Second Quarter:
Lesson 1
The Neoclassical Period

Joseph Addison (1672-1719)
- was a man of cheerful and amiable
disposition
- was a master of the art of living with his
fellowmen
- set himself to strip off the mask of vice, to
show ugliness with all its deformity, and
to reveal the truth with all its loveliness
- wrote “The Visions of Mirzah”, an essay
rich in symbolism and human values

Thomas Gray (1716-1771)
- was a minor figure in English literature
- wrote one of the best loved elegies in the
English language; “Elegy Written in a
Country Churchyard”
William Blake (1754-1827)
- was the son of a London tradesman
- was labelled as a strange and imaginative
child
- claimed to see visions of God and angels
- claimed to receive visits from Homer,
Dante, and Virgil
- highly developed imagination made him
see nature as a vast spiritual symbol
- wrote exquisite lyrics that mean more than
what lies on the surface, like:
 “The Lamb”
 “The Tiger”
Authors:


John Milton (1608-1674)
- was like a counterpart of Shakespeare;
they are the two figures who stand most
prominently in English literature.
- works focused on or are concerned with
the soul.
- was a poet of steadfast will and purpose.
- believed that the things of the world are
trivial and momentary.
- represents the religious consciousness of
the Puritans of England.
- was already a scholar in spirit at the age of
12; the joy that his studies gave him made
him restless
- became blind because of his restlessness
- dictated his verse to someone who writes
them down for him
- Some of his literary pieces:
 Lost Paradise – inspired by the
story of “Adam & Eve”
 On His Blindness – according to
his personal experience
 On His Having Arrived at the Age
of Twenty-Three
Alexander Pope (1688-1744)
- was the top literary figure of his time and
for more than half a century dominated the
literary world in England
- was a versatile writer
- wrote various kinds of verses on a variety
of subjects
- was one of the most prominent English
poets in the early 18th century
- wrote satirical works
- wrote “The Universal Prayer” which
shows that in the heart of all humans is a
deep longing for God

Parts of a Word
1. Prefix – part of the word that goes before the
main part of the word
2. Root Word – main part of the word; simplest
form of word; where several words, or
“variants” grew out from
3. Suffix – added to the end of the word; element
of the word added after the root
UNFAITHFUL
ENTRUSTED
IMMORALLY
Communicative Styles
a. Intimate – used between people who know
each other well; sometimes, speaker only uses
a few words to be able to convey their
message to the listener; also uses facial
expressions and gestures
(Ex: Telling loved ones that you love them,
sharing fear or problems)
b. Casual – an informal kind of communicative
style that is often used with friends or family
members; slang words and colloquialisms may
be used; grammar is simplified
[Ex: Wassup? (What’s up), Nope. (No.),
Watcha gonna do? (What are you going to
do?)]
PROPORTION OF CONVICTION AND
PERSUASION
o
o
o
Forms of Argumentation


c. Consultative - uses polite words; uses the
standard rules of grammar; often characterized
by the speaker giving background information
about the topic
(Ex: Reciting in class, talking to your teachers
or school administrators)
d. Frozen – prepared beforehand; often, there is
almost no interaction; if there is interaction, it
is formulaic and symbolic
(Ex: Mass, wedding ceremony)
For a highly educated and intelligent audience,
use conviction.
For a hostile or indifferent audience, use
persuasion.
To produce an action, use persuasion.
Propaganda
- common form of argumentation
- presents only one side of a proposition
- Ex: Business establishments
(Advertisement)
Brainwashing
- type of argument that uses coercion
- uses rigidly controlled persuasion and
propaganda in a mixture of sound and
spurious arguments
Types of Reasoning

Inductive
- using specific observations to form a
general conclusion

Deductive
- using a general premise to form a specific
conclusion
Argumentation
-
a form of discourse by means of which we
try to persuade others
truth or falsity of a disputed manner
reasoning systematically
seeks to persuade others that certain ideas
are true or false
Persuasion and Conviction
I.
-
Persuasion
appeals to the emotion
seeks to produce an action
-
Conviction
logical reason
seeks to move the mind
II.
Recognizing and Identifying Faulty Reasoning
1. Lack of understanding of terms. All terms used
in an argument must be clearly defined.
2. Hasty generalization. Enough cases should
support the conclusion arrived at.
3. Opinion substituted for a fact. Opinions are
just that – opinions – and they should not be
taken as facts.
4. Misuse of facts. Be sure facts, not just halftruths, are given.
5. Lack of reliable authority. Authorities must be
reputable, recognized as authorities, and up-todate.
6. Name-calling. This fault in reasoning seriously
weakens an argument and should be avoided.
CONDITIONAL IF CLAUSES
A. ZERO Conditional – describing situations that
are ALWAYS TRUE or FACTUAL
B. FIRST Conditional – speculating situations
that are POSSIBLE to happen in the future
C. SECOND Conditional – speculating situations
that are LESS LIKELY to happen
D. THIRD Conditional – speculating situations
that are IMPOSSIBLE to happen
Lesson 2
The Romantic Period
Authors:
1. Robert Burns (1759- 1796)
 the songwriter of Scotland (many of his poems
have been set to music)
 musicality is his leading quality
 son of a farmer; lived his sad, toilsome life
 Poems: addressed himself to the common
people
 simple human emotions
 wrote “A Red, Red Rose”
2. Sir Walter Scott (1771-1823)
 born in Edinburgh, Scotland
 spent boyhood filling his mind with Scottish
songs, ballads, and legends
 contribution to English lit. was many-sided
 poetic narratives based on Scottish legends,
life, and manners
 wrote “Lochinvar”
3. William Wordsworth (1770-1850)
 England’s greatest poet of nature
 3 things about his poems:
1. loved to be alone
2. felt the presence of a living spirit in nature
3. impressions are similar to our own
 Philosophies of his life:
1. sensitive childhood
2. pleasures of childhood are the true
standards of happiness
3. truth is found in the common people of the
country
4. in every object is a reflection of the living
God
“I Wandered Lonely as a Cloud” & “She was a
Phantom of Delight”
4. Percy Bysshe Shelley (1792-1822)






was a great nature lover
dwelt on nature’s beauty
drowned at the age of 30
A wanderer following a vague vision, forever
sad, and forever disappointed.
“The Indian Serenade”
“To a Skylark”: a great favourite; popular for
the thoughts and feelings the bird and its song
inspires in the poet, one of the shorter
masterpieces of English literature
5. George Gordon, Lord Byron (1788-1824)





Two sides to the poetry; cynical and
pessimistic – the thoughts of a bitterly
disillusioned man, honest in his unhappy
outlook – the other with a poetic feeling about
nature expressed in stirring rhythmic lines
widely misunderstood by his contemporaries
died young in self-imposed exile from
England, like Shelley
“She Walks in Beauty”
“The Destruction of Sennacherib”
6. Jean Keats (1795-1821)








born of poor parents
set dreaming by his reading of poetry, and he
decided a poetic career
helped by Shelley and Leigh Hunt who both
gave him encouragement and hospitality
first poem was attacked by literary reviewers
brief literary career; important poems written
in the span of four years
died of tuberculosis at 25
last sonnet when he was dying: “When I have
Fears that I May Cease to Be”
“Ode on a Grecian Urn”
INFOGRAPHICS
-
information + graphics
uses visuals and text to highlight key
information and ideas
graphical representation of concepts, or of
patterns in data or info.
medium that uses visual cues to
communicate information
Uses of Infographics
1. Simplify communication and clarify messages
 infographics can help simplify and
demystify complex idea
 World Health Organization
 COVID19 Outbreak
2. Get complex information across in the
classroom
 promotes critical thinking in students
 encourages them to take on multiple
perspectives
 improve students’ informationgathering chops and sharpen research
skills
 improves memory retention
3. Spread awareness about an issue
 a relevant infographic can have a
wider reach
4. Explain procedures
 visuals, images, and icons to make
learning more memorable and fun for
your audience
5. Compare your ideas or products
 illustrate similarities and differences
of two opposing concept
by Ruan Careese Artus Ferolino