This document discusses different theories of how knowledge is organized in memory. It begins by defining concepts and categories, with concepts representing symbolic knowledge and categories grouping similar objects. Concepts and categories can be natural or artifact-based. The document then examines different models of categorization, including feature-based categories defined by necessary features, prototype theory involving similarity to characteristic features of an average exemplar, and exemplar theory comparing objects to stored examples. A full theory combines defining and characteristic features in a core and prototype structure. Later models involve semantic networks and theory-based categorization using explanatory knowledge.
An image is a word or phrase that appeals to one of the senses. Poets use imagery to evoke emotions and create moods in the reader. The example poem by James Stephens uses words that appeal to sight like "sea-weeds" and "tentacles" and hearing like "murmur" and "rolling" to describe the scene of waves and seashells. The imagery aims to help readers visualize and experience the setting.
Intertextuality is defined as the relationship between texts, especially literary ones, where one text shapes the meaning of another. There are three types of intertextual relationships: obligatory, where the writer deliberately invokes comparisons between texts; optional, where the writer pays homage to original works or rewards those who are familiar with source texts; and accidental, which is undefined. Obligatory intertextuality is exemplified by 2Pac's "California Love" music video borrowing imagery from the Mad Max films. Optional intertextuality can involve acknowledging similarities between works, like director J.J. Abrams doing so between Star Wars: The Force Awakens and the original Star Wars film.
LESSON 1- Patterns of Development in Writing Across Disciplines.pptxRoselynGabat1
The document discusses different patterns of development in writing across disciplines. It begins by defining four common patterns: definition, exemplification, description, and comparison/contrast. Examples of each pattern are provided. Students then complete activities to practice identifying these patterns in sample texts and writing paragraphs using each pattern. The goals are to understand how written texts can be organized differently depending on purpose and to be able to analyze patterns used in various readings. Students are assigned to write one paragraph for each of the four patterns as homework.
This document provides information about two types of reading texts: narratives and recounts. It defines narratives as stories that can be imaginary or real, and notes they typically have an orientation, complication, and resolution. Recounts are used to retell past events and usually have an orientation, events, and reorientation structure. The document provides examples and linguistic features of each text type, such as the use of past tense verbs and time adverbials. It also lists different categories of narratives and recounts.
Technical definitions aim to precisely name and categorize concepts. They do so by providing context about what something is as well as what it is not. However, definitions are complicated because meaning depends on social, political, economic and cultural contexts. When writing definitions, authors must consider their audience and purpose in order to determine how much contextual information to provide. Common types of definitions include parenthetical, sentence-level, operational, and extended definitions, with extended providing the most context.
This document discusses different theories of how knowledge is organized in memory. It begins by defining concepts and categories, with concepts representing symbolic knowledge and categories grouping similar objects. Concepts and categories can be natural or artifact-based. The document then examines different models of categorization, including feature-based categories defined by necessary features, prototype theory involving similarity to characteristic features of an average exemplar, and exemplar theory comparing objects to stored examples. A full theory combines defining and characteristic features in a core and prototype structure. Later models involve semantic networks and theory-based categorization using explanatory knowledge.
An image is a word or phrase that appeals to one of the senses. Poets use imagery to evoke emotions and create moods in the reader. The example poem by James Stephens uses words that appeal to sight like "sea-weeds" and "tentacles" and hearing like "murmur" and "rolling" to describe the scene of waves and seashells. The imagery aims to help readers visualize and experience the setting.
Intertextuality is defined as the relationship between texts, especially literary ones, where one text shapes the meaning of another. There are three types of intertextual relationships: obligatory, where the writer deliberately invokes comparisons between texts; optional, where the writer pays homage to original works or rewards those who are familiar with source texts; and accidental, which is undefined. Obligatory intertextuality is exemplified by 2Pac's "California Love" music video borrowing imagery from the Mad Max films. Optional intertextuality can involve acknowledging similarities between works, like director J.J. Abrams doing so between Star Wars: The Force Awakens and the original Star Wars film.
LESSON 1- Patterns of Development in Writing Across Disciplines.pptxRoselynGabat1
The document discusses different patterns of development in writing across disciplines. It begins by defining four common patterns: definition, exemplification, description, and comparison/contrast. Examples of each pattern are provided. Students then complete activities to practice identifying these patterns in sample texts and writing paragraphs using each pattern. The goals are to understand how written texts can be organized differently depending on purpose and to be able to analyze patterns used in various readings. Students are assigned to write one paragraph for each of the four patterns as homework.
This document provides information about two types of reading texts: narratives and recounts. It defines narratives as stories that can be imaginary or real, and notes they typically have an orientation, complication, and resolution. Recounts are used to retell past events and usually have an orientation, events, and reorientation structure. The document provides examples and linguistic features of each text type, such as the use of past tense verbs and time adverbials. It also lists different categories of narratives and recounts.
Technical definitions aim to precisely name and categorize concepts. They do so by providing context about what something is as well as what it is not. However, definitions are complicated because meaning depends on social, political, economic and cultural contexts. When writing definitions, authors must consider their audience and purpose in order to determine how much contextual information to provide. Common types of definitions include parenthetical, sentence-level, operational, and extended definitions, with extended providing the most context.
The document discusses literary elements of setting and characterization. It defines setting as the time and place where the story takes place, including historical and cultural contexts. Cultural setting reflects the beliefs and values of a location. In Oedipus, cultural setting is evident through references to oracles and sacrifices. Characterization techniques include physical description, speech/actions, how others see the character, and direct narration. In Oedipus, Sophocles reveals Oedipus' nature through his own words and actions and how other characters view him. Understanding characters provides insights into the play's themes and cultural perspectives.
The document discusses how writers carefully craft setting to provide background context and affect the story. Setting includes specifics of location, time period, weather, and customs. Details of setting can reveal characteristics of characters and create mood or tone, influencing how readers feel about the story and characters. The passage example creates a mysterious and peaceful tone through descriptions of the setting.
Group 7 presents a persuasive paragraph on the importance of laughter as medicine. The paragraph argues that laughter has powerful healing effects, from improving mood to aiding terminally ill patients. It cites evidence that laughter releases endorphins and can help more than medications in some cases. The conclusion is that laughter is a vital component of well-being and life satisfaction.
The document discusses the key components and structure of paragraphs. It defines a paragraph as a group of related sentences that are organized around a single topic, and identifies the typical parts of a paragraph as the topic sentence, supporting sentences, and conclusion. It provides examples and explanations of each part, and discusses how they work together to clearly communicate the main idea. It also covers qualities of well-written paragraphs, such as relevance, order, and use of transition words.
The document discusses story grammar, which is a technique used in remedial reading to improve comprehension. It classifies the components of a story into setting, theme, plot, and resolution. Setting establishes the time, location, and characters. Theme introduces the initiating event and internal response. Plot includes the goal, attempt, and outcome of the protagonist's actions. Resolution provides the conclusion. An example analysis of "Goldilocks and the Three Bears" is provided to illustrate how story grammar breaks down the elements of a narrative.
This document provides information on using context clues to determine the meaning of unfamiliar words. It discusses the main types of context clues:
1. Direct definitions - The definition is directly provided in the context, often using words like "is," "are," or "means."
2. Contrast clues - The context provides a contrasting idea to help infer the meaning of an unfamiliar word.
3. Cause-and-effect sentences - The context describes a relationship between two events or situations to help determine the meaning.
It also mentions other context clue types like examples, synonyms, antonyms, and general sense clues. Overall, the document teaches that analyzing the context surrounding an unfamiliar word can reveal clues
This document discusses different types of texts in literature. It defines narrative texts as those that tell a story or part of a story and includes elements like plot, characters, setting, theme, and point of view. Examples of narrative texts given are novels, short stories, historical accounts, poems, and plays. The document also defines and provides examples of persuasive, recount, explanatory, and expository texts.
The document discusses the five senses and various literary devices used to appeal to and describe sensory experiences, including imagery, sensory impressions, analogy, and different types of imagery like visual, auditory, olfactory, gustatory, and tactile imagery. It provides examples of how these devices can be used in writing to make descriptions more vivid and relatable. The document concludes with an assignment asking students to work with a partner to compose a song using one type of imagery and following a specified format.
This document discusses identifying explicit and implicit claims in arguments. It defines explicit claims as those directly stated using words like "because", while implicit claims refer to underlying assumptions and values. The document provides a framework for analyzing arguments by: 1) stating the thesis, 2) identifying explicit reasons and evidence for each, 3) determining implicit reasons and contextual evidence, and 4) evaluating the logic and validity. Identifying implicit assumptions is challenging but reveals the real issues and values underlying an argument.
This document provides an overview of hypertext and intertext in reading and writing. It defines hypertext as non-linear text that uses links to allow readers to navigate between related pieces of information and create their own understanding. Hypertext is made possible by technologies like the World Wide Web and allows for multimedia integration. Intertext refers to the relationships between texts and how a text's meaning depends on its context. Reading and writing involves understanding intertextual connections and how authors develop arguments using evidence from other sources.
Here are 3 scenarios portraying key characteristics of research:
Empirical Evidence (30 pts)
The anthropologist observed the indigenous tribe for 6 months, taking detailed field notes on their customs, language, and social structures. She interviewed elders to learn about cultural changes over time. By gathering first-hand empirical data through observation and interviews, she was able to write an authoritative report on the tribe's way of life.
Objectivity (30 pts)
The medical researchers designed a double-blind study to test a new drug for arthritis. Neither the patients nor the evaluators knew which participants received the drug vs a placebo. This eliminated potential bias in assessing the drug's effectiveness. The objectively collected data showed the drug had statistically significant
This document defines and provides examples of intertextuality. Intertextuality refers to the shaping of a text's meaning by another text through references, allusions, and transformations between texts. It is based on the idea that texts do not exist independently, but rather absorb and transform influences from other texts. Examples provided include film remakes, references between TV shows and other media, and how genre conventions create intertextual frameworks that link texts together through shared influences.
Here are my analyses of the sentences based on explicit and implicit information in the passage:
- The book is rare. (implicit - it is hard to find and not available in the stores visited)
- The author has had negative experiences at Librería Universal. (implicit - they didn't have the book as usual)
- There are bookstores downtown. (explicit - the passage states the author visited some other bookstores downtown)
- The book was not in the bookstores that the author visited. (explicit - the passage states the book was not found in any of the bookstores visited)
- The clerk at Librería Internacional was helpful. (explicit - the clerk provided an option to
This document outlines information about knowing oneself from a group project. It defines self, adolescence, self-knowledge, and personality from philosophical and psychological perspectives. It discusses theorists like Socrates, Plato, and the Upanishads. It also explains trait theory and the Big Five personality dimensions. Assessment methods like the Rorschach test and Myers-Briggs Type Indicator are described. The document provides definitions and examples to help the student better understand knowing oneself.
The document discusses literary elements of setting and characterization. It defines setting as the time and place where the story takes place, including historical and cultural contexts. Cultural setting reflects the beliefs and values of a location. In Oedipus, cultural setting is evident through references to oracles and sacrifices. Characterization techniques include physical description, speech/actions, how others see the character, and direct narration. In Oedipus, Sophocles reveals Oedipus' nature through his own words and actions and how other characters view him. Understanding characters provides insights into the play's themes and cultural perspectives.
The document discusses how writers carefully craft setting to provide background context and affect the story. Setting includes specifics of location, time period, weather, and customs. Details of setting can reveal characteristics of characters and create mood or tone, influencing how readers feel about the story and characters. The passage example creates a mysterious and peaceful tone through descriptions of the setting.
Group 7 presents a persuasive paragraph on the importance of laughter as medicine. The paragraph argues that laughter has powerful healing effects, from improving mood to aiding terminally ill patients. It cites evidence that laughter releases endorphins and can help more than medications in some cases. The conclusion is that laughter is a vital component of well-being and life satisfaction.
The document discusses the key components and structure of paragraphs. It defines a paragraph as a group of related sentences that are organized around a single topic, and identifies the typical parts of a paragraph as the topic sentence, supporting sentences, and conclusion. It provides examples and explanations of each part, and discusses how they work together to clearly communicate the main idea. It also covers qualities of well-written paragraphs, such as relevance, order, and use of transition words.
The document discusses story grammar, which is a technique used in remedial reading to improve comprehension. It classifies the components of a story into setting, theme, plot, and resolution. Setting establishes the time, location, and characters. Theme introduces the initiating event and internal response. Plot includes the goal, attempt, and outcome of the protagonist's actions. Resolution provides the conclusion. An example analysis of "Goldilocks and the Three Bears" is provided to illustrate how story grammar breaks down the elements of a narrative.
This document provides information on using context clues to determine the meaning of unfamiliar words. It discusses the main types of context clues:
1. Direct definitions - The definition is directly provided in the context, often using words like "is," "are," or "means."
2. Contrast clues - The context provides a contrasting idea to help infer the meaning of an unfamiliar word.
3. Cause-and-effect sentences - The context describes a relationship between two events or situations to help determine the meaning.
It also mentions other context clue types like examples, synonyms, antonyms, and general sense clues. Overall, the document teaches that analyzing the context surrounding an unfamiliar word can reveal clues
This document discusses different types of texts in literature. It defines narrative texts as those that tell a story or part of a story and includes elements like plot, characters, setting, theme, and point of view. Examples of narrative texts given are novels, short stories, historical accounts, poems, and plays. The document also defines and provides examples of persuasive, recount, explanatory, and expository texts.
The document discusses the five senses and various literary devices used to appeal to and describe sensory experiences, including imagery, sensory impressions, analogy, and different types of imagery like visual, auditory, olfactory, gustatory, and tactile imagery. It provides examples of how these devices can be used in writing to make descriptions more vivid and relatable. The document concludes with an assignment asking students to work with a partner to compose a song using one type of imagery and following a specified format.
This document discusses identifying explicit and implicit claims in arguments. It defines explicit claims as those directly stated using words like "because", while implicit claims refer to underlying assumptions and values. The document provides a framework for analyzing arguments by: 1) stating the thesis, 2) identifying explicit reasons and evidence for each, 3) determining implicit reasons and contextual evidence, and 4) evaluating the logic and validity. Identifying implicit assumptions is challenging but reveals the real issues and values underlying an argument.
This document provides an overview of hypertext and intertext in reading and writing. It defines hypertext as non-linear text that uses links to allow readers to navigate between related pieces of information and create their own understanding. Hypertext is made possible by technologies like the World Wide Web and allows for multimedia integration. Intertext refers to the relationships between texts and how a text's meaning depends on its context. Reading and writing involves understanding intertextual connections and how authors develop arguments using evidence from other sources.
Here are 3 scenarios portraying key characteristics of research:
Empirical Evidence (30 pts)
The anthropologist observed the indigenous tribe for 6 months, taking detailed field notes on their customs, language, and social structures. She interviewed elders to learn about cultural changes over time. By gathering first-hand empirical data through observation and interviews, she was able to write an authoritative report on the tribe's way of life.
Objectivity (30 pts)
The medical researchers designed a double-blind study to test a new drug for arthritis. Neither the patients nor the evaluators knew which participants received the drug vs a placebo. This eliminated potential bias in assessing the drug's effectiveness. The objectively collected data showed the drug had statistically significant
This document defines and provides examples of intertextuality. Intertextuality refers to the shaping of a text's meaning by another text through references, allusions, and transformations between texts. It is based on the idea that texts do not exist independently, but rather absorb and transform influences from other texts. Examples provided include film remakes, references between TV shows and other media, and how genre conventions create intertextual frameworks that link texts together through shared influences.
Here are my analyses of the sentences based on explicit and implicit information in the passage:
- The book is rare. (implicit - it is hard to find and not available in the stores visited)
- The author has had negative experiences at Librería Universal. (implicit - they didn't have the book as usual)
- There are bookstores downtown. (explicit - the passage states the author visited some other bookstores downtown)
- The book was not in the bookstores that the author visited. (explicit - the passage states the book was not found in any of the bookstores visited)
- The clerk at Librería Internacional was helpful. (explicit - the clerk provided an option to
This document outlines information about knowing oneself from a group project. It defines self, adolescence, self-knowledge, and personality from philosophical and psychological perspectives. It discusses theorists like Socrates, Plato, and the Upanishads. It also explains trait theory and the Big Five personality dimensions. Assessment methods like the Rorschach test and Myers-Briggs Type Indicator are described. The document provides definitions and examples to help the student better understand knowing oneself.
3. Inaasahang pagkatapos ng pag-aaaral na ito, ang mga mag-aaral ay:
1. Naibbahagi ang katangian at kalikasan ng iba’t ibang tekstong binasa.
(F11PS-IIIb-91)
2. Ang mga mag-aaral ay makasusulat ng sariling halimbawa ng tekstong
deskriptibo.
3. Makapagbabahagi ng katangian at kalikasan ng tekstong deskriptibo.
4. Sa unang tingin pa lang ay labis na akong naakit sa kanyang mga matang tila
nangungusap. Di ko mapuknat ang aking paningin sa hindi pangkaraniwang
kagandahan sa aking harapan. Papalayo na sana ako sa kanya, subalit alam kong
dalawang nagsusumamong mga mata ang nakatitig sa aking bawat galaw,tila
nang-aakit upang siya’y balikan,yakapin, at ituring na akin.Siya na nga at wala nang
iba ang hinahanap ko. Hindi ako makapapayag na mawala pa siyang muli sa aking
paningin. Halos magkandarapa ako sa pagmamadali upang siya’y mabalikan.
“Manong, ang asong iyan na ang gusto ko. Siya na nga at wala nang iba.Babayaran
ko nang maiuwi ko na.
5. 1. Naging epektibo ba ang ginawang paglalarawan? Bakit? Oo o bakit naman
hindi?
2. Naisip mo ba agad na aso pala ang inilalarawan? Anong bagay ang una mong
inakalang inilalarawan batay sa mga naunang pangungusap?
3. Anong katangian ng talata na sa palagay mo ay agad nakakuha sa atensiyon ng
mambabasa? Ipaliwanag.
4. Kung ikaw ay maglalarawan sa mga pangyayari sa unang pagkikita ninyo ng
iyong alaga, paano mo ito ilalarawan?
8. 1.Anong emosyon ang nais ipabatid
ng larawan?
2.Anong mensahe ng larawan ang
nais ipahiwatig sa mambabasa?
3.Paano nakatulong ang image na
ipinapakita sa pagbuo ng talata?
10. Ang manunulat ay
naglalarawan ng
napakalinaw at halos
madama na ng
mambabasa subalit ang
paglalarawan ay
nakabatay sa isang
katotohanan sa totoong
buhay.
11. Ito ay karaniwang nangyayari sa
paglalarawan sa mga tekstong naratibo
tulad halimbawa ng mga tauhan sa
maikling kuwento.
Likhang – isip lamang ng manunulat ang
mga tauhan kayat ang lahat ng mga
katangiang taglay nila ay batay lamang sa
kanyang imahinasyon.
12. Si Dante ay matipunong
lalaki, may mapang-akit na
ngiti, at mga matang may
taglay na halina sa
sinumang makakakita.
13. Ang maaliwalas na mukhang
agad sinisilayan ng taos-
pusong pagbati sa bawat
makasalubong ay dagling
nakakukuha ng atensiyon at
tiwala ng iba.”
15. Halimbawa, kung ang lugar sa bansa na
kilala rin ng kanyang mga
mambabasa,gagamit pa rin siya ng sarili
niyang mga salitang maglalarawan sa lugar
subalit hindi siya maaaring maglagay ng
mga detalyeng hindi taglay ng kanyang
paksa.
16. Halimbawa ay hindi niya maaaring sabihing
“nagtatagpo ang asul na karagatang
humahalik sa paanan ng luntiang hagdan-
hagdang palayan ng Banaue” sapagkat
wala namang kalapit na karagatan ang
lugar na nabanggit.
17. Sa halip, maaari niyang banggitin
ang malilinaw na ilog na dumadaloy
sa ilang bahagi ng hagdan-hagdang
palayan na pinagmumulan din ng
patubig sa mga nakatanim na palay.
19. Ang tekstong deskriptibo ay
maihahalintulad sa larawang ipininta o
iginuhit kung saan kapag nakita ito ng iba ay
parang nakita na rin nila ang orihinal na
pinagmulan ng larawan.Subalit, sa halip na
pintura o pangkulay,mga salita ang ginagamit
ng manunulat upang mabuo sa isipan ng
mambabasa ang paglalarawan.
20. Mga pang-uri at pang-abay ang
karaniwang ginagamit ng manunulat upang
mailarawan ang bawat tauhan, tagpuan,
mga kilos o galaw, o anumang bagay na
nais niyang mabigyang buhay sa
imahinasyon ng mambabasa.
21. Mula sa epektibong paglalarawan ay halos
makikita, maaamoy, maririnig, malalasahan
o mahahawakan na ng mambabasa ang
mga bagay na inilalarawan kahit pa sa
isipan lamang niya nabubuo ang mga
imaheng ito.
22. Bagamat mga pang-uri at pang-abay ang
karaniwang ginagamit ang iba pang paraan
ng paglalarawan tulad ng paggamit ng mga
pangngalan at pandiwang ginagawa ng
mga ito gayundin ng mga tayutay tulad ng
pagtutulad, pagwawangis, pagsasatao, at
iba pa.
23. Isa pang bagay na dapat tandaan sa pagbuo ng
tekstong deskriptibo ay ang relasyon nito sa iba
pang uri ng teksto. Ang paglalarawan kasing
ginagawa sa tekstong deskriptibo ay laging
kabahagi ng iba pang uri ng teksto partikular ang
tekstong naratibo kung saan kinakailangang
ilarawan ang mga tauhan, ang tagpuan, ang
damdamin, ang tono ng pagsasalaysay, at iba pa.
24. Nagagamit din ito sa paglalarawan sa panig na
pinaniniwalaan at ipinaglalaban para sa tekstong
argumentatibo,gayundin sa mas epektibong
pangungumbinsi para sa tekstong persuweysib,
o paglalahad kung paano mas magagawa o
mabubuo nang maayos ang isang bagay para sa
tekstong prosidyural.
25.
26. Sa paglalarawan ng tauhan,hindi lang sapat na
mailalarawan ang itsura at mga detalye patungkol sa
tauhan, kundi kailaangang maging makatotohanan
din ang pagkakalarawan dito. Hindi sapat na
sabihing “ Ang aking kaibigan ay maliit,maikli, at unat
ang buhok, at mahilig magsuot ng pantalong maong
at puting kamiseta.”
27. Sinasabing ang pinakamahuhusay na tauhan ay
yaong nabubuhay hindi lang sa pahina ng akda
kundi sa puso at isipan ng mambabasa kaya naman
kahit sila’y produkto lang ng mayamang imahinasyon
ng manunulat,hindi sila basta nakalilimutan.
28.
29. Ang paglalarawan sa damdamin ay bahagi pa rin ng
paglalarawan sa tauhan subalit, sa halip na sa kanyang panlabas
na anyo o katangian ito nakapokus, ang binibigyang-diin dito’y ang
kanyang damdamin o emosyong taglay. Napakahalagang
mailarawan nang mabisa ang damdamin ng tauhan sapagkat ito
ang nagbibigay dahilan kung bakit nagagawa ng tauhan ang
kanyang ginawa.Makakatulong maka-konekta ang mambabasa sa
tauhan kung sa halip na ilarawan lang ng manunulat ang
damdamin ng tauhan mula sa malayo ay mismong ang tauhan ang
magsasaad ng emosyong nararamdaman niya.
30. Maaaninag ng mambabasa mula sa
aktuwal na nararanasan ng tauhan ang
damdamin o emosyong taglay nito.
31. Matindi ang pagkirot ng tiyan ni Mang
Tonyo. Nagdidilim na ang kanyang paningin
at nanlalambot na ang tuhod sa matinding
gutom na nadarama. Dalawang araw na pala
nang huling masayaran ng pagkain ang
nanunuyo niyang mga labi.
33. :sa halip na sabihing naiinis siya sa ginawang
pagsingit sa pila ng babae ay maaari itong gamitan
ng sumusunod na diyalogo:
“Ale, sa likod po ang pila. Isang oras na kaming
nakapila rito kaya dapat lang na sa hulihan kayo
pumila!”
34. Sa pamamagitan ng pagsasaad sa ginawa ng
tauhan minsa’y higit pang nauunawaan ng
mambabasa ang damdamin o emosyong naghahari
sa kanyang puso at isipan.
35. Sa pamamagitan ng pagsasaad sa ginawa ng
tauhan minsa’y higit pang nauunawaan ng
mambabasa ang damdamin o emosyong naghahari
sa kanyang puso at isipan.
36. “Umalis ka na! Ang mariing sabi ni Aling Lena
sa asawa habang tiim bagang na nakatingin
sa malayo upang mapigil ang luhang kanina
pa nagpupumilit bumalong mula sa kanyang
mga mata.”
37. Ang mga tayutay at matatalinghagang
pananalita ay hindi lang nagagamit sa pagbibigay
ng rikit at indayog sa tula kundi gayundin sa prosa.
38. “Umalis ka na! Ang mariing sabi ni Aling Lena
sa asawa habang tiim bagang na nakatingin
sa malayo upang mapigil ang luhang kanina
pa nagpupumilit bumalong mula sa kanyang
mga mata.”
39. “Umalis ka na! Ang mariing sabi ni Aling Lena
sa asawa habang tiim bagang na nakatingin
sa malayo upang mapigil ang luhang kanina
pa nagpupumilit bumalong mula sa kanyang
mga mata.”
40.
41.
42. Sa paglalarawan sa tagpuan ay mahalagang
mailarawan nang tama ang lugar o panahon kung
kailan at saan naganap ang akda sa paraang
makagaganyak sa mga mambabasa.Sa
pamamagitan nang mahusay na pagkakalarawan
sa tagpuan madarama ng mambabasa ang diwa ng
akda.
43. Maaaring ilarawan ag tagpuan sa
pamamagitan ng pagkilos ng tauhan sa
kapaligirang ito.Kung ang tagpuan halimbawa
ay isang munting barungbarong sa tambakan
maaaring itanong ang sumusunod para sa
isang mabisang paglalarawan:
44. Ano ang itsura ng barong-barong at
kapaligiran nito? Marumi, luma, kinakalawang,
gumigiray, nakakarimarim na basura,
naglipanang langaw, mga mangangalakal, ng
basurang nakasuot ng tagpi-tagping halos
basahan, nakapanlulumong kahirapan at
kapangitan.
45. Ano-anong tunog ang maririnig sa paligid? Sigaw
ng mga inang hindi magkamayaw sa mga
gawain.iyakan ng mga batang gutom at di pa
nakapag-almusal,ingay ng mga trak na nagdadal
ng basura,hugos basurang ibinabagsak sa
tambakan,busina ng mga sasakyan sadi kalayuang
kalsada,tawanan ng mga mirong nag -iinuman sa
kalapit na tindahan.
46. Anong amoy ang namamayani?
Masangsang na amoy ng nabubulok na basura,
amoy ng usok na nagmumula sa bunton ng mga
basura,amoy pawis ng mga basurerong bilad sa
araw,maasim na amoy ng mga batang hind pa
napaliliguan ng ilang araw,amoy ng tuyong hilaw
iniihaw sa kalan.
47. Ano ang pakiramdam sa lugar na ito?
Maiinit o
maalinsangan,gutom,nakapanglalagkit na
pawis at alikabok,hindi
komportable,nakaririmarim o nakakadiring
bagay sa paligid,kawalan ng pag-asa.
48. Ano ang lasa ng mga pagkain dito?
Pagpag ng manok na nagsisimula nang
mapanis kaya’t maasim na , masebo at
matabang na karne mula sa karinderyang
nilalangaw.
49.
50.
51. Sa maraming pagkakataon,sa isang mahalagang
bagay umiikot ang mga pangyayari sa akda at ito
rin ang nagbibigay nang mas malalim na kahulugan
dito. Hindi sapat na maglagay lamang ng larawan
ng nasabing bagay sa pahina ng akda upang
mabigyang diin ang kahalagahan nito.
52. Dapat na mailahad kung saan nagmula ang
bagay na ito.Kailangan ding mailarawan itong
mabuti upang halos madama na ng mambabasa
ang itsura,amoy bigat, lasa,tunogg, at iba pang
katangian nito. Mula rito’y ihayag na ang kuwento
sa likod ng bagay at kung paano ito naging
makabuluhan o mahalaga sa tauhan o manunulat at
sa kabuuan ng akda.