>>>>>World Literature (Literary Gems of the East and West)

World Literature (Literary Gems of the East and West)

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by Dinia Delfina S. Reyes

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World Literature (Literary Gems of the East and West)

World Literature (Literary Gems of the East and West)

by Dinia Delfina S. Reyes

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This book offers a variety of outstanding literary works of renowned literati from different parts of the world.

The sequence of the literary selections has purposely been arranged to provide ease and convenience for both teachers and students. Careful selection of pieces has been done to represent countries from East to West; thus, exposing students to different literary genres and developing in them a deep sense of appreciation and love for literature.

A working syllabus with a course outline is likewise provided. It is however suggested that this book be used along with other references or literary anthologies. More extensive readings must be encouraged since not all the selections especially novels and other authentic texts can possibly be printed.

The introduction includes techniques and literary devices that would be very much helpful in analytical discussions such as theme, setting, plot, point of illumination, foreshadowing and more.

Patterns, format for literary analysis and a sample plot map web for novels are likewise provided, which can be used as a guide  in presenting any literary selection with storylines — fiction, nove-lette, short story, or play — rather than the usual narration of the conventional synopsis.

The literature teacher as a facilitator of learning recognizes the students’ diverse capacities and needs. Consider therefore, flexibility in using each selection as a springboard for discussion and be reminded that shared human experiences which are signifi cant do surface individual schema and set of values. It is unthinkable if the teacher fails to establish a defi nite stance when conflicting standards and confusing ideas prop up during interactions. It is therefore imperative that students must know how to read each selection with understanding if they must become good critics. Equally important is the role of the literature teacher to rectify wrong concepts, and negative values generated from the selection be clarified.

In Part II, the author has painstakingly formulated questions after each printed selection whether they are authentic texts, excerpts or presented in summarized form.

Great care however was taken not to include so much definition of various literary genres, so as not to intrude on the teacher’s territory, allowing him to choose freely his own technique and approaches in unfolding each literary handiwork by the world’s luminaries. Encroachment on students’ creativity and natural artistic abilities would deter them from their capacity to discover by themselves the magic and beauty of life by exploring the writers’ vision and artistic craftmanship thru skillful ramifi cations of the language.

The author decided to include a list of writers who were recipients of the Nobel Prize in Literature from 1901 to date, to ensure the quality of book choices whenever the teacher requires supplementary readings for literary critical analysis as the course terminal activity.

Finally, the undersigned wishes to remind lovers of life to reinforce sensitivity and become humanly perceptive. The lines that ensue were lifted from Sister M. Scholastica:

“Young people should learn when to cry and when to laugh, and what is worth crying about and laughing about.

It is not small matter to see into the heart of man, to know something of his mystery, and to share in the creation of the happiest and best moments of life.

To write is to care .... about words about people, about world, about God.” (Ora’a. p. ix. 1995).

Author(s)D. Reyes
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