Unit 7: Appreciating Literary Arts

UNIT VI
Appreciating Literary Arts
(4 hours)

Introduction
“That is part of the beauty of all literature. You discover that your longings are universal
longings, that you’re not lonely and isolated from anyone. You belong.” (F. Scott
Fitzgerald)
Literature creates a way to connect people through literary masterpieces. It makes us
realized our worth as humans. This allows us to understand the different perspectives of
people around us.
In this module, you will learn to appreciate the expression of arts through literary works.
You will learn to sympathize with others and to analyze the complexity of humans. It will
broaden your intellectual horizons and it stimulates a more active imagination. This allows
you to learn about where they came from and how past events work to shape the different
cultures.
So, what are you waiting for? C’mon let’s ride on the literary vehicle and explore the
wonders of literary arts.

Unit Learning Outcomes:

a. Discuss the characteristics of literature and its major forms
b. Explain the significance of literary arts and appreciation
c. Provide examples of texts for each form or type of literature
d. Demonstrate a genuine appreciation of literary arts

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 Unit 7: Appreciating Literary Arts

Topic I. An Overview of Literary Arts

Activating Prior Learning

Break the Code
Decode each item by simply referring to the table hereunder. To break the codes, just look
for the letter below the number to form the target word.

1 1 2
1 2 3 4 5 6 7 8 9 10 11 12 14 15 16 17 18 20 21 22 23 24 26
3 9 5

QWERTYU I O P A S D F G H J K L Z X C V B N M

1. 19-8-5-3-4-11-5-7-4-3 _______________________________
2. 11-4-5 _______________________________
3. 10-4-9-12-3 _______________________________
4. 13-4-11-26-11 _______________________________
5. 3-12-12-11-6 _______________________________
6. 10-9-3-5-4-6 _______________________________
7. 14-8-22-5-8-9-25 _______________________________
8. 16-7-26-11-25-8-12-5-8-22 23-11-19-7-3 _______________________________
9. 12-16-9-4-5 12-5-9-4-6 _______________________________
10. 25-9-25 14-8-22-5-8-9-25 _______________________________

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 Unit 7: Appreciating Literary Arts

Presentation of Contents
(Note to the teacher: Make a PowerPoint presentation for the discussion)

What is literature?
Definitions of the word literature tend to be circular. The 11th edition of Merriam-
Webster’s Collegiate Dictionary considers literature to be “writings having the excellence
of form or expression and expressing ideas of permanent or universal interest.” The 19th-
century critic Walter Pater referred to “the matter of imaginative or artistic literature” as a
“transcript, not of mere fact, but of fact in its infinitely varied forms.” But such definitions
assume that the reader already knows what literature is. And indeed its central meaning, at
least, is clear enough. Deriving from the Latin litera, “a letter of the alphabet,” literature is
first and foremost humankind’s entire body of writing; after that, it is the body of writing
belonging to a given language or people; then it is individual pieces of writing.
Literature as an Art
As an art, literature might be described as the organization of words to give pleasure. Yet
through words, literature elevates and transforms experience beyond “mere” pleasure.
Literature also functions more broadly in society as a means of both criticizing and
affirming cultural values.
Major Forms of Literature
1. Prose
This form of literature has no formal metrical structure. It is so-called “ordinary
writing” since it is a literary piece which is written in the pattern of ordinary spoken
language and within the common flow of conversation.

2. Poetry
This form of literature is a vast subject, as old as history and older, present wherever
religion is present, possibly—under some definitions—the primal and primary form
of languages themselves. The present article means only to describe in as general a
way as possible certain properties of poetry and of poetic thought regarded as in
some sense independent modes of the mind.

Genres of Literature

a. Poetry

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A masterpiece that evokes a concentrated imaginative awareness of

experience or a specific emotional response through language chosen and
arranged for its meaning, sound, and rhythm.

b. Prose fiction
A literary work that is wholly or partly imagined or theoretical.
Examples are novels, short stories, epics, legends and myths.

c. Drama
Drama is a mode of fictional representation through dialogue and
performance. It is one of the literary genres, which is an imitation of some
action. Drama is also a type of a play written for theater, television, radio,
and film.

d. Non-fiction Prose
A literary work that is mainly based on fact, though it may contain fictional
elements in certain cases. It is a writing that gives information or describes
real events, rather than telling a story. Non-fiction or nonfiction is content
whose creator, in good faith, assumes responsibility for the truth or accuracy
of the events, people, or information presented. Common literary examples
of nonfiction include expository, argumentative, functional, and opinion
pieces; essays on art or literature; biographies; memoirs; journalism; and
historical, scientific, technical, or economic writings (including electronic
ones)

General Elements of Literature

1. Humanistic Value
This element of literature can be attained in the masterpieces when the
readers will be able to enhance their understanding about themselves and be
able to value their essence as a rational human being in the society.
2. Intellectual Appeal
A literary piece which you can gain knowledge and information has this
kind of element.

3. Emotional Appeal
One of the important elements of literary art is to appeal to the emotions of
the readers. A literary artwork has its emotional appeal when it can persuade
and be able to arouse the feelings and of the reader.

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Application
Activity 1. Analysis
(The class will be divided into three groups)
First Group:
Using the template below, analyze a Non-Fiction Prose particularly the essay entitled:
‘Where’s the Patis?’ by Carmen Guerrero Nakpil
(Note to the teacher: provide the copy of the essay)
I. The issue introduced.
II. The writer’s viewpoint and thought.
III. The relevance of the issue to the life of the reader.
Second Group:
Using the template below, analyze a Prose Fiction particularly the story entitled: ‘The
Presidente Who Had Horns by: Ilocano
(The teacher will provide the copy of the short story)
I. Title
a. What purpose or purposes does the title serve?
II. Point of View
a. What is the point of view?
III. Conflict
a. What is the basic conflict in the story?
b. What other kinds of conflicts are found? Give examples.
c. Is the conflict settled? How? What part of the story show this?
IV. Theme
a. Is the theme directly started in the story? If so, what is it?
b. Does the whole story seem to suggest the theme? If so, what might the
theme be?
c. How do the dialog, characterization, symbolism, and title reflect the
theme?

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V. Plot
a. Does the story progress steadily from the beginning, or does it open with
some event, then go back to tell what happened before- “flashback”?
b. Is it a “closed” or “submerged” plot or “open” plot?
VI, Characterization
a. Describe the characters of the story.
VII, Setting
a. What/ where is the setting of the story?
VIII. Style
a. Does the author uses infamiliar words? Cite some examples and give
their meanings.
b. Does the author make epigrams/ short sentences filled with meaning that
might serve as qoutations? Cite some examples.
Third Group:
Using the template below, analyze a Drama particularly the drama entitled:
(The teacher will provide the copy of the essay)
I. Plot
 It is the overall structure of the play concerned with what
happens in the story.

II. Character/dramatic personae

 Are make believe persons, either protagonists or antagonists and
whos personalities are carefully brought out by their
appearance, speech, actions, and what other characters say of
them.
III. Conflict
 In drama we find a struggle, clash of wills, and conflicts.
IV. Irony
 Arises from a recognition of discrepancy between the expected
and actual, the apparent and real.
V. Theme or Idea

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 The theme is central building in the story. It is a conviction about

the real world we live in, and it may be complex and may have
contradictory evaluations.

VI. Climax
 It is the turning point of the story. It is very likely to be the most
elaborately presented scheme in the play.
VII. Music and Spectacle
 Aside from the “background” music, there is music of speech
and of movement. Spectacle intensifies emotions, whatever these
emotions are.
VIII. Costumes and Make-up
 Every costume should be comfortable and securely put together
so the performer does’nt have to worry about once it is on.
IX. Dialogue
 Is the conversation between and among the characters of the
drama.
X. Setting ,Scenery, Lighting
 These factors completes the imagination of the audience of the
whole picture of the story.

Topic 2: Appreciating Poetry

Learning Objectives:
At the end of the topic you will be able to:
a. discern poetry and its elements,
b. make a collage based on the poem given;
c. demonstrate appreciation for poetry.

Activating Prior Learning

Oral Recitation
Think of your favorite line/lines from a Filipino poetry then present it to class.
(The teacher will call the students randomly)

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Presentation of Contents
What is Poetry?
Poet Meena Alexander, in an address to the Yale Political Union on April 23, 2013,
Meena Alexander began with a line from Shelley’s 1821 essay, “A Defence of Poetry.” The
English poet’s work famously stated, “Poets are the unacknowledged legislators of the
world.” Alexander concludes: “The poem is an invention that exists in spite of history… In
a time of violence, the task of poetry is in some way to reconcile us to our world and to
allow us a measure of tenderness and grace with which to exist… Poetry’s task is to
reconcile us to the world — not to accept it at face value or to assent to things that are
wrong, but to reconcile one in a larger sense, to return us in love, the province of the
imagination, to the scope of our mortal lives.” Other poets have attempted to interpret
“what is deeply felt and is essentially unsayable.” Here are a few brief definitions of poetry
by famous poets
“Poetry is the record of the best and happiest moments of the happiest and best
minds.” – Percy Bysshe Shelley
“I would define, in brief, the Poetry of words as the Rhythmical Creation of Beauty.
Its sole arbiter is taste. With the intellect or with the conscience, it has only collateral
relations. Unless incidentally, it has no concern whatever either with duty or with the
truth.” – Edgar Allan Poe
“Poetry is at bottom a criticism of life; that the greatness of a poet lies in his
powerful and beautiful application of ideas to life — to the question: How to live.” –
Matthew Arnold
Poetry is art by means of words. The word itself is of Greek origin and its
etymological meaning is "making" (to say that someone is a poet is to call him or her a
"maker"). The word also shares an ancestor with the Sanskrit word “cinoti”, meaning "he
gathers, heaps up." This old art form was first evident in the song (and dance). Though
poetry is an emotional language, it is not without rationality either.
Trying to define poetry is probably a useless enterprise. The literature on it is vast.
Most poets have written about it.

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In essence, poetry is the creation of beautiful meaning through words, which both
create and express who or what we are.

ELEMENTS OF POETRY
 Theme – the particular idea, subject or issue that is discussed or described in the
poem.
Ex. Annabel Lee (By Edgar Allan Poe)
“I was a child and she was a child,
In this kingdom by the sea,
But we loved with a love that was more than love—
I and my Annabel Lee—
With a love that the wingèd seraphs of Heaven
Coveted her and me.”

This short extract, taken from Poe’s poem, depicts the theme of love.
 Persona/Speaker - A persona, from the Latin for the mask, is a character taken on
by a poet to speak in a first-person poem. A dramatic character, distinguished from
the poet, who is the speaker of a poem.
 Tone- refers to the atmosphere, feeling , attitude, stance, or the way the poet looks
at his subject or the world. It is generally conveyed through the choice of words, or
the viewpoint of a writer on a particular subject. The tone can be formal, informal,
serious, comic, sarcastic, sad, or cheerful, or it may be any other existing attitude.
Ex. Robert Frost, in the last stanza of his poem The Road Not Taken, gives us an insight
into the effect of tone:
“I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.”

Frost tells us about his past with a “sigh,” this gives the above lines an unhappy tone. This
tone leads us into thinking that the speaker in the poem had to make a difficult choice.

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 Imagery- is the term for figures of speech or words that create strong mental
pictures and sensations. Imagery includes figurative and metaphorical language to
improve the reader’s experience through their senses.
Ex. Frost tells us about his past with a “sigh,” this gives the above lines an unhappy tone.
This tone leads us into thinking that the speaker in the poem had to make a difficult choice.
Robert Frost, in the last stanza of his poem The Road Not Taken, gives us an insight into
the effect of tone:
“I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.”

Frost tells us about his past with a “sigh,” this gives the above lines an unhappy tone. This
tone leads us into thinking that the speaker in the poem had to make a difficult choice.

 Sounds-
 Repetition- Poets may repeat sounds, words, phrases or lines for effect.

Ex. O Captain! My Captain! (By Walt Whitman)

“O Captain! my Captain! rise up and hear the bells;

Rise up — for you the flag is flung — for you the bugle trills…”

The poet uses refrain throughout this poem to emphasize the mournful theme. See
the repetition of the words “captain,” “rise up,” and “for you” in just these two lines.
This theme continues throughout.
 Alliteration- the repetition of initial consonant sounds.
Ex. From Samuel Taylor Coleridge’s “The Rime of the Ancient Mariner”
“The fair breeze blew, the white foam flew,
The furrow followed free;
We were the first that ever burst
Into that silent sea.”
In the above lines we see alliteration (“b”, “f” and “s”) in the phrases “breeze blew”, “foam
flew”, “furrow followed”, and “silent sea”.
 Assonance- the close juxtaposition of vowel sounds creates assonance.
Ex. From Dylan Thomas’ famous poem, Do Not Go Gentle into the Good Night:

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“Do not go gentle into that good night,

Old age should burn and rave at close of day;
Rage, rage, against the dying of the light.
Grave men, near death, who see with blinding sight,
Blind eyes could blaze like meteors and be gay,
Rage, rage against the dying of the light.”

The poet deliberately uses assonance in the above lines to slow down the pace of the poem,
and to create a somber mood, as the subject of the poem is death.
 Consonance- the repetition of consonants
Ex. This poem by Dickinson entitled ‘As Imperceptibly as Grief ‘makes good use of
consonance:
“A Quietness distilled
As Twilight long begun,
Or Nature spending with herself
Sequestered Afternoon—

Here, Emily Dickinson has relied on the consonant “n” to create the intended effect.
 Onomatopoeia- refers to words whose sound is suggestive of its meaning.
Ex. An example of onomatopoeia in poetry, read this excerpt from Edgar Allan Poe’s “The
Bells”:

How they clang, and clash, and roar!

 Rhyme- in poetry, rhyme is used to echo sounds; one word sounds like
another.
Ex. "He never wanted to fly / because he didn't want to die."

 Poetic language is the use of any of the literary/poetic language techniques that are
used by poets to convey their message.  The following are some of the most
common:

 Figurative Language Examples

1. Simile – comparing two unlike things with the use of like or as.

Ex.  I wandered lonely as a cloud. (William Wordsworth)

2.  Metaphor - are a form of figurative language, which refers to words or

expressions that mean something different from their literal definition.

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Ex. All the world’s a stage, and all the men and women merely players.
They have their exits and their entrances. (William Shakespeare)

3.  Personification -giving a human quality to a non-human thing.

Ex. Earth felt the wound; and Nature from her seat,
Sighing, through all her works, gave signs of woe. (Paradise Lost by John
Milton)
This classic poem from John Milton has TONS of personification, especially about
the Earth. Here he makes the earth sigh as the great fall happens.

4.  Symbolism -- an object or person that represents some other quality. 

Ex. My Heart Leaps Up When I Behold (By William Wordsworth)

“My heart leaps up when I behold
A rainbow in the sky:
So was it when my life began;
So is it now I am a man;
So be it when I shall grow old, …”

In this poem, the poet uses rainbow as a symbol of hope and general wellbeing throughout
his life.
About the author: Aurelio Sevilla Alvero (October 15, 1913 — 1958). Lawyer, educator, poet,
essayist, novelist; after 1945 he wrote under the pen name Magtanggul Asa. Son of Emilio de
Vera Alvero and Rosa Sevilla Alvero.

https://philippinefolklifemuseum.org/wp-content/uploads/Exhibit-Bonifacio-Cry-of-Balintawak-by-
Botong-Francisco.jpg

1896
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BY AURELIO S. ALVERO
1896, also known as Cry Freedom, is a poem by Aurelio Alvero which
celebrates the Katipunan Revolution in the Philippines.
“Freedom”
The cry awoke Balintawak,
And the echoes answered back;
"Freedom!"
All the four winds listened long
To the shrieking of that song;
Every poet struck his lyre
With those burning notes of fire;
All the women knelt to pray
In their hearts that frenzied lay.
E'en the children and the old
Took to arms and shouted bold,
Freedom!"

I heard it from the planters in the vales

I heard it from the traders tying bales;
I heard it where the fishers strike their sails—
I heard it from the huskers 'neath the trees;
I heard it from the drivers of the seas,
I heard it from the pounders in the leas.

All the people raised to cry,

Fearing not to bleed or die;
All the tombs of slave and sire
Broke to voice and great desire;
Up the mountain, down the plain
Lounder, lounder rang the strain,
Freedom!"

I heard it from the makers of the brooms;

I heard it from the weavers at their looms;
I heard it in the smoking smithy rooms.
I heard it in the bullet's whine at roars;
I heard it in the farthest islet shore.

We heard it and shall hear it evermore!

"Freedom!"
The cry of Balintawak,
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And now our voices answer back—

"Freedom!"

Application
Activity I. Choral Reading
The class will be divided into two groups. Each of the group will perform the choral reading and
will be graded using the rubrics below:
Excellent! You’ve mastered Nice Job! After a few more Good Start! Keep
this part completely! tries, you’ll be an expert. working on this
Graded Item (20 to 25 points) (11 to 20 points) part so your skills
will improve.
(1 to 10 points)

Content
25 %

Expression
25%

Pacing
and
Clarity
25%
Eye Contact
25%
Total (100%)
Activity II. Analysis
1. What is the theme of the poem?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________

2. Who is/are the persona in the poem? What can be inferred from the tone of the persona?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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_________________________________________________________________________
____________________

3. What figurative language is present in this poem? How do these figures of speech help
convey the meaning of the poem?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________
4. How did the overall tone of the poem affect its message?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________

5. What could be the purpose of the author in writing this poem?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________
Activity III. Assessment
I. Write T if the statement is True and write F if the statement is False.
__________ 1. Poets are the well-known legislators of the world.
__________ 2. Poetry is a writing that formulates a concentrated imaginative awareness of
experience in language chosen and arrange to create a specific emotional response through
meaning, sound, and rhythm.
__________ 3. Personification is giving a human quality to a non-human thing.
__________ 4. The particular idea, subject or issue that is discussed or described in the poem is its
‘theme’.
__________ 5. A figure of speech in which a word or phrase for one thing that is used to refer to
another thing in order to show or suggest that they are similar is called ‘simile’.
__________ 6. A metaphor is used in comparing two unlike things that is often introduced by like
or as.

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__________ 7. Imagery includes figurative and metaphorical language to improve the reader’s
experience through their senses.
__________ 8. The tone of the poem should always be formal.
__________ 9. Alliteration is the repetition of the middle consonant sounds.
__________ 10. A persona is the speaker of the poem

Feedback
Creative Adaptation: Collage
You are to adapt the poem “1896” unto a visual art form. Pretend you are an artist commissioned to
create a collage for the Asian Art Exhibition. Your collage is intended to go with other artistic
pieces in an exhibit about realities in the Philippines and Asia.
Situation: you are going to adapt the poem into a visual art form (collage). How are you going to
visually translate the elements of the poem? What materials are you going to use for your collage?
What connotations does each of your chosen materials bring into the collage? How are you going to
arrange the materials in the collage? Finally, what title are you going to give to your collage?

Collage Rubric:
CATEGORY 20 pts. 15 pts. 10 pts. 5 pts.

Creativity All of the graphics or Most of the graphics or Only a few graphics or None of the graphics or
objects used in the objects used in the objects reflect student objects reflects student
collage reflect a collage reflect student creativity, but the ideas creativity.
degree of student creativity in their were typical rather
creativity in their display. than creative.
display.

Design Graphics are cut to an 1-2 graphics are 3-4 graphics are Graphics are not an
appropriate size, lacking in design or lacking in design or appropriate size shape.
shape and are placement. There may placement. Too much Glue marks evident.
arranged neatly. Care be a few smudges or background is Most of the background
has been taken to glue marks. showing. There are is showing. It appears
balance the pictures noticeable smudges or little attention was
across the area. glue marks. given to designing the
Items are glued neatly collage.
and securely.

Number of Items The collage includes The collage includes The collage includes 9 The collage contains
15 or more items, each 10-14 different items. different items. fewer than 9 different
different. items.

Titles and Text Titles and text were Titles and text were Titles and text were Titles and/or text are
written clearly and written clearly and mostly clear and hard to read, even
were easy to read from were easy to read somewhat easy to read when the reader is
a distance. close-up. close-up. closed.

Attention to Theme The student gives a The student gives a The student gives a The student's

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 Unit 7: Appreciating Literary Arts

reasonable explanation reasonable explanation fairly reasonable explanations are weak

of how every item in of how most items in explanation of how and illustrate difficulty
the collage is related to the collage are related most items in the understanding how to
the assigned theme. to the assigned theme. collage are related to relate items to the
For most items, the For many of the items, the assigned theme. assigned theme.
relationship is clear the relationship is clear
without explanation. without explanation.

Reflection: Translating through Writing

Accomplish the following learning log based on what you have learned on Literary Arts.

I’ve been learning about

Knowing about this topic helps me

The topic reminds me of

Summary of the Unit

The part I know about is The part that was newest to me

Write about the importance of literary arts (an idea or concept you have read/learned about)
to the world in general, and to you in particular.

Literature has been defined in many ways. It is subdivided in two major forms Prose and
Poetry. Also, it has four different genres namely; poetry, prose fiction, drama, and non-fiction

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 Unit 7: Appreciating Literary Arts

prose. Each of these genres has a different literary elements. Yet, as a human individual, one must
realize that literature is life. Through appreciating literary arts, you can have a glimpse on the past,
have a chance to view the wonders, cultures, traditions, and beliefs of the people around the globe
and most importantly you will be able to learn to respect the cultures and practices of your
fellowmen. Having the knowledge and wisdom of appreciating literature will help you build and
shape your own principles in life.

References:

 https://en.oxforddictionaries.com/definition/literature (Date retrieved: 9 April 2019)

 https://www.britannica.com/art/literature (Date retrieved: 9 April 2019)
 https://www.dictionary.com/browse/literature (Date retrieved: 9 April 2019)
 https://www.collinsdictionary.com/dictionary/english/non-fiction (Date retrieved: 9 April
2019)
 https://en.wikipedia.org/wiki/Non-fiction (Date retrieved: 9 April 2019)
 https://www.worldliteraturetoday.org/2013/september/what-use-poetry-meena-
alexander#.UixtnGTEpPL (Date retrieved 9 April 2019)
 http://flavorwire.com/413949/20-poets-on-the-meaning-of-poetry (Date retrieved 9 April
2019)
 https://www.merriam-webster.com/words-at-play/the-history-of-the-word-poet (Date
retrieved 9 April 2019)
 Theme (definition) https://study.com/academy/lesson/what-is-theme-in-literature-
definition-examples-quiz.html (Date retrieved: 9 April 2019)
 Persona (definition) https://www.poetryarchive.org/glossary/persona (Date retrieved: 9
April 2019)
 Persona 2 (definition) https://www.poetryfoundation.org/learn/glossary-terms/persona
(Date retrieved: 9 April 2019)
 Alvero Aurelio S. 1896 (poem) from https://dokumen.tips/documents/the-cry-awoke-
balintawak-by-aurelio-s.html (Date retrieved 9 April 2019)
 https://www.collinsdictionary.com/dictionary/english/non-fiction (Date retrieved: 9 April
2019)
 https://www.britannica.com/art/poetry (Date retrieved: 9 April 2019)
 http://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html (Date retrieved: 9 April 2019)
 https://literarydevices.net/symbolism/ (Date retrieved: 9 April 2019)

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 Unit 7: Appreciating Literary Arts

Prepared by: Jackielen R. Garcia – LASAM CampusPage 19