This document discusses how to analyze literary texts through their biographical and sociocultural contexts. It provides strategies for examining an author's life experiences and beliefs to better understand their work. Readers are also encouraged to consider the historical period a text was written in and how social, economic and political factors of that time may have influenced the work. Together, understanding an author's biography and the sociocultural climate a work was produced in can enhance a reader's interpretation and appreciation of the piece.
This slide contains the topic on how to use appropriate critical approaches in writing a critique such as formalism, feminism, reader-response criticism and Marxist criticism (Marxism).
This slide contains the topic on how to use appropriate critical approaches in writing a critique such as formalism, feminism, reader-response criticism and Marxist criticism (Marxism).
Language Used in Academic Texts from Various Disciplines.pptxCendz Flores
"Explore the diversity of language used in academic writing across various disciplines! This presentation takes a closer look at the language used in texts from fields such as science, humanities, social sciences, and more. See how each discipline has its own unique linguistic features and conventions that shape the way knowledge is communicated.
Being a critical reader also involves understanding that texts are always developed with a certain context. A text is neither written nor read in a vacuum;
its meaning and interpretation are affected by a given set of circumstances.
Language Used in Academic Texts from Various Disciplines.pptxCendz Flores
"Explore the diversity of language used in academic writing across various disciplines! This presentation takes a closer look at the language used in texts from fields such as science, humanities, social sciences, and more. See how each discipline has its own unique linguistic features and conventions that shape the way knowledge is communicated.
Being a critical reader also involves understanding that texts are always developed with a certain context. A text is neither written nor read in a vacuum;
its meaning and interpretation are affected by a given set of circumstances.
aim of this paper is to study and analyse various aspects of the historical novel, i.e., need for fiction in a historical narrative, the defining features of historical fiction and the rise of the historical novel etc.
survey of Philippine literature in English. This includes the chapter one of the course subject which includes the definition of literature, its importance, with examples )its types such as prose with example), poetry and drama and its subtypes
Chapter 1:Introduction to the Study of Literature
Chapter 2: The Pre-Spanish Period
Chapter 3: The Spanish Period (1565-1898)
Chapter 4: The Period of Enlightenment (1872-1898)
Chapter 5: The American Regime (1898-1941)
Chapter 6: The Japanese Period (1941-1945)
Chapter 7: The Rebirth of Freedom (1946-1970)
Chapter 8: Period of Activism (1970-1972)
Chapter 9: Period of the New Society (1972-1980)
Chapter 10 : Period of the Third Republic (1981-1985)
Chapter 11: Periods (1986-1999)
Part II – Representative Compositions through the Years
Part III – Literary Compositions from 1986-1999
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. In this unit, you should be able to:
● identify the different ways one may evaluate
a literary text, specifically by examining
its biographical context, sociocultural context,
and linguistic context;
● distinguish various critical reading strategies;
and
● analyze different literary texts through
different contexts using different critical
3. While it is important to know the
characters in a literary text, it is
also essential for readers to
understand the author’s
background.
4. ….the life of Francisco Baltazar
before discussing Florante at Laura
5. There are reasons to read literature through the
biographical context (Gioia and Kennedy 2007):
● Understanding the author’s life can help you
understand his or her work thoroughly.
● Reading the author’s biography or
autobiography helps you see how much his
experiences shape his or her work directly
and indirectly.
6. Here are biographical strategies that you may use:
● Research on what the author believes in
and also what he or she does not.
● Analyze how the author’s belief system is
reflected in his or her work.
● Look at the author’s other works and
analyze if there is a pattern with regard to the
theme that is indicative of his or her life and
beliefs.
7. Ralph Waldo Emerson once
wrote: "Talent alone cannot
make the writer. There must be
a man behind the book."
8. When you are reading literature through a
biographical context:
● In what year was the text written and
published?
● Is there anything significant that happened
in the author’s life during this time? What
were the circumstances that happened to the
author before the writing of the text?
9. ● Were there several drafts of the text? What can
you say about the changes that the author made?
What aspects do you think the author struggled with
during the revision? What is the effect of the
revisions to the published text?
● Are there characters and situations in the text that
could be representative of or are similar to the ones
in the author’s life?
● How will knowing about the author amplify your
appreciation of the work?
10. Take note of the following before reading a
text through a biographical context:
● You should not assume that all works
are confessional, biographical, or even
“true to life.”
● A literary text is according to the
author’s perspective and will be heavily
influenced by him or her, but it is not the
only way of studying literature.
11. • An 1835 move to Pandacan, a district of
Manila, would prove to be very important for
Baltazar's life and his poetry. While in
Pandacan he met and fell in love with a
young lady named Maria Asuncion Rivera,
who would eventually become the muse of
all his future works.
12. Although Baltazar loved Maria, he was not able
to have her because another suitor named
Mariano Capule. Capule used his power and
money to have Baltazar imprisoned in 1835 so
that he could marry her instead of Baltazar.
While imprisoned, Baltazar wrote "Florante at
Laura," which was a poem based on his
personal circumstances regarding his love for
Maria and the deception of another male suitor.
Upon his release from prison in 1838, Baltazar
published "Florante at Laura," and it was
considered by many to be his best work.
13. There is irony to the success that Baltazar
achieved as a poet. Baltazar renounced his
gift for writing by stating on his deathbed
that he did not want his children to follow in
his footsteps and become poets, as it
caused him much suffering in his life and
the life of his family. He even went as far to
say that it would be better for them to cut
off their hands then to pursue a profession
as a writer.
15. At the end of this lesson, the learner
should be able to:
● differentiate the various literary
theories; and
● analyze a literary text by examining
its sociocultural context.
16. Aside from understanding a literary
text through a biographical
perspective, it is also important to
note the year or period it was
written.
17. Readers would be able to identify
the historical events that took place
in that year. We would also find out
the roots of an event’s cause and
the reasons behind the character’s
motives and interests.
18. • Recall the timeline of
Philippine history.
• Reflect on some events
that may have
transpired during those
periods of time by
creating a visual image
that represents each of
them.
• Share the images
drawn and the ideas
behind to the class.
19. ● 1882 – Rizal, a well-known hero of today, leaves for
Spain to pursue his studies.
● 1898 – Americans introduced formal education in
the Philippines.
● 1972 – Ferdinand Marcos declared Martial law in
the Philippines.
● 1986 – People Power Revolution took place among
the Filipino people.
● 2016 – Rodrigo “Digong” Duterte was elected the
16th president of the Philippine Republic.
20. According to the critic Wilbur
Scott,“Art is not created in a vacuum;
it is the work not simply of a person,
but of an author fixed in time and
space, answering a community of
which he is an important, articulate
21. The following are reasons to read literature
through sociocultural context (Gioia and
Kennedy 2007):
● Reading using the sociocultural context helps
you understand the social, economic, political,
and cultural forces affecting the work that you
are reading.
● Analyzing the sociocultural context of the text
makes you examine the role of the audience
22. • What is the relationship between the characters or the
speakers in the text and their society?
• Does the text explicitly address issues of gender, race, or
class? How does the text resolve these issues?
• Who has the power? Who does not? What is the reason for
this setup?
• How does this story reflect the nation? What does this say
about the country and its inhabitants?
23.
24.
25. To set its struggling passion free
From pride, and vainer ties
dissever,
And give herself to me for ever.
But passion sometimes would prevail,
Nor could to-night's gay feast
restrain
A sudden thought of one so pale
For love of her, and all in vain:
So, she was come through wind
and rain.
Be sure I looked up at her eyes
Happy and proud; at last I knew
Porphyria worshipped me; surprise
Made my heart swell, and still it
grew
While I debated what to do.
That moment she was mine,
mine, fair,
Perfectly pure and good: I
found
A thing to do, and all her hair
In one long yellow string I
wound
Three times her little throat
around,
And strangled her. No pain felt
26. • English poet Robert Browning lived during the vast majority
of Queen Victoria’s reign, making him an exemplary writer of
the Victorian era and its ethos. One of the hallmarks of
Victorian culture was sexual restraint and an overarching
sobriety of conduct. The dark side of such repression was
an obsession with sex; Victorian London had more brothels
than schools and some 80,000 working prostitutes.
• “Porphyria’s Lover” is a poem that reveals the culture’s dark
view of sexuality. Porphyria, with her overt sexuality,
represents the kind of woman the Victorians shunned. All in
all, the sexual material in the poem would have been viewed
as taboo by Browning’s contemporaries.
27. How can knowledge of the
various contexts of a literary
work enhance our
understanding and appreciation
of the text?
28. At the end of the lesson, the students should be able to:
• Define sociocultural theory
• Discuss how sociocultural theory enhances
the text’s meaning and reader’s understanding
• Manifest understanding in a literary context
using sociocultural approach
• Produce and present output from the text
using a learning strategy
29. I. introduction
II. Theme of the story with the author
III. What do you think is the prevailing social order shown?
IV. How do the people during those times act? How do
they differ from our generation?
V. How does the event affect the author and his
perspectives about the situation?
VI. What perspective/s is/are present in the movie.
Expound.