Midterms

• Language Model


  Focuses on the analysis and appreciation of the linguistic aspects of literary texts. Emphasizes the exploration of language techniques, structures, and styles employed by authors to convey meaning, evoke emotions, and create aesthetic effects.
• Language Model

  • Students engage in the close examination of literary works to understand how language choices contribute to the overall impact of the text. They analyze elements such as diction, syntax, imagery, metaphor, simile, and figurative language. The goal is to develop students' skills in interpreting and appreciating the artistry of language in literature.
• Cultural Model


  Places literature within its broader cultural and historical contexts. Emphasizes the exploration of how literary texts reflect and shape cultural values, beliefs, norms, and ideologies.
• Cultural Model


  • Students examine literature as a cultural artifact, considering the social, political, economic, and historical factors that influence its creation and reception. They analyze how literature reflects the experiences, perspectives, and identities of different cultural groups. The goal is to foster an understanding of the complex relationship between literature and culture, as well as critical awareness of cultural diversity and representation.
• Personal Growth Model


  Focuses on the emotional, intellectual, and ethical development of students through their engagement with literary texts. Emphasizes the exploration of personal responses, reflections, and connections to literature.
• Personal Growth Model


  • Students are encouraged to relate their own experiences, beliefs, and values to the themes, characters, and ideas presented in literary works. They engage in activities such as journaling, discussion, and creative expression to explore their emotional and intellectual responses to literature. The goal is to promote self-awareness, empathy, critical thinking, and personal growth through the study of literature.
• Paraphrastic Approach


  Primarily paraphrasing and rewording the text to simpler language or use other languages to translate it. Teachers use simple words or less complex sentence structure to make the original text easy to understand.
• Paraphrastic Approach


  • Teacher-centered and does not contribute much interesting activities towards students.
• Stylistic Approach


  Implies literary critics and linguistic analysis. It is for students to appreciate and understand the literary text in a deeper manner. It helps students to interpret the text meaningfully and develops language awareness and knowledge.
• Stylistic Approach


  • Analyzes the language prior to the elements of literary text.
• Language-Based Approach


  Helps students pay attention to the way the language is used when studying literature. It is student-centered and activity-based for productive use of language. It improves student's language proficiency, and incorporates literature and language skills among the students.
• Language-Based Approach


  • Engages students more on experiences and responses. Includes role play, cloze, poetry recital, discussions, forum and debate, dramatic activities, making prediction, brainstorming, rewriting stories ending and summarizing.
• Information-Based Approach


  Gives knowledge and information to students. It is teacher-centered and demands a lot of teacher's input in giving students various contents of literary text like on historical, political, and cultural and social background.
• Information-Based Approach


  • Includes reading from the criticism or notes, explanations and lectures given by teacher for examinations sake.
• Personal Response Approach


  Encourages students to make sense of their experiences and personal lives with text themes. Promotes students to associate the subject matters of the reading texts with personal life experiences.
• Personal Response Approach


  • Engages individual in literary text reading as personal fulfilment and pleasure can be met while developing the language and literary competency. Includes brainstorming, small group discussions, journal writing, interpreting opinions, and generating views from a text.
• Moral-Philosophical Approach


  Learners seek moral values from a particular literary text while reading it. It helps students to be aware of moral and philosophical values and identify them.
• Moral-Philosophical Approach


  • Students need to go beyond the text for moral and philosophical inference. Teachers can direct students to achieve self-realization as well as self-understanding while interpreting literary works.
• Literal Comprehension


  Involves understanding the explicit or surface-level meaning of the text. Readers comprehend facts, details, events, and main ideas directly stated in the text.
• Inferential Comprehension


  Readers go beyond the literal meaning to make inferences and draw conclusions based on implied or unstated information in the text.
• Evaluative Comprehension


  Involves assessing and judging the quality, validity, or effectiveness of the text. Readers critically analyze the content, arguments, or evidence presented in the text and form opinions or evaluations based on criteria such as logic, credibility, or relevance.
• Appreciative Comprehension


  Readers focus on personal enjoyment, aesthetic appreciation, or emotional response to the text. They connect with the text on a subjective level, appreciating its artistic qualities, style, or emotional impact.
• Essential Comprehension


  Involves identifying and understanding the most important or essential elements of the text. Readers distinguish between essential information and details, recognizing key ideas, themes, or concepts that are crucial for understanding the text as a whole.
• Critique Comprehension


  Readers engage in critical analysis and evaluation of the text and its implications. They assess the text's strengths and weaknesses, analyze its underlying assumptions or biases, and evaluate its significance within a broader context.
• Type 1 (Literal) Questions


  The 'right there' or 'on the page' questions where answers are directly found in the text and do not require much thinking. The key details are important to comprehend the text.
• Type 2 (Inferential) Questions


  The 'think and search questions' or 'between the lines questions' requiring thought and making connections. Deals with implied relationships through key details not stated directly, such that inferencing skills are needed.
• Type 3 (Generalization) Questions


  Themes are deduced to inform personal action. The 'beyond the text' questions that require students to think outside the text to consider what they think and believe in relation to the message of the text.
• Assessment to be effective has to involve varied tasks that will measure the students' extent of understanding of various literary pieces through their responses.
• Literary responses can be articulated though open-ended writing tasks or through a compendium of students' performances (oral and written) over time.
• Summative Assessment of Literary Responses


  Involves open-ended writing tasks or uses of student-generated portfolios based on students' written responses over time in lieu of multiple-choice items, while at the same time taking into account the influence of differences in language proficiency, requiring development of prompts and tasks designed to accommodate for variations in language proficiency.
• Formative Assessment of Oral Literary Responses


  Involves facilitation of classroom or online discussions whereby students can generate ample responses for teachers to assess based on shared criteria or rubrics that can also be used to foster students' self-assessing of their discussion responses.
• Assessment of Written Literary Responses


  Involves creating engaging, open-ended writing assignments with clearly specified criteria for defining effective interpretations so that teachers can provide descriptive feedback through individual conferences, written comments, or audio recording to foster student self-assessing and revisions of their writing, as well as training peers to provide feedback.
• Genres of Poetry


  • Narrative
  • Lyric
  • Dramatic
• Narrative Poems


  • Tell a story, have story elements like characters, setting, plot, and theme
  • Include allegory, ballad, burlesque, epic
• Lyric Poems


  • Can be sung, use song-like and emotional words to describe a moment, an object, a feeling, or a person
  • Include riddle, elegy, haiku, sonnet
• Dramatic Poems


  • Express a character's point of view, written from the perspective of a character in the story
  • Include monologue, soliloquy
• Poetic Devices


  • Devices that create rhythm
  • Devices that enhance meaning
  • Devices that intensify the mood
• Devices that create rhythm


  • Iamb, trochee, spondee, dactyl, anapest
• Devices that enhance meaning


  • Simile, metaphor, personification, hyperbole, hyperbaton
• Devices that intensify the mood


  • Onomatopoeia, alliteration, assonance, consonance