dsthathaveveryf
ew ot
herwor
dst
hat
r
hymewi
ththem.
Exampl el
esar i
psandwhi
sp,oceanl
essandmotionl
ess.
Semirhy
me-Inthi
srhyme,onewor
dhasandextr
asyl
l
able.
Exampl
esaremendandendi
ng,ry
eandbuy
ing,
li
ckandpi
ckl
e.
Syll
abi
c-Rhymingthel
astsy
ll
able,
thi
sisal
socall
edtai
lorendr
hyme.
Exampl
esi udebeav
ncl erandsil
ver
,danci
ngandpranci
ng.
Wr enchedrhyme-Thisisanimperf
ectr
hymewhi
chr
hymesast
ressedwi
th
anunstr
essedsyl
l
able.
Examplesarecari
ngandwing,
ladyandabee.
RhymeinVer
se
Exampl
esofrhy
mingi
nver
ses:
- Alternatingrhyme, crossedr hyme, ori
nter
lockingrhyme:
Rhy mi ngpatterni
sABAB
- Intermi t
tentrhyme:Ev eryot herlinerhymes
- Env eloper hy
meori nsertedr hyme:Rhy mingpat t
ern
ABBA
- Irr
egul arrhyme:Nof i
xedpat ter
nt otherhyming
- Spor adicrhymeoroccasi onalrhy me:Unpredict
able
patternwi thmostlyunr hymedl i
nes
- Thor nl i
ne:Al i
nethatdoesnotr hymeinapassaget hatusual
l
yrhy
mes
- Nowy ouknowal l
di ff
erentt ypesofr hymes.
Theconceptof‘ r
hythm andrhyme’ref
erstoapat t
ernofr hymesthatis
creat
edbyusingwordsthatpr
oducethesame,
orsimil
arsounds.Rhy
thm and
rhymetoget
herref
ert ot
herecur
renceofsi
mil
arsoundsinproseandpoetry
,
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e1
cr
eat
ingamusi
cal
,gent
leef
fect
.
SoundDevi
ces
Therearemanyt ypesofsounddev i
ces.Forexampl e,
1.Assonance: Assonanceistherepeti
ti
onofv owel soundsi
nt hesamel i
ne.
2.Consonance:Consonancei st
her epeti
ti
onofconsonantsoundsi nthesame
l
i
ne.
3.Allit
erat
ion:Al
lit
erati
onisther
epetit
ionofconsonantsoundsi nt hesameli
ne.
4.Met er:I
tisaunitofrhyt
hm inpoetry,t
hepatter
noft hebeats.
5.Onomat opoeia:Itref
erstothewor dwhichimitatesthenat
ur alsoundsofthe
t
hings.
SoundDev i
cesMeani ngandFunct i
on
-Sounddev icesar eresourcesthepoetsusei nt
heirtextswit
hauni quebl endof
sounds, r
hy thm, andimager y.
-Theirskillf
uluseper t
ainst othesensesandal l
owst hereaderst ofeelthe
effect
soft hetext.
-Theyar eusedi navar i
etyofway stoenhancethemeani ngsoft hetext
.
-Asmusi candmusi calnot escompr i
selowandhi gh-pit
chedtunesandmet ers,
poetsusesounddev icest ocreat
emusi calef
fectst hr
ought heselit
eraryand
poeticpieces.
Example#1
IheardaFl yBuzz–WhenIdi ed
byEmi l
yDi ckinson
‘
IHear daFl yBuzzWhenIdi ed’ i
sasi mpleandl ucidpoem, refl
ectsthemor bi
dity
ofdeath.Thedeadspeakeri stranscribi
ngtheev entsthatl edtoherdeat h.Also,
sheexplai nswhatshef el
twhi l
edy i
ng.Shesay st hatshehear daflybuzzwhen
taki
ngherl astbreath,thendet ailsthemoment st hatledupt othi
sev ent.Emily
hasusedsounddev i
cest omakei tapleasantli
terarypiece.
- Ther ei sanassonancei nt hef i
rstl
inewhere/ i
/soundi srepeatedinthesame
l
ine.Forexampl e,“IheardaFl ybuzz–whenIdi ed.”
- Consonancei susedi nthesi xthli
newher e/ r
/soundi sr epeat
edt ocreat
ea
special eff
ectsuchas, “
TheEy esaround–hadwr ungt hem dry.
”
- Emi lyhasal sousedOnomat opoeia“buzz”whi chisr epeatedint hefir
stand
l
astst anzaoft hepoem
I
mager
y
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e1
- Imagery ,i
nal i
ter
aryorpoet icsense,istheauthor '
suseofdescr i
pti
onand
vivi
dl anguage,deepeni ng the reader'
s understanding ofthe work,by
appealingtothesenses.
- Imagerymeanst ousef i
gurativ
elanguaget orepresentobject
s,act
ions,and
i
deasi nsuchawayt hatitappealstoourphysicalsenses.Readthefoll
owing
exampl esofi
mager ycarefull
y:.
..I
twasdar kanddi mi nthefor
est
.Thewor ds
“dark”and“di
m”ar evisualimages.
Therear edifferentt
ypesofi mager y.Thesei ncl
ude:
- Vi sualimager ywhi chr eferst osi ghtsandal lowsther eadertov i
suali
sethe
subject,objectsorev entsi nthepoem.
- Audi toryi mageryref erst osoundsandr emindsther eaderofcommonor
specifi
csoundsasapoi ntofr eferencet odeepenunder standi
ng.
- Ki naestheticimager yisr elat
edt omov ementandr emindst hereaderofbody
mov ementorposi t
ionst hatar efami l
iarorimagined–suchast hefeel
ingof
fl
ying.
- Smel l
sand t ast
escanber ef erred to as Olf
actor
yorGust atoryimagery
respecti
v el
y.
- Tact il
eimager yr
eferst ot ext
ur eandf eeling.
Alli
mageryisai dedthroughtheuseofotherpoet
icdevi
ces,suchassimil
e,
metaphor,personi
fi
cati
on,onomatopoei
a,et
c.The fol
l
owing poems cont
ain
examplesofimagery:
Ni
ghtWal
ker
Poem fr
om Dar
kSkyPar
kbyPhi
l
ip Justwal
k,shet
oldmeonce.You'
l
l
Gross see
Ther
eisapl
ace(
bel
i
eveme, whatowl
-ey
es,
fox-
eyes,
know:
shesai
d)wher
eif
,if t
her
eisapl
acebehi
ndt
hedar
kness.
y
ougobey
ond I
t'
sl i
ke comi
ng home,she sai
d,
bel
i
eveme.
the st
reetl
i
ght
s,t
othe l
ane'
s
end, Ihopei
twast
rue.
t
hen(
anddon'
tl
ookback)
wal
kon.
.. Lookup.Thehei
ghtofi
t!
Mor
est
arst
hanany
onehasseen.
(Onef l
ashcouldni
xy ourni - Andoncesmal
ght lspeckcall
edyou
sight
,
amongthemi l
li
ons.Andy ou'
respinni
ng
thesparkofacaronthehil
l
upwards(shesaid,t
helastti
mewesawher )
ami l
eaway
thr
oughthebri
lli
antdark,t
hedepth,ofspace.
orapatioli
ght
'stwi
tchysensor
shocki
ngempt
ygar
dens
wi
thf
akeday
.)
Li
ter
atur
eoft
hePhi
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ppi
nes
Page98of
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e1
Themes: TheNat ur
al,Worl
dPl
aces,
Science
Poet
icDev
ices:Al
l
iter
ati
on,I
mager
y,Rhyme,Rhythm
MyNov emberGuest
(ByRobertFrost)
“MySorrow, whenshe’sherewi t
hme,
Thinksthesedarkdaysofaut umnr ai
n
Arebeautif
ul asdayscanbe;
Shelovesthebar e,
thewitheredtree;
Shewalkedt hesoddenpast urel
ane.”
CommonUsesofI magery
Weusei mageryinev erydayspeecht oconv eyourmeani ng.Herearesome
exampl esofimageryfrom eachofthefivesenses:
- Taste:Thef amili
artangofhi sgr
andmot her’
scr anberr
ysauceremindedhi
m
ofhisy outh.
- Sound: Theconcertwassol oudthatherearsr angfordaysaft
erwar
d.
- Sight:Thesunsetwast hemostgor geoust hey’deverseen;t
hecloudswere
edgedwi thpinkandgol d.
- Smell:Aftereati
ngthecurry,hi
sbreathreekedofgar l
ic.
- Touch: Thetreebarkwasr oughagainstherskin.
Si
gnif
icanceofI mager yinLiterature
- Imageryexampl esareprev alentinallt
ypesoflit
eratur
ef rom cul
turesaround
thewor l
d.Poet s,novel
ist
s, andpl ay
wr i
ghtsuseimageryf ormanyr easons.
- Oneoft hekeyusagesi st hatthei mageryinapi ececanhel pcreat emood,
suchast hecl i
chédopeni ng“ Itwasadar kandstor mynight.
”Whilet hi
sli
neis
toohackney edf oranyaut hort oactuall
yusei t,itisagoodexampl eof
imageryint hatt hereaderi mmedi atel
ypictur
est hekindofset t
ingi nwhich
thestorymayt akepl ace.
- Thispar t
iculari mageryal socr eatesamoodoff orebodi
ng.Indeed,ev en
Shakespeareusedt hi
st ypeofopeni ngf orhisf amouspl ayMacBet h:the
Li
ter
atur
eoft
hePhi
li
ppi
nes
Page98of
Modul
e1
t
hreewit
chesinthebegi
nni
ngspeakoft
he“
thunder
,li
ght
ning[
and]r
ain”and
t
he“fogandfi
l
thyair
.”
Fi
gur
esofspeech/
Poet
icDevi
ces
Someoft
hemostcommonusedf
igur
ati
vel
anguagei
npoet
ry:
Don’
tactl
ikeaRomeoi
nfr
ontofher
. O,
par
donme,
thoubl
eedi
ngpi
eceofear
th
The
woodsar
elov
ely
,dar
kanddeep Deaf
eni
ngsi
l
ence.
Moonl
andi
ngi
nst
eadofbal
d. Manyar
ecal
l
ed,
butf
ewar
echosen.
Li
ter
atur
eoft
hePhi
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ppi
nes
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e1
Sy
mbol
s
Symbol i
sm i st hepr acticeorar tofusi nganobj ectorawor dt orepresentan
abstr
acti dea.
- Anact ion,person, place, word, orobjectcanallhav easymbol i
cmeani ng.
- Whenanaut horwant st osuggestacer tainmoodoremot i
on,hecanal souse
symbol ism tohintati t
,ratherthanjustbl atant
lysay i
ngit
.
- Met aphor s and al legory ar el it
erary element st hathel p writ
ers create
symbol ism intheirliterarypieces.
- Col ors,obj ects,seasons,peopl e,situati
ons and wor ds ar e al
lt ypes of
symbol ism thatmi ghtbeusedi nal i
terarywork.
- Sy mbol sdoshi f
tt heirmeani ngsdependi ngont hecontexttheyareusedi n.
“Achain,”forexampl e,mayst andf or“union”aswel las“ i
mprisonment”.
- Thus,sy mbolicmeani ngofanobj ectoranact ioni sunderstoodbywhen,
where, andhowi tisused.I talsodependsonwhor eadsthewor k.
Todevelopsymbol i
sm i
nhiswor k,awri
teruti
l
izesotherf
igur
esofspeech,l
i
ke
metaphors,simil
es,and al
legory,as tool
s.Some sy mboli
sm examples i
n
l
it
erat
urearelist
edbelowwit
hbriefanal
ysis:
Example#1:Wef i
ndsymbol
icvalueinShakespeare’
sfamousmonologueinhis
pl
ayAsy ouLikeIt:
Asy ouLikeIt
(ByWilli
am Shakespeare)
“Al
lthewor l
d’sastage,
Andallt
hemenandwomenmer el
yplayers;
theyhavetheirexi
tsandtheirent
rances;
Andonemani nhisti
mepl aysmanypar ts,”
Theselinesaresymboli
coft hefactthatmenand
women, inthecour
seoftheirl
iv
es,perf
orm dif
ferentr
oles.
“Astage”heresymbol
izestheworld,
and“ pl
ayers”isasymbol
forhumanbei
ngs.
Senseormeani
ng
Li
ter
all
y,sensorylanguageisaphr aseoftwowords;sensoryandlanguage.I
t
meansusinglanguagetocreatementalpi
ctur
est
hatappealtothesenseofsi
ght,
hear
ing,smel
l,t
aste,andtouch.
ExamplesofSensoryLanguagefrom Li
ter
atur
e
IKnowWhyt
heCagedBi
rdsSi
ngsbyMay
aAngel
ou
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ter
atur
eoft
hePhi
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ppi
nes
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e1
“
Butabi
rdt
hatst
alks Thecagedbi
rdsi
ngs
Downhi
snar
rowcage Wi
thaf
ear
fult
ri
ll
Cansel
dom seet
hrough Oft
hingsunknown
Hi
sbar
sofr
age Butl
ongedf
orst
il
l
Hi
swi
ngsar
ecl
i
ppedand Andhi
stunei
shear
d
Hi
sfeetar
eti
ed Ont
hedi
stanthi
l
l
Soheopenshi
sthr
oatt
osi
ng. Fort
hecagedbi
rd
Si
ngsoff
reedom.
”
Thepoem i sabouttheracialsegregationandsocialdiscr
iminati
onpr ev
alentin
Amer i
cansoci et
yagainstblackpeople.Usingthemet aphoroffreebir
ds,shehas
putfort
ht heideasoff r
eedom,l i
berty,andjust
ice.Assensorylanguageper t
ains
tothef i
vesenses,t hi
spoem i sloadedwi thdiff
erentimages.Thei magesf or
example,“freebir
d”and“ backofwi nd”appealt othesenseofsi ghtandfeeli
ng.
Simil
arl
y,imagessuchas,“ orangesunr ay
s”and“ thr
oattosing”appealstot he
senseofsi ghtandheari
ng.
Sensor
yLanguageMeani
ngandFunct
ion
Againstal
lthelawsofprophet
ici
nter
pret
ati
on,nayi
ndeedagai
nstal
lrhy
meand
reason.(
My st
eryofI
niqui
ty)
Li
ter
atur
eoft
hePhi
li
ppi
nes
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e1
- Ananecdot efrequentl
yrecountedaboutSi rThomasMor e,however,indi
cates
thatthephrasemayhav ebeeni ncommonpar lancebythe15t hcent ur
y.A
buddingauthor,onr equest
ingthel earnedman’sopini
onofawor k,wast old
to convertittor hyme.Hav ing doneso,hesubmi t
ted itto SirThomas’
j
udgmentonceagai n,uponwhi cht hescholar
lywitdevastat
inglyremarked,
“Thatwill
do.’Tisrhymenow, any way ,
whereasbefore’
twasneitherrhymenor
reason.
”
- Pi
ctur
esqueExpressi
ons:AThemat
icDi
cti
onar
y,1stEdi
ti
on.©1980TheGal
e
Gr
oup,Inc.Al
lri
ghtsr
eserv
ed.
5.
2Howt
oAnal
yzeFi
cti
on
Fi
ctioni sanar rati
vet hatst ri
ngstoget herev entsthatareimagi nary,notfactual.
Awor koff ictioncanbeabook, apl ay,anoper aoraf i
lm.Althought hereisli
ttl
e
consensusast owhatt heexactel ement soff ictionare,therear esomebasi c
wayst oident if
yconcept swi thi
nfictionandanal y zethei
rmeani ng.
- Fi cti
oni shi ghl ysubject i
ve,soy ouranal y
siscoul dbedifferentf r
om
someoneel se'sinterpretati
on.
Steps:
1.Hav et hef i
ct i
onalwor kandpaperav ai
lablet otakenot es.Anal yzingfict
ion
i
nv olvesaski ngy our sel
faser iesofquest ionsandpossi blyrev i
ewingt he
mat erialforcont ent.Al t
houghmostoft hewor kwithanalyzi ngfi
ct i
onisdone
through t hought ,not esar ei mpor tanti fyou pl an t
o di scussoruset he
i
nf ormat ion.
Li
ter
atur
eoft
hePhi
li
ppi
nes
Page98of
Modul
e1
- Ifthenar ratoronl yuses" I"and" me"i ndi alog,t heni ti sl ikelyat hird-person
nar rative.Choosewhet hert het hird- personi somni sci ent ,al l
-knowi ngoft he
event s,ori fitisl imited, ort ol df r
om per spect iveof1char act er.
5.Ident ifyt hechar act er s.Youmaywantt owr iteal istofal lt hechar actersi n
thest or y.Whi chchar act erchangesmostdur i
ngt hepl ot ?Thi si scal l
edt he
prot agoni st .Whocausest hechangei nt hechar act er?Thi si scal l
edt he
ant agoni st.Whatdot heappear ance,act i
onsanddi alogt elly ouaboutt heir
interest sandbel i
efs?
- Althought heant agoni sti ssomet i
mescal ledt hev illain,t her ei snotal way sa
goodguyandabadguyi nast ory.
6.Est abl i
sht hest ory'
smai nt hemes.Thet hemei st hemai ni deaoft hest ory,or
theuni f
y ingconcept .Ther ecanbeanumberoft hemesi nast or y.Whi ch
themedoy ouseeast hemosti mpor t
ant ?
- Takeal ookatt hebooki nal argercont ext .Whatdoest hest ory 'st hemesay
aboutt hewor ld,humanexper ienceorhumanv alues?Whatwast heaut hor
tryi
ngt oconv ey ?Themesar ehi ghl ysubj ective.
7.Lookatt hewor dst hemsel ves.Whati mager ydoest heaut horuse?Thi si s
easi estt oi dent i
fyify out akenot est hroughoutr eadi ngorwat chi ngt hest ory
sincei tcanbeachapt erorj ustaf ewwor ds.I nwhatpl acesdoest heaut hor
evokey oursenses: touch, tast e, smel l,sightandhear ing?
8.Ident ifysy mbol i
sm i nt hest or y.Sy mbol ism meanst heuseofobj ect s,peopl e
orel ement soft hest or yt or epr esentsomet hi ngel se.Theyof tenr epresent
subj ect i
v econcept s, likegr eed, wisdom ormot her hood.Forexampl e, t
heuse
oft hecol orgr eent hr oughoutast ockbr oker '
sof ficecoul dr epr esenthi dden
greedi nt hechar acter .Af oxcanr epr esentt ricker yorst eal th.
- Doanyoft hechar act er ssy mbol izesomet hing?I st heset tingsy mbol ic?
Sy mbol ism i seasi ert ospott hesecondt i
mey ouwat chorr eadast or y
, when
youar eal readyawar eoft hegener alev ent soft hest or yandcanf ocusont he
under lyi
ngmeani ng.
9.Consi dert hest y l
eandt oneoft henar rative.Isi tf or mal ori nf ormal ?Doest he
nar ratormakey oul aughorf eelsad?Theway si nwhi chsent encesand
chapt ersar est r
uct ur edcanhav eal argeef fectonhow y our espondt ot he
stor y.
10.
Ident ifyanyf i
gur ativel anguage.Fi gur ativel anguagei ssi mi l
art oi mager yand
symbol i
sm.I tisawayt hatt heaut horuseswor dst omeanmor et han1t hing.
The mostcommon way st o do t his ar et hr ough si mi le,met aphorand
per soni ficat ion.Si mi lei st ocompar esomet hingusi ngt hewor ds" like"or" as."
Met aphorcompar est ot hingswi thoutusi ng" like"or" as. "Per soni f
icationi s
usinghumanqual i
tiest odescr ibei nani mat et hi ngs.
- Anexampl eofasi mi lei s:t het reebr anchesar el ikemymot her 'shai r.An
exampl eofmet aphori s:t reesar et angledst randsofhai r.Anexampl eof
per soni ficat ioni s: t
hesi lkybr ancheswer ebr aidedt oget her .
11.
Gat hery ournot est oget her .I fy ouar ewr iti
ngananal y si
s,y oumaywantt o
chooseel ement st owr i
teaboutordwel lonsomemor et hanot her s.
Gui
deQuest
ionsonHowt
oAnal
yzeaWor
kofFi
cti
on
Li
ter
atur
eoft
hePhi
li
ppi
nes
Page98of
Modul
e1
Byanalyzi
ngashor tst oryornovel,y ougai nabet t
erunder standingofthestory
.
Youalsoacquireabet terappreci
ationoff i
ctionandl i
terature.And,youcanlearn
howthewr it
erusedt heel ementsoff i
ctionandv ari
ousl i
terarytechni
ques,such
assimil
e,met aphor,andi magerytocr eateamemor abl
est or y
.Analyzi
ngfict
ion
wil
lal
sohel pyoulearnhowt owritey ourownst ori
es:
1.Pl
ot.I
treferstothemai neventsthatt akepl acethroughoutt hestory.
- Whatar etheser i
esofev entsint hest ory
?
- Doest hewr i
terusef l
ashback?I fso, how?
- Doest hewr i
terusef l
ashforward?I fso,how?
- Howdoest hewr it
ercreatesuspense?
- Whatt ypesofconf l
ictoccurthroughoutt hestory?
- Whati stheturni
ngpoi ntofthest ory ?
2.Setting.I tref er st ot het ime, pl ace, andsoci al andhi storical cont ext .
Whati st heset tingi nt hest ory?
- Doest heset tingf unct ionasanant agoni sti nt hest ory?I fso, how?
- Howdoest heset tingcont ri
but et ot hest ory?
- Howdoest hewr iteruseset tingt ocr eateast oryt hatisbel ievabl e?
- Howdoest heset tingimpactt hepr ot agoni sti nt hest or y?
- Howdoest heset tingimpactt hepl oti nthest ory ?
- Whati st hemoodt hroughoutt hest ory?How doest heset t
ingi mpactt he
moodoft hest ory?
3.Char act ers.I tr efer st ot hepr otagoni st,vi
llain, andsecondar ychar actersi nthe
story .Thewr iterdev elopsachar act erbywhatt hechar actert hinks,whatt he
char acterdoes, whatt hechar act ersay s,whatt hechar act erl ooksl i
ke, andby
whatot herssayaboutt hechar acter .Allst or iesi ncludeapr otagoni st.Many
storiesi ncludeanant agoni storv i
llain.Manyst ori
esal soi ncludesecondar y
ormi norchar act ers.
- Whatdoest hechar actersayanddo?Whatdoest hei rdialogueorbehav i
our
tel
l youaboutt heirv alues, bel iefs, i
nt erests, mot ives?
- Whatdoes t he char act erl ook l ike?Whatdoes t his suggestaboutt he
char acter ?
- Whatconf l
ict sdoest hechar act erexper ience?How doest hechar act erdeal
witht heseconf l
i
ct s?
- Howdoest hechar acterchangeast hest orypr ogr esses?
- Whoi st hev il
lai ni nthest ory ?Why ?
- Whoi st hepr ot agoni stint hest ory ?Why ?
4.Theme.I tref er st ot hemai ni deaoft hest or y.I tisthet rutht hewr i
terr eveals.
Often, thewr iterdoesn’ texpl icitl
yr ev ealthet heme.Somest ori
esdon’ thav ea
theme.
- Whatwast hewr iter’
spur posei nwr itingthest ory ?
- Whati st het hemeoft hest or y?Isi timpl icitorexpl i
cit?
- Doest het hemeof feranew i nsi ghti nt ot hehumancondi tionorhuman
exper ience?
- Whatmessageorl essondoest hewr it
erwi sht her eadert ounder standf r
om
thest or y?
5.Poi ntofVi ew.I tr eferst ot heper sonwhoi st elli
ngt hest or y.Thi si st he
narrat oroft hest ory.Fori nst ance,t hest or ycanbet oldf rom t hef irst-person
Li
ter
atur
eoft
hePhi
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ppi
nes
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e1
perspect i
ve,suchast hepr ot agoni storey ewi tness.Or ,thest orycanbet old
from t he t hird- per son per spect ive,whi ch means t he nar r
atori s nota
charact eri nt hest ory.Remembert hatt heaut horandnar ratorar enott he
same.Thenar rat ori stheper sonwhoi st el li
ngt hest ory .
- Whatpoi ntofv iewdoest hewr iteruse?
- Whatdoest henar ratorknowaboutt hechar acter sint hest ory ?
- Howdoest hepoi ntofv iewi mpactt hest or y ?
- Doest heaut horusepoi ntofv iewt or ev eal orconceal ?
- How does t he nar r
atori mpactt he st ory ?Fori nst ance,t he f irst-
person
narratoronl yknowswhatheseesorhear s.But het hi rd-per son- omni scient
narratori sal lknowi ng.
- Whydi dt heaut horchooset hepar ticul arpoi ntofv iew?
6.Imager y.I trefer st ot hesensor yi magest hatt hewr i
terusest odev el
opt he
story.Sensor yi magesar ewor dpi ct urest hatappealt ooneormor eoft he
senses, suchassi ght ,tast e,smel l,touch, andhear ing.
- Whatt y pesofi mager ydoest hewr iteruse?How doesi tmaket hest or y
beli
ev abl e?
- I dentifysome passages wher et he wr iteruses i mager y?Whatt ypes of
i
mager ydoest hewr i
teruse?Whydoest hewr i
terusei t?
- Howdoest hei mager yaf fectt hemoodoft hest or y?
7.Sy mbol ism.Theaut horusesasy mbolt omeansomet hingot herthani tslit
er al
meani ng.Fori nst ance, anowl canr epr esentwi sdom.
- Whatsor tsofsy mbol sar eusedbyt hewr iter ?
- Doanychar act er sactassy mbol s?Why ?
- Doel ement soft hest ory’sset t i
ngappearsy mbol i
c?Why ?
- I saonesy mbolusedt hr oughoutt hest or y ?Ordot hesy mbol schangeast he
storypr ogr esses?
8.St yl
e and Tone.St yl
er ef erst ot he wr i
ter ’
schoi ce ofl anguage and t he
sentencet ypesandst r
uct ur es.Thet oner ef erst owr iter ’
sat tit
udet owar dt he
subjectandr eader s.
- Whatt y pesofdi ct i
ondoest hewr iteruse?Sl ang?For mal ?Pr of anity
?How
doesi ti mpactt hest ory?Howdoesi ti mpacty ouast her eader ?
- Whatt ypesofsent encesdoest hewr it
eruse?Fr agment s?Si mpl e?Compl ex?
Rhetor ical?Howdoesi timpactt hest or y?
- Whati st hewr i
ter ’sat ti
tudet owar dt heev ent sint hest or y?
- Whati st hewr iter’sat titudet owar dt her eader s?Condescendi ng? I ronic?
Comi c?
- How doest het oneoft hest or yimpacty ourr eadi ng?Fori nstance,doy ou
l
augh?
9.FigurativeLanguage.Thewr i
t erusesl anguaget omeansomet hingot herthan
i
t slit
er almeani ng,i nor dert opr oduceaspeci alef fectornew meani ng.
Popul art ypesoff i
gur ativel anguagear esi mi l
e,met aphor ,andper sonifi
cation.
- Doest hewr it
erusesi mi l
e?Whyi sitused?
- Doest hewr it
erusemet aphor ?Whyi sitused?
- Doest hewr it
eruseper soni ficat ion?Whyi si tused?
10.Ot herQuest i
ons:Whatdoest het itlesuggestaboutt hebook?Whatdi dy ou
enjoyaboutr eadi ngt hebook?Whatdi dy oudi sli
keaboutt hebook?Woul d
your ecommendi t?
Li
ter
atur
eoft
hePhi
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ppi
nes
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e1
5.
3Anal
yzi
ngPl
ot
Becauseplotrevol
vesaroundsomeki ndofconfli
ct(bet
weenchar acters,wi
thin
i
ncharacter
s,et
c.)
,payattenti
ont otheway st
heconfl
ictisr
esolved.
- Thisresolut
ionorl
ackofr esolut
ionwillgi
veyouasenseofat hemet hewr
iter
i
sexplori
ng.
- Ast orywithanindet
erminateendi ng,oneinwhichnodef i
nit
iveconclusi
ons
i
sreached,maybeintendedt ohaveuspondert hecomplexi
ti
esofl i
fe.
St
agesofPl
otDev
elopment
:
- I
nmostst
ori
est
hebeginni
ngsetsuptheprobl
em orconf
li
ct;
- t
hemiddl
eiswher
et heauthorint
roducesvari
ouscomplicat
ionst
hatt
hat
Li
ter
atur
eoft
hePhi
li
ppi
nes
Page98of
Modul
e1
prol
ongsuspenseandmaket hestr
ugglemor emeani ngful
;
- andtheendresol
vestheconfl
ictt
oagr eatorlesserdegree.
Her
e’samoredetail
edbreakdownofat y
pi calpl
otstructur
e:
1.exposi ti
on: i
ntroduces
char acter, scene, t ime and
sit
uat ion.
2.ri
sing acti
on: the
dramat i
zation ofev ent st hat
compl i
catet he situati
on and
gradual l
yint ensit
yt heconf li
ct.
3.cli
max: t he turning poi ntof
the st ory,i ts emot i
onalhi gh
point .
4.fal
ling act ion: wher e t he
probl em orconf li
ctpr esent ed
i
nt heear l
i
ersect ionspr oceedst owar dr
esol
uti
on.
5.concl usion/ denouement /resol
ution: whereauthorbr
ingst hesequenceof
rel
at edev ent stoanend.Theconf l
ictmayormaynotber esolv
ed.
5.
4Anal
yzi
ngChar
act
eri
zat
ion
Thechar act
ersinawor koff ictiondrivet hest ory. Thei
rpersonal
it
iesand
confl
ict
ssetupwhathappens.
- Thewayanar ratordescr
ibesachar actergi v
esusasenseofwhot heyare,
butwealsolearnaboutchar actersthrought heirwordsandact
ions.
- Asy ouread,lookf orconsi stencyorl ackofconsi st
encyinachar acter
’s
wordsoracti
ons.
o Ifthecharacterseemst oactdi f
ferently
,asky oursel
fwhy.
o Howi sthischangeofbehav iorr
eflectedinot herel
ementsofthestor
y?
o Istherei
ronyi nthesecont r
asts?
Aut
horspr esentt heirchar acterseitherdi r
ect l
yori ndi
rect l
y.
- Indirectpr esent ation, theytellusst raightout ,byexposi tionoranal ysis,
what
thechar actersar el ike,ort heyhav eanot hercharact erint hest orydescr ibe
them.
- Inindirectpr esent ation,t heaut horshowsust hechar actersthr ought heir
acti
ons; wedet erminewhatt heyar elikebywhatt heysayordo.
- Thedi rectmet hodusual lyhasl it
tl
eemot i
onalimpactunl essbol steredbyt he
indi
rect.
- Inalmostal lgoodf iction,therefore,thechar actersaredr amat i
zed.
o Mostst orieshav eatl eastonecent ralcharacter(alsocal ledmai normaj or
char acter,her o/ her oi
ne,orpr otagoni st),t
heper sonaar oundwhom t he
storyr evolves.
o Thest ory’sconf li
ctof tenr evolv
esar oundt hisprot agonist.Manyst or ies
alsohav eatl eastonemi norchar acter,whoi snott hef ocusoft hest ory
butwhost illplaysani mpor tantrole.
Li
ter
atur
eoft
hePhi
li
ppi
nes
Page98of
Modul
e1
o Somet
imeschar
act
erspr
ovi
decont
rast
swi
thoneanot
her
.
E.
M For ster,theBr i
ti
shnov eli
st,inhisbookAspect soft heNov el(1927)he
intr
oduced t erms t hathav e become standardin discussing types of
charact ers;
o hewr otethatal it
erarychar acterisei
ther“
round”or“f
lat.”
o Flatchar actersusual lyhav eonlyoneort wopr edominanttrait
s;theycan
besummedupi nasent enceort wo.
o Bycont rast,roundchar actersar ecomplexandmany -sided;theyhav et
he
three-dimensi onalqual i
tyofr ealpeopl
e.
Fi
cti
onalcharactersmayal sobecl assi
fiedasei t
herst ati
cordev el
oping.
- The st atic characterr emains essent iall
yt he same per son from the
beginni
ngoft hestorytotheend.
- Thedev eloping( ordy namic)char acter,ont heotherhand,under goes
somedi stinctchangeofchar acter,personalit
y, oroutl
ook.
o Thechangemaybeal argeorasmal lone;
o itmaybeposi ti
veornegat i
ve;butitissomet hingsigni
ficantandbasic,
not
somemi norchangeofhabi toropi nion.
Examiningif,how,andwhyt heprotagonist(oranothercharact
er)i
nthe
stor
ydev el
opsortransformsthr
oughoutt hecourseofthestorycanoft
en
bequitereveali
ngaboutthest
ory’
skeyt heme(s).
Aski
ngQuest
ionsaboutChar
act
er
Maincharact er(s):
1.Whoi sthemai nchar acter( ormai ncharacters,i
ft hereismorethanone) ?
a.Whati ssigni f
icantabouthowt hemai nchar acterisdescri
bed?
b.Whatar et hemai nchar acter
’ssignif
icantact i
ons?Whatmot i
vat
est he
char actertobehav eint hisway ?
c.Whatar et he char acter’s si
gnifi
cantspoken wor ds? Why ar et hey
significant?
d.Whatar et hemai nchar acter’
sinnerthoughtsandf eel
ings?
e.Whatdo t he ot hers char act
ersi nt he st orysayort hink aboutthis
char acter?Howdot heyr eacttotheper son?
Choi
ces
2.Doest hemai nchar acterhav echoices?
a.I fso, howdot hechoi ceshel pyouunder standt hestory?
b.I fnot ,whati st hesigni ficanceofthelackofchoi ce?
Li
ter
atur
eoft
hePhi
li
ppi
nes
Page98of
Modul
e1
Conf
li
cts
3.Isthereani nternalconfl
ict,forexample,i
sthecharacterstr
uggl i
ngwit
hinner
impulses thatar e di
ff
icultt o cont
rol?Wi t
h a guil
tyconsci ence?Having
confli
ctfeel
ings?
4.Isthereanext ernalconfli
ct,forexample,isthecharacterstruggli
ngagai
nst
anotherchar acter?Againstnat ur
e?Againstsoci
ety?Againstfate?
Changes
5. Doest hemaincharact
erundergochanges?
a.Ifso,
howdot hechangeshelpyouunderst
andthestor
y?
b.Ifnot
,whati
st hesi
gni
ficanceoft
helackofchanges?
Minorchar
acter
(s)
6. Whoar ethemi norchar
acter
s?
a.Whatissignif
icantabouthowtheyr
eacttothemai ncharacter
?
b.Whatissi gni
ficantabouthow themainchar acterreactstot heminor
char
acter
s?
c.Whatissignif
icantaboutwhattheminorcharacterssaytoort hi
nkabout
themaincharacter?
5.
5Anal
yzi
ngSet
ti
ng
Gui
deQuest
ionsi
nAnal
yzi
ngSet
ti
ng
- Oneef fecti
vewayt ogener at
eideasaboutastory’
ssett
ingcanbet oask
yoursel
faser iesofquestions.
- Byanswer i
ngsomeoral lofthefol
l
owingquest
ionsaboutthesett
ingina
stor
y ,
youmaydi scoveranaspectofthest
oryt
hatyouwouldli
ketoanal
yze.
Not
e:Notal lofthequestionswill
appl
ytoever
ynovel
/stor
yyouread.
Pl
ace
- Whati
sthesi
gni
fi
cantaboutwher
ethest
oryt
akespl
ace?
Li
ter
atur
eoft
hePhi
li
ppi
nes
Page98of
Modul
e1
o Thegeogr
aphicall
ocat
ion(i.
e.thecountr
yorcity)
o Thesi
zeandty peofl
ocati
on( i
.e.alar
gecityorasmall vi
l
lage)
o Thesi
teoftheacti
on(i.
e.indoorsoroutdoors,
ar oom orastreet
)
Ti
me
1.How l ongdoesi ttakef ortheact iontooccur( i.e.severaly earsoronlyan
hour)? I st hereany thingsi gnif
icantaboutt hel engthoft i
mei tt
akest he
sequenceofev ents/t
hought st ooccur?
2.Whati ssi gnifi
cantaboutt hetimeofdayi nwhi cht hestor ytakesplace(may
be r evealed through act ualcl ock time ort hrough descr ipt
ion ofli
ght ,
darkness, andshadows, orthroughactivi
ti
essuchaseat ingsupper )?
3.Whati ssi gnifi
cantaboutt het i
meofy earinwhi cht hest orytakesplace(i.e.
throughr eferencest otheseasons) ?
4.Whati ssi gnifi
cantaboutt hey ear(s)orthehistoricalperi
odi nwhi chthestor y
takespl ace?
Socialenvi
ronment
6. Whati ssi
gnif
icantaboutt
hemanners,cust
oms,
rul
es,
and/
ormor
alcodes
ofthesociet
yinwhichthestor
ytakespl
ace?
Physi
calenvi
ronment
7. Whichphysicaldet
ail
sr evealtheemot i
onalormor alstat
e(s)ofthe
character
(s)
?( Examinerefer
encest onat
ure,object
s, bui
ldi
ngsandrooms,
clot
hing,cl
imateandweat her
,sounds,smell
s,andsoon. )
8. Whichphy si
caldetai
lsrevealthenatureoft herelati
onshipbetweenor
amongchar acters?
5.
6Anal
yzi
ngPoi
ntofVi
ew
- Pointofv i
ew i sal i
ter
aryt er
mt hatr ef
er st otheperspect
ivefr
om whi
cha
storyistold.
- Anaut horcr eatesanar ratortotellthest ory,someonewhomayormaynot
beachar acterinthestory.
- Iti
st hrought henar r
ator
’sperspective(t
hr ought henarr
ator
’sey
esandmind)
thatreadersl earnwhathappensi nt hestor y
.
- Pointofv i
ewi sat echniqueandt henar ratorisadev i
cethatanaut
horuses
toinfl
uencet hewayar eaderinter
pr etst
hest ory
.
Thenarratorwhot el
lsthest or
yfrom af
ir
st-per
sonper spectiv
e
- maybet hemainchar acter
- maybeami norcharacter
- maybeanadul tlookingbackonchildhood(result
ingina“ dual
”or“doubl
e”
pointofv iew:theper specti
veofthechildandt heper specti
veoftheadult
narrator)
Thenar
rat
orwhot
ell
sthest
oryf
rom at
hir
d-per
sonper
spect
ive
Li
ter
atur
eoft
hePhi
li
ppi
nes
Page98of
Modul
e1
- maybeall-
knowi ng(
omni sci
ent)
:tel
l
ingeverythi
ngaboutall
ofthecharact
ers,
i
ncl
udingtheiri
nnerthoughts
- mayhav eli
mi t
edknowl edgeofthecharacters:tel
li
ngtheinnert
houghtsof
onl
yoneort wocharacter
- maybeonl yanext ernalobser
ver:descri
bingev entsobj
ecti
vel
yfrom the
out
side
Thenarr
ator
- isnottheaut
hor(eveni
nasemi-aut
obiogr
aphi
calwork,
thenar
rat
ori
snott
he
sameast heauthor
)
- maybeunr el
i
able
- doesnotnecessari
l
yholdorr
efl
ecttheaut
hor’
sview
Iti
simport
anttor ememberthatev
eni
fthenarr
atorknowsal
mosteveryt
hing
aboutev
erycharacter
,thenar
rat
ori
sst
il
lli
mit
edinsomeway(sinceal
lhuman
bei
ngsarel
imit
edi nsomeway).
I
tisonl
ybypier
cingt
oget
hersev
eraloral
loftheel
ement
soff
ict
iont
haty
oucan
movetowar
danunderst
andi
ngoftheauthor
’svi
ew.
GuideQuesti
onsi nAnaly
zingPointofView
Oneeffect
ivewayt ogenerat
eideasaboutpointofv i
ewcanbet oasky oursel
fa
seri
esofquest i
ons.Byanswer i
ngsomeoral lofthefoll
owingquestionsabout
thepoi
ntofv iew ofastory,youmaydi scoveranaspectoft hest orythatyou
wouldl
iketoanalyze.
Note:Notallofthequesti
onswil
l appl
ytoeverystoryornovely
our ead.
I
dent
if
yingpoi
ntofv
iew
Anal
yzi
ngpoi
ntofv
iew
7.Howrel
iabl
eisthenarr
ator
?
a.Whatisthenar
rat
or’
sbackground?
b.Whatisthenar
rat
or’
srelat
ionshipt
otheothercharact
ers?
c.How didthenarr
atoracquir
et heinf
ormati
ont hatispresent
ed? Ar
ethe
Li
ter
atur
eoft
hePhi
li
ppi
nes
Page98of
Modul
e1
sour cesr el
iable?
d.Isther eany thinguni queorspecialaboutt hewayt henar ratorpr esentsthe
i
nf ormat ionthatsuggest ssomet hi
ngaboutt henar r
ator’schar act er?
e.Does t he nar r atorseem t o be wi t
hholding i nf
or mat i
on ori gnor
ing
significantfact s?
f.I
sthenar r
atoremot i
onall
yinv
olvedinanyoft hesi t
uations?
g.Doest henar ratorr evealanyprej
udicetowar danyoft hechar acters?
h.Doest henar ratorev erseem confused?
i
.Ift henar rat
orcomment sont hechar actersoract i
on,ar et hecomment s
valid?
j
.Doest henar ratorunder goanychangest hataf fecttheinformat ion?
k.Whati sy ourov er al
limpressi
onoft henarrator?
8.Whydoy outhi
nktheaut
horhaschosenthi
spointofvi
ew? ? Dowegai n
somethi
ngf r
om thi
sthenarr
ator
’sper
specti
vethatwemightnotdiscover
el
sewhere? How wouldthestor
ybediff
erenti
fitweretol
dfrom another
poi
ntofview?
5.
7Anal
yzi
ngI
mager
y
I
mager yr ef
erst ot hecol l
ectionofi magesi nawor koff ict
ion:thement al
pi
cturescreatedbyt heauthor ’
swor ds.
- These wor ds often carrysuggest ive meaning in addi
tion tot hei
rlit
eral
meani ng;wr i
tersuseconcr et
ei magest ogobey ondphy sicaldescri
pti
onin
ordert oexpressf eel
i
ngsandst atesofmi nd.
- Mosti magesar ecr eatedt hr
oughwor dst hatappealtor eaders’sensesof
sight,sound,taste,smell,andtouch.Forexampl e,
o api nkf l
owermayappealt oar eader
’ssenseofsi ghtorsmel landbr i
ng
f
orthpleasantassoci ati
onswi thspri
ngtimeorahol i
daymemor y.
Gui
deQuest
ionsi
nAnal
yzi
ngI
mager
y:
1. Whi chwordsappeal t
othesenseofsight?Sound?Tast e?Smell?Touch?
2. Doesonet ypeofi magepr edominat
e?Forexampl e,ar
emostoft heimages
rel
atedtosight
, ortosound?
a.I
fonesensepr edominates,howisthi
sconnectedt otherestofthest ory?
•Dot hedomi nantsensoryimagesreinf
orceamaj orideaorimpr ession?
• Do t he domi nantsensor yimages conflictwi t
h a maj ori dea or
i
mpression?
b.Ifther
eisami xt
ureofi mages,wi
thnoonesensepr edominating,how is
thi
sconnectedt otherestofthest
ory?
• Does t he mi xture ofsensoryimages r einf
orce a maj ori dea or
i
mpression?
• Doest hemi xtureofsensoryi magesconf li
ctwi t
hamaj orideaor
i
mpression?
c. Ifthereisachangef r
om onet ypeofi maget oanother,how i st hi
s
Li
ter
atur
eoft
hePhi
li
ppi
nes
Page98of
Modul
e1
connectedtotherestofthest ory
?
•Doesthechanger ef
lectachangei nachar acteroranidea?
•Doesthechangepar all
eladev el
opmentint hepl ot
?
•Whatdoest hechanger evealaboutthestory’smeanings?
d.I ftheimagesshow aspeci ficpatt
ern(forexampl e,imagesofcol or,or
images ofnat uralscenes),whatisthesignifi
canceofthispatt
ern?
3.Dot heimageshav eposit
iveornegat i
veconnotations?Howar etheseposi
tive
ornegat i
veconnotat
ionsconnect edtothestory’
smeani ngs?
5.
8Anal
yzi
ngSy
mbol
ism
Asymbol issomet hi
ngthatr epresentssomet hingel se.
- Ofteni nal iter
arywork,asy mboli sani mageofanev entoraphysicalobj ect
(at hing,per son,orplace)t hatisusedt or epresentsomet hinginvisibleor
abst ractsuchasani dea, av al
ue, oranemot ion.
- Aut horsusesy mbolst osuggestmeani ng.Onesy mbolmaysuggestmor e
thanonemeani ng.
- Theset ti
ngcanbeamaj orsour ceofsy mbol s.
o Tr eesandgr aingrowi ngnearar i
ver,forexampl e,maysuggestl ifeor
fert
ili
ty.
o Ar easwi thoutanygrowt hmaysuggestdecayordeat h.
o Asoundofdancemusi cmaysuggestj oy;t hesoundofbeat ingdr ums
maysi gnal f
ear.
o Li ghtmaysuggestknowl edge;
o dar knessmaysuggesti gnorance.
- Althought herearenumer ouspossi bil
it
ies,notal lobjectsorevent
si nst ories
aresy mbol s. Someobj ect sorev entsar ej ustwhatt heyar
edescr ibedor
definedt obeandhav enosecondort hi
rdmeani ng.
Li
ter
atur
eoft
hePhi
li
ppi
nes
Page98of
Modul
e1
F
g
l
c
p
i
i
t
to
r
e
s
e
o
5.
e
n
r
r
ma
pl
e
c
a
f
ee
r
.
a
y
rr
l
t
n
l
i
9Anal
For
y
mal
i
a
s
e
en
m
s
d
zi
i
a
te
l
o
y
rr
e
s
ft
m
sm r
w
f
is
e
i
t
ngPoet
r
ef
.
h
r
h
st
I
e
ti
y(
er
s
t
oa
t
ef
h
o
xe
r
t
byFor
st
mal
i
sm)
oagener alter
mf orliter
aryanalysis.I
tisconcernedwit
ht he
properti
es oft he t
extitself
.Itstart
ed wi th Russian f
ormalist
si nthe earl
y
twentiet
hcent uryandext endedwitht hePr agueSchooli nt he30sandNew
Crit
ici
sm alongt he40sand50sandSt ructural
ism inthe50sand60s.I nt hei
r
studyofpoet ryandpr ose,Russianfor mali
stspur suelit
erar
iness(theuseof
1
r
.
i
s
f
c.
al
(
w
mo
D
b
me
t
“
o
mp
s
I
r
h
1
l
e
op
l
a
o
t
e
w
r
o
h
a
e
u
9
rR
e
n
l
i
w
r
uh
ma
f
e
r
ns
w
i
n
t
a
t.
v
8w
e
a
r
v
d
o
h
e
i
b
t
e,
e
s
no
4
f
v
e
k
h
s
r
(
ey
mo
l
e
i
o
me
u
s:
e
n
1
u
it
h
sd
l
I
e
n
6
e
n
f
r
tr
,d
rf
s
(
9
b
t
r
o
st
g
d
P
e
1
l
T
g
p
Si
o
f
.
e
5
yf
s
o
r
n
t
d
-
eh
c
m
h
6
e
9
n
t
c
ot
an
r
e
o
t
a
2
f
:
s
”
mo
e
ka
o
i
sh
e
4
t
e
s
(
w
t
)
o
e
tf
i
r
c
1
r
h
,
b
,c
t
o
n
mi
l
1
ih
s
e
h
)
i
ef
t
r
n
i
n
a
u9
h
y
d
s
e
i
e
dC
s
gmo
g
lv
t
n
6
i
s
)
t
a
n
h
l.
s
o
h
e
w
G
7
i
o
l
t
me
m
db
:
y
wo
p
t
r
o
h
2r
Y
t
h
e
.I
o
t
h
i
y
4a
h
c
e
o
r
e
l
i7
h
n
e
t
s
k
y
r
t
,)
l
iterar
ydevices).
1.Rhy
thm.
Gr
eekwor
d“rhut
hmos”whi
chmeansmeasur
edmot
ion(
Scot
t,
1967:
247)
.
- I
tr eferstot heflow ormov ementofal i
ne,PeckandCoy le(
1984:
61-62)asser
t,
whet herthi
smov ementissloworf ast
,calm ortroubled.
- Yet,Dr ew(1959:41) bel
ievest hatthi
sf l
ow i
sdet erminedbymeani ngmor ethan
met er,byfeeli
ngmor ethanf eet.Itreferstot he “f reedom the poetcan use
within his own sel f
-i
mposednecessi ty.I
tistheper sonalvoi
cespeakingt
hrough
thef or
mal conventi
on”.
2.Sound.
Soundsrepresentaveryimpor
tantaspecti
nlit
erar
ytextsbecausetheyconvey
sensesandexpressmoods.Theyarenotusedonlytoencodemeaningsbutthey
canbearrangedforaest
heti
cpurposesaswell
.
- Soundsar
eassociatedwithsenses.
- Somesoundsexpr esscer t
ainmoods,imitat
eanat uralphenomenonordefinea
movement.
- Forexampl
e,theEnglishconsonantsounds/l
/,/
r/,/
n/,and/ n/ar
eassoci
atedwit
h
soft
ness(
Leech,
1969:98).
3.Syntax.
Synt
ax ist he gr ound wor k of t he poet ’
sart(Nowot t
ny,
1962:
9)because
poet
ic sy ntax i s t he most power fulelementt hatmakesan utterance
meaningfulbycont r
olli
ng wordor derandconsequent lythementalorderof
i
mpressions.
1.Jacobson( 1960)emphasi zest hei mport
anceofpar al
lel
i
sm ,
rei
ter
ation
andr epetit
ionofsy nt
acti
cst ruct uresinpoet r
y.
2.Di ll
on ( 1978)al so str
esses t he i mport
ance ofpar al
l
eland repeated
structuresinpoet ry.
3.Thesent encepat t
ernhasitsbear ingoncont entaswell.
4.Toi l
l
ust r
ate,theSVO orOVSpat ternsimpar tdif
fer
entmessages and
,
thus, areusedf ordiff
erentpur poses.
Li
ter
atur
eoft
hePhi
li
ppi
nes
Page98of
Modul
e1
p
mo
a
A
t
n
h
U
s
Wh
w
P
f
B
h
op
r
oe
w
u
n
l
a
o
u
g
n
p
e
i
l
i
o
te
mme
o
s
i
n
t
et
dl
e
a
o
d
h
r
o
u
lto
wh
m
kt
r
ms
s
i
o
n
e
a
;
n
ta
r
i
n
h
t
y
a
h
f
l
s
It
y
i
t
l
h
f
i
k
w
a
l
hi
t
y
fr
i
s
a
n
l
o
w
;
r
s
h
a
e
ot
s
t
h
G
v
a
h
w
a
t
Trw
i
p
me
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5.
11Howt
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NAME: ___
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SUBJECTPROFESSOR: _
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EmailAd/PhoneNo: __
_______
_____
_____
_____
____
DATE:______
_______
_______
____
TI
TLE: _
_______
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______
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I
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V.APPLI CATION:
Allpapers shoul
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Modul
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Page98of
Modul
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