Ortega, Paulien Jane R.

MAEd- English Literature

Research Commentaries
AN ANALYSIS OF FIVE SELECTED STORIES IN CANTERBURY TALES USING
BIOGRAPHICAL, FORMALISTIC AND MORAL CRITICISMS: IMPLICATIONS ON THE
TEACHING OF LITERATURE IN ENGLISH SUBJECT IN HIGH SCHOOL
Abstract

This research manuscript was presented to the faculty of the Graduate School in Divine Word
College of Calapan in partial fulfilment of the requirements for the degree of Master of Arts in Education
- Major in English Literature by Rizie M. Rey, March, 2014. R. M. Rey’s research focuses on analysing
selected tales from Canterbury Tales by Geoffrey Chaucer using three approaches/theories namely:
biographical approach which focuses on the connection of author’s identity to his work; formalistic
approach which focuses on characters, settings, imagery and its types like: visual, auditory, gustatory,
olfactory and tactile imagery; and plots; and moralistic approach which seeks for the story’s truth,
usefulness, clarity, consistency and complexity. She aims to design a sample module of the five selected
stories from Canterbury Tales which would be beneficial for curriculum planners, literature teachers, and
even for students.
She wants to seek/find out answers on the following questions:
1. What view on religion is reflected in the author’s work?

2. What are the literary elements used in the following selected stories of Canterbury Tales in

English:

a. The Knight’s Tale

b. The Prioress Tale

c. The Monk’s Tale

d. The Plowman’s Tale

e. The Parson’s Tale

3. How do the five selected tales teach its values to readers?

Introduction

This manuscript as its title states, “IMPLICATIONS ON THE TEACHING OF LITERATURE

IN ENGLISH SUBJECT IN HIGH SCHOOL” would be primarily beneficial for English teachers
particularly to those who are in the secondary level. The word “IMPLICATIONS” caught up my attention
because apparently, this word also means as suggestions. Thus, this study is about to give some
suggestions or teaching strategies on how to teach particular stories. But one question struck my mind as
I was on my reading of this – “Why should we teach literature?” Indeed, as an English teacher, I know
that literature is really a part of a curriculum. And before a specific subject be included in the curriculum,
a planner should of course see to it that the learning outcome of the subject has something to do with
Department of Education goals for learners or vision perhaps as R. M. Rey mentioned in her study.

Body

“Why is the study of literature important? What skills do students learn through reading literature?
Why is the study of literature important? What skills do students learn through reading literature? What
is gained from reading literature and evaluating it?” (Davis, Carol, October 14, 2012). These are some
questions that high school students consistently ask as they sit through another lesson on Shakespeare or
Animal Farm and so on. (durbanville, October 17, 2012). These turned me think of it thoroughly. I have
been in the particular moment of asking myself repeatedly of the same questions every time I have to
browse the learner’s material for the next day’s lesson. As R. M. Rey once mentioned in her manuscript,
“…most students consider literature as a passive and boring subject because it requires lot of readings.”
Therefore, a sample module that would be the output of this study would be more useful I think if the
researcher would highlight the effective strategies in teaching in able to come up with the profitable
learning.
“Imagination is more important than knowledge. “ (Albert Einstein). In education today, focus is
teaching students to acquire a list of skills so they can successfully complete an end of the year test. Is
that really all it takes be an educated person? (Jill Jenkins, September 22, 2014). In my four years of
teaching, an apprentice I am indeed in the field, I could say that I’ve learned on how to give more focus
on the message itself of the literary pieces I discuss with my students, on the values that they could acquire
and live with after. But of course, word meanings and grammatical structures are also given emphasis in
class discussion. “A quality education should prepare people for more than a career.” (Jill Jenkins,
September 22, 2014). I personally believe that when we teach students objectively, they can probably
forget it in a short period of time. But if the teaching is attacking their inner being, the lesson marks in
them or let me say that “what strikes the mind is often forgotten, but what strikes the heart remains longer
and even forever”.

Conclusion
The three approaches applied in this study would surely be beneficial in particular to English
Literature teachers. Those are the major or the primary important things which should be given focused
in teaching English literature – how the author’s life is connected to his works (biographical approach),
the elements used and present in literary works (formalistic approach), and the lessons which can be
learned from it (moralistic approach).
Overall Commentary

An analysis of some selected literary works in different approaches, theories and perspective is
what I found common in one research manuscript (which I analysed in the previous pages) “An Analysis
of Five Selected Stories in Canterbury tales Using Biographical, Formalistic and Moral Criticisms:
Implications on the Teaching of Literature in English Subject in High School by Rizie M. Rey, March
2014” and in two theses entitled “An Analysis of Selected Post Edsa poetry for Appreciation and
Understanding by Edgardo D. Tenedora, October 2012” and “An Analysis of the Selected Essays of
N.V.M. Gonzales in his book “The Novel of Justice” Through Asthetic-Historical Approach by Eden
Aceron-Gonzales, March 1998”.
I also found out that the common purpose of the literature researchers is to provide guidelines such
as sample module and of course the analyses and interpretations of selected stories, poems, essays, and
others in response to the needs of curriculum planners, English teachers, students, and other literature
researchers. I feel like to produce the same in order to help others especially the literature teachers like me
in dealing and solving the problems which are usually met in classroom discussion. Researches probably
lighten the burdens of English teachers on making their learners appreciate such literary works by enabling
them to experience, realize, and even understand the world for their own personal growth.
Doing a research seem to be an intimate work to do, a challenging task. A researcher should have
a clearer goal beforehand so that the process starting from writing the introduction and looking for some
related literature and studies up to identifying and choosing the most appropriate methodologies would be
successful.