21st Century Literature from the Philippines and the World, Cheat Sheet of Literature

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2 1st Century

Literature from

the Philippines

and the World

Quarter 1 – Module 2 :

Compare and Contrast

the Various 21st Century

Genres from the earlier

Genres/ Periods

21 st^ Century Literature from the Philippines and the World – Grade 11 Self-Learning Module (SLM) Quarter 1 – Module 1: Compare and Contrast the Various 21st Century Genres from the Earlier Genres/ Periods First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Printed in the Philippines by Department of Education – SOCCSKSARGEN Region Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax: (083) 2288825/ (083) 2281893 E-mail Address: [email protected] Development Team of the Module Writers: Glenda Q. Liwag Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan Reviewers: Helen J. Ranan, Sally A. Palomo Illustrator: Glenda Q. Liwag, Carolyn Naomi M. Papas Layout Artist: Cesar Ian S. Ranan Cover Art Designer: Ian Caesar E. Frondoza Management Team: Allan G. Farnazo, CESO IV – Regional Director Fiel Y. Almendra, CESO V – Assistant Regional Director Romelito G. Flores, CESO V - Schools Division Superintendent Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent Gilbert B. Barrera – Chief, CLMD Arturo D. Tingson Jr. – REPS, LRMS Peter Van C. Ang-ug – REPS, ADM Gerardo Magno – Subject Area Supervisor Juliet F. Lastimosa - CID Chief Sally A. Palomo - Division EPS In- Charge of LRMS Gregorio O. Ruales - Division ADM Coordinator Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor / Coordinator

21st Century

Literature from

the Philippines

and the World

Quarter 1 – Module 2 :

Compare and Contrast Various

21st Century Genres from the

Earlier Genres/ Periods

Introductory Message

For the facilitator: Welcome to the 21 st^ Century Literature from the Philippines and the World- Grade 11 Self-Learning Module (SLM) on Compare and Contrast Various 21st Century Genres from the Earlier Genres/ Periods! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners.

For the learner: Welcome to the 21st Century Literature from the Philippines and the World- Grade 11 Self-Learning Module (SLM) on Compare and Contrast Various 21st Century Genres from the Earlier Genres/ Periods! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know This^ will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part^ includes an^ activity^ that aims^ to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In^ this^ portion,^ the^ new^ lesson^ will^ be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This^ comprises^ activities^ for^ independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This^ includes^ questions^ or^ blank sentence/paragraph to be filled in to process what you learned from the lesson.

What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is^ a^ task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. Answer Key This contains answers to all activities in the module. At the end of this module you will also find: The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! References This is a list of all sources used in developing this module.

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the Compare and Contrast Various 21st Century Genres from the Earlier Genres/ Periods. The scope of this module permits it to be used in many different learning situations. The language used recognizes the diverse vocabulary level of students. The lessons are arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using. In this module, you will be able to

• differentiate/ compare and contrast the various 21st century literary genres and the ones from the earlier genres/periods citing their elements, structures and traditions. ( EN12Lit-Id- 25 ) Specifically, you are expected to:
• identify the different literary genres
• recognize the elements and structure of each genre

What I Know

What literary types do you know? Let us check your knowledge about literary genre. Directions : Choose the letter of the best answer. Write the chosen letter on the space provided before the number. ________1. These are written works such as poems, plays, and novels that are considered to be very good and have lasting importance. It could be printed materials that provide information about something. a. genres b. literature c. written arts d. printed materials ________2. It is a story passed down from one generation to another through the word of mouth and it became a part of the culture of the community. a. epic b. myth c. legend d. folktale ________3. It is a story that explains the origin of things, animals, beliefs, practices and of natural phenomena. a. epic b. fable c. myth d. legend ________4. It is a genre of literature that uses rhythmic and aesthetic of language to evoke meaning. a. poetry b. drama c. fiction d. nonfiction ________5. It is performed before an audience in a theatre, radio, or television. a. poetry b. drama c. fiction d. nonfiction

________6. It is a long narrative poem which tells and describes the life, achievements or events of a hero. a. epic b. fable c. myth d. legend ________ 7. It is a poem uploaded in the internet using computer screen as medium. a. textula b. tanaga c. quotes d. hyperpoetry ________8. It is telling a story with less than 1000 words to condense a story into fewest words possible. It emphasizes plot than other elements of the story. a. blog b. chick lit c. flash fiction d. hyperpoetry _______9. It is a story that tells about women, their lives, trials, tribulations, and success. a. blog b. chick lit c. flash fiction d. hyperpoetry ________10. It is an essay in a regularly updated webpage or website written in a conversational style. a. blog b. chick lit c. flash fiction d. hyperpoetry ________11. It is a story that needs a detective to solve a puzzle or scenario a. mystery b. suspense c. realistic fiction d. historical fiction

________ 12. It is a fictional love story set during a time in our past like The Death March, Edsa Revolution and World War II. a. mystery b. suspense c. realistic fiction d. historical fiction ________ 13. It is a futuristic adventure in space with robots and cyborgs as characters. a. science fiction b. realistic fiction c. historical fiction d. futuristic fiction ________ 14. It refers to a three-line poem. a. tercet b. sestet c. couplet d. quatrain ________15. It refers to a literary device that uses a part to represent the whole or vice-versa. a. simile b. metaphor c. synecdoche d. onomatopoeia

Lesson

2 Compare and Contrast Various 21st Century Genres from the Earlier Genres/ Periods The desire for self-expression resulted to the production of literature. It is a writer’s expression of his mind, heart, emotions, thoughts, and ideas. Literature is written works like poetry, novels, journals of famous authors and usually published. ‘Genre’ literally means ‘type”, so literary genre means types of literary works. On this part of the lesson, you will recall and differentiate the four major literary genres; poetry, fiction, nonfiction and drama; however, literature changes to adapt to the trends of the contemporary world; thus, new genres of literature are born. In this lesson, we will study and appreciate both the earlier genres and the contemporary genres.

What’s In

For the previous lessons, you have known the different dimensions of Philippine literary history and appreciated the contributions of some canonical Filipino writers for the development of national literature. It truly influences society by changing opinions, instilling values and translating experiences across space and time. Match the names of the famous local authors in Column A to the region they belong in Column B. Write your answer the in the space before the number. Column A Column B

1. I- Ilocos Region a. Illuminado Lucente
2. II- Cagayan Valley b. Bartolome del Valle
3. III- Central Luzon c. Aida Rivera- Ford
4. XI- Davao Region d. Francisco Balagtas
5. XII- Socsksargen e. Edith Tiempo f. Sionil Jose

What’s New

Literature reinvents itself as it changes its form to adapt to the changing times and changing trends; especially for the young people like you. The need to express oneself gave birth to literature and humanity never got contented on their attempt to express themselves resulting to new genres like hyperpoetry , mobile textula , flash fiction , chick lit , and, blogs. Study the picture below. Do you have similar scenario in your homes? Activity 1: I Can Scribble Share how you felt after looking at the picture above by doing any of the following tasks. You can write your draft on a paper and write your final text on the space provided after each task. You may also use a separate sheet if necessary. A. Write a short poem that summarizes the idea of the picture. It must consist of 3 quatrains. Remember to use figurative language and literary devices to convey the appropriate emotion to your readers.

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B. Write a short comical skit about the use of electronic gadget based on the drawing.

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C. Share a real life account or anecdote similar to the picture using less than 100 words. Be specific about the actual setting; use real characters, and tell the factual incidents.

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D. Write a legend about the origin of cell phone or laptop. It must be less than 100 words and must teach a moral lesson.

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Activity 2 : What is it called? Let us discuss Activity #1 by answering the questions below. You will answer using the choices after it and write its corresponding letter on the space provided before the number. _____1. What genre of literature was used on Task A? a. drama b. poetry c. fiction d. nonfiction _____2. On what genre of literature a comical skit be classified? a. drama b. poetry c. fiction d. nonfiction ______3. What genre of literature tells and describes about a real life event like an anecdote and a memoir? a. drama b. fiction c. poetry d. nonfiction _____4. A fable is a narrative where the characters are inanimate objects like a cell phone. On what genre of literature does fable belong? a. drama b. fiction c. poetry d. nonfiction _____5. Which statement best describe the tasks in Activity 1?? a. The tasks are entertaining. b. Each task has a different purpose. c. They differ in form and structure. d. The tasks are simple but differs in theme. _____6. How should the tasks be classified? a. classify them according to their genre b. classify them according to their purpose c. classify them according to their elements d. classify them according to their structure The different activities given in Activity 1 represent the four genres of literature: poetry, fiction, nonfiction and drama. Each has distinct sub-genres, structure and elements. This will be discussed in the next parts of this module.

What Is It

Each literature genre has distinct sub-genres, structure and elements. Study the table below: Genres and Sub-genres of Literature: Elements and Structure Genre Sub-genre Elements Structure Poetry Lyric (sonnet, ode, elegy), dramatic (soliloquy, monologue, dialogue), and narrative (epic) Rhyme, meter, figurative devices, symbolism Written in lines and stanzas 2 lines- couplet 3 lines – tercet 4 lines – quatrain 5 lines - cinquain 6 lines – sestet 7 lines - septet 8 lines - octave Fiction (stories that did not happen in reality fantasy, folklore, mystery, suspense or thriller, historical fiction, science fiction, romance plot, characters, theme setting, point-of-view, literary devices Written in paragraphs Nonfiction (factual stories, with real characters and setting) biography, references (encyclopedia, dictionary, thesaurus), autobiography, narrative (memoir, testimonio), and periodicals (newspapers, magazines, journal that are written regularly) plot, characters, theme setting, point-of-view, literary devices Written in paragraphs Drama tragedy , comedy Literary element (script), Technical element , (scenery (set),make- up, costume, lights, and sound) performance element (acting, character analysis, character motivation…) The script serves as the text and it is performed before an audience

The given genres with their elements and structures are further discussed in detail below: A. Poetry Poetry is one of the earliest genres of literature. It was either recited or sang back to prehistoric times to call for help from a deity, narrate a hero’s life and victories, tell about the love story of their rulers, or describe someone who inspires them. In order to understand or even write a good poem, you must know the elements of poetry :

1. Rhyme – it is the identical rhyme if the last words or sounds match each other. alliteration : f ollowed, f lats, f ront b other, b ack assonance: b i g, sl i pper p i cked, sl i my
2. Meter – it is also called the rhythm in poetry. It is the pattern of beats ( foot) (stressed and unstressed syllables in a line). It is also called foot. There are four basic rhythms in poetry: 2.1 Iamb - unstressed / stressed (buh BUH ) buh BUH/ buh BUH Today, / we live / 2.2. Trochee- stressed / unstressed (BUH buh) BUH buh BUH buh BUH buh Captain/ it’s gone/ hold it 2.3. Anapest- unstressed / unstressed / stressed. ( buh buh BUH ) buh buh BUH buh buh BUH If I cry/ If I leave/ 2.4. Dactyl- stressed / unstressed / unstressed (BUH buh buh ) BUH buh buh / BUH buh buh / BUH buh buh Carnage is / horrible / heritage 3. Imagery and Symbolism The beauty of poetry is on the carefully chosen words that rhyme and the lines and stanzas with uniform rhythm. Poetry must also employ figurative language to creatively express emotions, feeling and ideas. Here are the commonly used literary devices in poetry: Metaphor Direct comparison of two unlike things. Ex. He is a strong lion. Simile Two unlike things compared to each other using “like” or “as”. Ex. He is strong like a lion. Onomatopoeia Words that imitate a sound Ex. The gushing of wind and gnashing of teeth Alliteration The repetition of the same initial sound of the words. Ex. B e b rave, b e b oundless B eauty is a b ouquet of b lue b aby’s b reath Assonance The resemblance of a sound in words or syllable. Ex. Wh o kn o ws h o w h o ll o ws sn o re. Repetition A word, a phrase, or a sentence repeated to emphasize its importance in the entire text. Ex. Not yet Rizal, Not yet ….

Synedoche A part is made to represent the whole or vice-versa Ex. Hundred heads of cattle bought at a good price. Personification Giving human attributes to an object or animal Ex. The wind spoke of hope and redemption. Hyperbole It exaggerates the meaning of a sentence. Ex. I am so thirsty that I could drink an ocean. Symbols It is the use of symbols to convey ideas. A symbol represents various ideas or things at one time. Like darkness or color black may symbolize death, uncertainty , failure, or an end. A white rose may mean purity, freshness, new beginning, or death. Example : The cold wind blew my heartaches away (the cold wind can mean inspiring words, new ideas, new hope) The warm sunshine filled my emptiness with joy. (the warm sunshine can mean a person whom the author loves, or an event that made him be filled with joy) To appreciate and write a good poem, it is also essential to know its structure. Poems are written in lines that comprise a stanza. Thus, each type of poem differs from each other because of its structure. To identify a poem’s structure is to count the lines of every stanza: Couplet - 2 lines Tercet - 3 lines Quatrain - 4 lines Cinquain - 5 lines Sestet - 6 lines Septet - 7 lines Octave - 8 lines On the next page is a sample of a free-verse poem which the author used symbols and imagery to convey his thoughts and feeling.

Moonset at Central Park Station of St. Paul Subterranean River National Park John Iremil E. Teodoro This morning, after the faint scent of sea grasses awakened me, I followed the setting moon in the reefs flats in front of my bamboo cottage. I nearly stepped on a parrotfish that was caught by the low tide. It was as big as my slipper. I picked its slimy body and returned it to the sea. In its excitement it forgot to thank me It didn’t even bother to look back— it swam quickly away from me It dived towards the direction of the horizon where the moon was hiding. Perhaps in my next visit that parrotfish will surprise me with a greeting. It shall brag to me about its scales painted by the setting moon. *Teodoro, J. I. . Moonset at Central Park Station of St. Paul Subterranean River National Park. In N. C. Moratilla. Claiming Spaces: Understanding, Reading and Writing Creative Nonfiction (pp. 6-7). Quezon City: Phoenix Publishing House.

The given poem is free-verse and unmetered. It has no rhythm but it uses alliteration, assonance, repetition, and symbolism. alliteration : f ollowed, f lats, f ront b other, b ack d ived, d irection h orizon, h iding p erhaps, p arrotfish assonance: b i g, sl i pper p i cked, sl i my b o dy, f o rg o t, t o symbols: moon - dreams to be fulfilled, fulfilled dreams, inspiration horizon - a place to find or to keep your dreams, a place which promises good fortune or good life parrotfish - a gay/ LGBTQ member because of its color

• an ungrateful person
• someone passive
• someone who has a very colourful life
• an experienced person
• a person who picks up someone else’s trash words/ lines used repeatedly: - sea, moon, parrotfish B. Fiction: Fiction is a story of make believe. It is a story made by the author’s creative imagination. It has various sub-genres like mystery, fantasy, suspense, historical fiction science fiction, realistic fiction and folklore (myths, fables, legends). To understand fiction and to write a good fictional story, you must be able to identify and understand its elements that comprise the texts’ contents and message the story wanted to impart to its readers. Now, you will read a legend that tells how a great lake was formed. It was retold by one of the writer’s former senior high school student who lived a in village near Lake Sebu.

Located in South Cotabato, Lake Sebu is considered as the “Summer Capital of Southern Mindanao” because of the cool weather and uphill location of the town. It is the home of the T’boli, a tribe famously called as “Dreamweavers” because of their colorful bead works and hand-woven cloth called T’nalak. The Legend of Lake Sebu (A T’boli Folktale) Once there was a beautiful. yet mysterious princess, who came to the land of the T’bolis. She was loved by the locals. However, she met a mythical frog whom she angered. To avenge himself, the frog opened a big lotus flower that gushed water and flooded the entire land. The princess’ brother saw this from the heavens. He threw leaves and pythons that became land mass so that his sister can pass through. From that day on, the village was covered with water. The eleven islets became the home of the locals. *Narrated by Moreno, M. E., Legend of Lake Sebu, June 20, 2020 Activity 2: Let’s Take Note (Noting Details by Employing the Elements of Fiction) Directions: Answer the following questions briefly:

1. Where can Lake Sebu be found? ____________________________________ (setting)
2. What is another name for Lake Sebu? _______________________________ (setting)
3. Who once lived on the land of the T’bolis? ___________________________________ _____________________________________________________(characters/ plot-exposition)
4. What problem did the princess had during her stay in the place? __________________________________________________ (plot/rising action and conflict)
5. What did the frog do to avenge himself? ____________________________________________________________________(plot/climax)
6. Who helped the princess? How was he able to help her? ______________ _________________________________________________________(plot/falling action)
7. How did the princess survived the flood made by the angry mythical frog?? _________________________________________________________________ (plot) Fiction uses the basic elements of a story, namely; the plot , setting , characters , and conflict , to convey its ideas.

Fiction follows the Freytag’s Pyramid to create an interesting and detailed narrative. Below is an illustration of the story pyramid which consists also the parts of a plot. climax rising action falling action exposition denouement The following are the elements of short story according to Freytag:

1. Exposition tells about the background of the story. The information can be about the setting, characters’ back stories, or historical contexts.
2. Rising action is the part of the story after the characters and setting are introduced and events in the story begin to reveal probable conflicts that the protagonist must resolve. It also involves events that lead to the climax of the story.
3. Climax is the highest point of tension in the story. It is usually the most interesting part.
4. Falling action is the part of a story after the climax and before the very end.
5. The denouement is the final outcome of the story and it is where other secrets are revealed, if there is any. The setting includes the time or period and place where the event happened. The characters are the persons/ animals/ or any inanimate object that functions as the protagonist, antagonist and other minor entities that perform the actions, speak dialogue and moving the story along a plot line. Conflict creates tension in the story and it involves the struggle of between two opposing forces/ characters, usually the protagonist and the antagonist. Conflict can be internal and external. Internal conflict is a psychological conflict which arises when the character experiences two opposite emotions (like love and hate, patriotism and devotion) or aspirations ( like career and marriage, fame and peace of mind) which usually involves good and evil. External conflict is the struggle of a protagonist against outside forces that hamper his/ her progress and hinders him/her to achieve his/ her goal.

C. Non- fiction : Memoir Nonfiction is a literary genre that tells about stories that actually happen in real life. The sub genres of literary nonfiction are biography, memoir, autobiography, journals, diaries, periodicals and references. These works of literary nonfiction have character, setting, plot, conflict, figurative language, and theme just like literary fiction, fiction and thriller or suspense. To interpret fiction, we must analyze and interpret using the elements of fiction. The story below was a personal account of the author about his ordinary encounter with a Champorado vendor which made him realized how lucky he was. Another Universe Kurt Joshua O. Comendador He was about my age and about my size. He first approached us while we were eating at a cottage at a spring resort. “ Champorado mo , Ma’am. Sir”, he said. “ Init pa. ” Champorado. Chocolate porridge. Still hot. I declined. I watched him as he went on his way, selling champorado in a small pot to other resort- goers. He might have more customers if only he has better container than peddle an iron pot. I took a plunge into the cold. Everything was familiar. Too familiar even: The laughter of the persons around me, the giant splash as a kid cannonballs into the water, the off-key singing from a karaoke booth, the jovial mood, and the calming effect as I float in the spring water. I always believe that cold waters cleanse the body and the mind from any stress. It’s like floating in your own universe, as I like to describe it. Then there he was again, walking on top of the wall that separates the water into smaller pools. “ Champorado, Champorado. Init pa ,” he shouted, hoping someone would buy his hot champorado. “I want to eat some more. Do you like to have some champorado ?” I asked my girlfriend. “No, would you like to buy?” “We still have siopao in the bag.”

From the water, I watched him as he peddled his pot. I noticed that it was not only small, it was also blackened by soot; he must’ve used it over open fire frequently. We kept swimming until twilight. The people began to thin down; but he kept on peddling his champorado. I let my girlfriend change her clothes first while I sat on a circular bench nearby. I noticed a guy, looking so miserable, sitting next to me. On his side, on the bench, was the small, sooty pot. He must be the champorado vendor. I figured. On his other hand was a slipper. I saw that the front strap broke. He remorsefully shook his head. I held back tears. I watched as he tried reattaching the broken strap. Unconsciously, I followed him with my eyes as he softly placed his slipper on the ground. He tried wearing it, but it immediately broke again. Then I noticed something- he was wearing two different footwear. On his left foot is a slide slipper, the one athletes commonly wear, while on the other foot, the one that broke, is a traditional flip-flops. I wanted to help him - maybe give him some money to buy a new pair of slippers. But money, I have none too plenty, I might need it on the way home. Give him my old pair of shoes? I can’t drive my motorcycle bare-footed. I might get caught by the traffic enforcers. I saw plenty of slippers repaired by sticking a wire through the rubber to hold it down. The least I can do is to help him fix his slipper, but the resort is too dark to find any wire that might be laying on the ground. I wanted to say something, but no words came out of my mouth. After a while, he went inside the changing room, carrying his pot on one hand, and his slipper on the other. He also had a backpack, I concluded that he might have carried his utensils there. I was left alone. Trapped in another universe. He was about my age and about my size. We could’ve been similar in many ways; he might also be the eldest, he might also have four siblings. He might also want to plunge into the cold, spring water. I liked to ask him questions: Where he lives, was the champorado sold out, what happened to his slippers and what he would do next. But the biggest question was for myself: would I do the same if circumstances dictate me so? My girlfriend finished changing. It was already my turn. He still didn’t come out. I tried to take my mind off of him while I change into dry clothes. It bothered me why it took so long inside the changing room. Was he able to fix his slipper? I had no way of knowing. When I got out, out of the dusk, at a distance, I saw the vendor. He had backpack to be exact., there was a little light to see him clearly. He was sort of walking with a drag. I just hoped he gets home safe and sound. It was already dark when we were ready to leave. The frogs already began their chorus. To me, it sounded like a woeful dirge. I wanted to jump into the cold again- to wash my guilt away. *Comendador, K. J. (2018). Another Universe. Bagwis: The Paradigm has Shifted, p. 9.

Study the table below to check on the elements of Non-fiction used in the memoir, “ Another Universe ”: Elements Aspects and Analysis Plot (Synopsis)

1. A young man was trying to help a champorado vendor, yet, he could not do anything because he only had enough money for him to go home. Setting Time Place

2. late afternoon at a spring resort Theme 3. an attempt to help Characters and Characterization Main Character/s: Other Characters:
3. the author
4. author’s girlfriend
5. Champorado vendor Point-of-view Used 7. first person Atmosphere/ Mood 8. sad Narrative Time 9 It happened before the essay was written Conflict of the Story 10. man against himself Symbols Used 11. sooty pot – it was used to symbolize the life and future of the vendor. It may be dark and sooty but inside is a satisfying meal for a hungry soul. He is poor but his dreams of a better life could lead him far.
6. water- represents the need to cleanse himself from guilt of not helping the vendor.
7. universe- it symbolizes the author’s conscience. He tries to think of ways to help the vendor.

• it may also be the different worlds where the vendor and the author dwells. The author is a student supported by his parents while the vendor, as old as the author, peddled champorado to support himself and family. Important Lines/ Dialogue 14. I wanted to jump into the cold again- to wash my guilt away. Other Literary Device Cited 15. Repetition - sooty pot was repeatedly mentioned to give emphasis to the vendor’s plight as someone from a very poor family. D. Drama A script may only come to existence once it is performed before an audience. Its basic elements include the literary element (script), technical element (scenery set, make-up, costume, lights, and sound) performance element (acting, character analysis, character motivation…) A script is a written text of a play. It is consist of the dialogues or words that will be spoken by the actors and the stage directions which give instructions about the position and movement of the actors and other aspects of the set. The technical element of a play is complicated. It includes scenery set, make-up, costume, lights, and sound.