Creative Writing

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KABASALAN SCIENCE AND TECHNOLOGY HIGH SCHOOL
Kabasalan, Zamboanga Sibugay
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ENGLISH 10
JENNIFER J. SIMYUNN
Master Teacher II

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When you encounter a vocabulary word with
which you are unfamiliar, what do you do?
Use the context clues to determine the word's meaning.

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1. bewilder:
John was bewildered when he saw the math teacher
writing letters on the board that were to be added and
subtracted. Aren't letters for reading class? John
thought to himself.
Definition: ______

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2. straggle:
Vinnie thought that the 5K run would a breeze but after
he got about a mile into it, he started to straggle behind
the rest of the group.
Definition: ______

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3. haste:
We can still make it to the movie on time if we make
haste!
Definition: ______

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Critique a literary selection based
on the following approaches:

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A. Explore the meaning of the
remaining literary approaches
• Moralism
• Marxism
• Historical
• Feminism

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• HISTORICAL
• READER
RESPONSE
• MARXIST
• FEMINIST
• FORMALIST
• MORALIST

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Questions to consider in MORALISTIC APPROACH
a.What view of life does the work present? Which character best
articulates this viewpoint?
b.According to this work’s view of life, what is mankind’s relationship
to God? To the universe?
c.What moral statement, if any, does this story make? Is it explicit or
implicit?

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d. What is the author’s attitude toward his world?
Toward fate? Toward God?
e.What is the author’s conception of good and evil?
f. What does the work say about the nature of good or evil?
g. What does the work say about human nature?

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WHAT IS THE
MESSAGE OF THE
VIDEO?

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Questions for a Marxist Critic
1. Who are the powerful people in the text? Who are the powerless? Which
group receives the most attention?
2. Why do the powerful have power? Why are the powerless without power?
3. Do the powerful in the text suppress the powerless? How? Media?
Religion?
Economics? Literature?
4. What does the society value? Are the possessions acquired based on their
usefulness or their social value?
5. After reading the text, do you notice any systems of oppressions that you
have accepted? If so, what system, and how do you think you came to
accept it?

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Questions to Consider
a. How does it reflect the time in which it was written?
b. How accurately does the story depict the time in which it is set?
c. What literary or historical influences helped to shape the form
and content of the work?
d. How does the story reflect the attitudes and beliefs of the time
in which it was written or set? (Consider beliefs and attitudes
related to race, religion, politics, gender, society, philosophy,
etc.)

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e.What other literary works may have influenced the writer?
f. What historical events or movements might have influenced this
writer?
g.How would characters and events in this story have been
viewed by the writer’s contemporaries?
h.Does the story reveal or contradict the prevailing values of the
time in which it was written? Does it provide an opposing view
of the period’s prevailing values? How important is it the
historical context (the work’s and the reader’s) to interpreting
the work?

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Questions to Consider
a.How are women’s lives portrayed in the work?
b.Is the form and content of the work influenced by the writer’s
gender?
c.How do male and female characters relate to one another? Are
these relationships sources of conflict? Are these conflicts
resolved?
d.Does the work challenge or affirm traditional views of women?
e.How do the images of women in the story reflect patriarchal social
forces that have impeded women’s efforts to achieve full equality
with men?

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Critique a literary selection based
on the following approaches:

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A. Analyze texts according
to literary approaches
discussed

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ACTIVITY PROPER:
Analyze the texts below and identify
the literary approach used in writing
the essay. Include the evidences in your
responses.

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TEXT 1
In Book X of his Republic, Plato may have given us the first volley of detailed and
lengthy literary criticism in the West. The dialog between Socrates and two of his
associates shows the participants of this discussion concluding that art must play a
limited and very strict role in the perfect Greek Republic. One reason Plato included
these ideas in his Socratic dialog is because he believed that art was a mediocre
reproduction of nature: "...what artists do...is hold the mirror up to nature: They
copy the appearances of men, animals, and objects in the physical world...and the
intelligence that went into its creation involve nothing more than conjecture". So, in
short, if art does not teach morality and ethics, then it is damaging to its audience,
and for Plato this damaged his Republic.

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TEXT 2
Connie’s ability to be in a high social class derives from her good
appearance. Her mother and the rest of her family did not like that an
individual of a higher class lived amongst them. So, constantly, they tried to
put her down to try and lower her social class in their own minds. Power
over other people is acquired as individuals of higher class can oppress
those of lower class. We realize that Arnold Friend is pretending to be of a
higher class than Connie, for her the epitome of what is popular, because he
knows that this is how he can appeal to Connie, because all people want to
associate with higher classes, hoping to raise into it.

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TEXT 3
In "The Story of an Hour" we are told that the protagonist suffers from a
heart condition and she was carefully informed of her husband Brently's
death. In the course of an hour we see the protagonist named Louise as a
weak person become into a stronger woman. She contemplates her newly
found independence and is delighted over thought of being free. This
surprising reaction reflects the feeling women had in the late 19th century
had towards marriage. Through this, Chopin voices that marriage meant
men had total control over women. The women were not allowed to have
their own identity, thoughts or purpose.

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TEXT 4
Romeo and Juliet, regarded by many as William Shakespeare’s first great
play, is generally thought to have been written around 1595. Shakespeare
was then 31 years old, married for 12 years and the father of three children.
He had been acting and writing in London for five years. Romeo and Juliet is
not only one of the greatest love stories in all literature, considering its
stage history and the musicals, opera, music, ballet, literary works, and films
that it has inspired; it is quite possibly the most popular play of all time.
There is simply no more famous pair of lovers than Romeo and Juliet, and
their story has become inescapable central myth in our understanding of
romantic love.

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If We Must Die
BY CLAUDE MCKAY
If we must die, let it not be like hogs
Hunted and penned in an inglorious spot,
While round us bark the mad and hungry dogs,
Making their mock at our accursèd lot.
If we must die, O let us nobly die,
Analyze the poem “If We Must Die” recognizing the power struggles of
characters and their gender relationships. Be guided by the sentence prompts
below.

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So that our precious blood may not be shed
In vain; then even the monsters we defy
Shall be constrained to honor us though dead!
Shall be constrained to honor us though dead!
O kinsmen! we must meet the common foe!
Though far outnumbered let us show us brave,
And for their thousand blows deal one death-blow!
What though before us lies the open grave?
Like men we’ll face the murderous, cowardly pack,
Pressed to the wall, dying, but fighting back!
Poetry Foundation. (n.d.). If We Must Die by Claude McKay. Retrieved
April 10, 2021, from ttps://www.poetryfoundation.org/poems/44694/if_x0002_we-must-die

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Activity 5.5
IF WE MUST DIE
By CLAUDE MCKAY
AIM: To be able to recognize the power struggles and gender relationships of
characters in the poem.
 The poem is about…
 In the poem, females were highlighted/not highlighted as…
 The poem portrayed male characters as…
 Moreover, the poem presents the suppression of …
 It can also be observed that the author belongs to the (social class) …
 All in all, the poem clearly aims to say that…

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Very Good Good

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