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21st Century Quarter 2, Module 1

BSED major in English (University of Pangasinan)

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11
21st Century
Literature from
the Philippines
and the World
Quarter 2– Module .11:
Representative Texts and
Authors from Asia and Africa

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21st Century Literature – Grade 11

Self-Learning Module (SLM)
Quarter 2 – Module 1.1: Representative Texts and Authors from Asia and Africa
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.

Development Team of the Module

Writers: Seychelle Mae Jugar - Amoguis

Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
Layout Artist: Seychelle Mae Jugar - Amoguis
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

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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph

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11
21st Century
Literature
from the
Philippines
and the World
Quarter 2 – Module 1.1:
Representative Texts and
Authors from Asia and Africa

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Introductory Message
For the facilitator:
Welcome to 21st Century Literature from the Philippines and the World –
Grade 11 Self-Learning Module (SLM) on Representative Texts and Authors from
Asia and Africa! 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:

Notesto the Teacher

This containshelpful tips or strategies
that
will help you in guiding the learners.

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.

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For the learner:

Welcome to the 21st Century Literature from the Philippines and the World –
Grade
11 Self-Learning Module (SLM) on Representative Texts and Authors from Asia and
Africa!
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 signi昀椀es 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:
This will give you an idea of the skills or
What I Need to Know competencies you are expected to
learn in the module.
This part includes an activity that aims to
What I Know 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.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and understand
new concepts and skills.
This comprises activities for independent
What’s More 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.
This includes questions or blank
What I Have Learned sentence/paragraph to be 昀椀lled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill into
real life situations or concerns.

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This is a task which aims to evaluate your

Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of learned concepts.
This contains answers to all activities in the
Answer Key module.

At the end of this module you will also 昀椀nd:

References This is a list of all sources used in developing

this module.

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 di昀케culty 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!

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What I Need to Know

This module was designed and written with you in mind. It is here to help you
identify and master the numerous representative texts and authors from the
continents of Asia and Africa.
The scope of this module permits it to be used in many di昀昀erent 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:
• Identify representative texts and authors from Asia and Africa
Speci昀椀cally, you are expected to:
• Recognize representative texts and authors from Asia and Africa
• Write a close analysis or critical interpretation of literary texts
• Appreciate the aesthetic and cultural diversity of the Asian and African
literature

What I Know

Before we begin our lesson, let us check 昀椀rst your background knowledge
about the representative texts and authors from Asia and Africa.

Directions: Read each item carefully. Write the letter of the correct answer in the
space provided before each number.

1. Who is the most famous Chinese poet?

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a. Li Po b. Du Fu c. Bai Juyi d. Mao Zedong

2. Who is the traditional Japanese popular drama with singing and dancing
performed in a highly stylized manner?
a. Haiku b. Kabuki c. Noh d. Bugako

3. What is the Korean’s distinctive writing system that gave birth to a new wave
of Korean literature?
a. Hangul b. Haiku c. Sanskrit d. Arabic
4. What is considered as a clear cultural giant in South Asia?
a. Philippines b. India c. Indonesia d. Thailand

5. Which continent has a colossal literary tradition in terms of scope and length
of existence?
a. Europe b. Africa c. Asia d. America

6. Who is considered as the Hindu Shakespeare?

a. Kalidasa b. Tagore c. Javadeva d. Bezbarua
7. What is the medium of African writers in expressing their cry for freedom
from oppression through their literary works?
a. Books b. Research c. Newspapers d. Scrolls

8. Who an Asian Nobel Prize in Literature winner who wrote the famous novel
entitled the “Red Sorghum Family”?
a. Mo Yan b. Li Po c. Tu Fu d. Chu’u Yuan

9. What is an essential component and the foundation of culture in the Middle

East?
a. Islam b. Christianity c. Judaism d. Buddhism

10.What is the world-renowned short descriptive poem with 17 syllables of the

Japanese literature?
a. Hangul b. Haiku c. Noh d. Kabuki

11.Who is considered the Nightingale of India for his/her beautiful English

poems?
a. Sarojini Naidu Subrahmanyam c. Tagore
b. Vallathol d. Bharti

12.What is Chinua Achebe’s novels that concerns with traditional Igbo life at the
time of missionaries and colonial government in his homeland.
a. Arrow of God c. A Man of People
b. Things Fall Apart d. Anthills of the Savannah

13.What is Tagore’s prestigious literary work in the Indian literature?

a. Meghadatu c. Gitanjali or Song O昀昀erings
b. Thunderstorms d. The Recognition of Shakuntala

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14.What is a signi昀椀cant factor that shaped African literature from ancient to the
contemporary period?
a. heroic deeds
b. local languages
c. trade and cultural partners
d. colonial and postcolonial experiences

15.Africa is considered the “Cradle of Humankind”. Why did the contemporary

African writers use their literary work as a voice for their new and free
government?
a. To show their gratitude
b. To practice their talent in writing
c. To express their disagreement with constant
corruption
d. To convey their happiness to the new and free
government
What’s In

Welcome back, learner! You have already traveled and explored the captivating
literature of the Philippines and its literary history across the regions. You have
witnessed as the majestic diversity of Philippine literature unfolded before your
eyes. This time, you are going to travel around the world and experience the
beauty and discover the diversity of its literary traditions. Get ready as you are
going to enjoy the di昀昀erent 昀氀avors of the world literature and appreciate the unique
samples of the excellent literary works of world-renowned authors.

Activity #1: Across the Globe!

Directions: With the use of the world map, determine the continents from the
following jumbled letters. Write the answer in the space provided.

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https://www.google.com/search?q=world+map+continents++worksheet+free+download

1. HTNOR ECMIAAR ____________________

2. UROEEP ____________________
3. AASI ____________________
4. SLAARATUI ____________________
5. FCRAIA ____________________
6. TCNAACIATR ____________________
7. HSUTO REAMICA ____________________

There are seven continents on the Earth’s surface which are

consisting of various countries. Are you ready to travel around the
globe? Your worldwide journey starts now.
What’s New

Our 昀椀rst destination is in Asia and Africa, the world’s biggest continent and the
cradle of humankind. We will explore their representative literary texts and
recognize distinguished notable authors.

Activity #2: Four Pics, One Idea!

Directions: With the help of the set of pictures, determine the word then complete
the table below. Write your responses on the space provided.

https://www.google.com/search?q=asian+literature+
+free+downlo ad

A__I__N __I__E__A__U__E

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What you know about the What you do not know What you want to know
literature of Asia? about the literature of Asia? about the literature of Asia?

Activity #3: The Cradle of Humankind!

Directions: Complete the Frayer’s chart to write down what you know about
African literature. Write your responses on the space provided.

African
Literature Authors/Poets
/ Composers

What is It

Representative Texts and Authors from Asia

Asia, the largest continent in the world, has a vast literary tradition in terms of scope
and length of existence. Literature in the Eastern hemisphere prospered and mirrored

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the developments in religion, war, and politics. It is wise to study the Asian literature by
geographical region.

East Asia
China, one of the world’s cradles of civilization, has started its unbroken literary
tradition in the 14th century BCE. The preservation of the Chinese language (both
spoken and written), has made the immeasurable prolonged existence of their literary
traditions possible. It has retained its reputation by keeping the fundamentals of its
identity intact. Poets like Du Fu, Li Po, and Wang Wei of the Tang Dynasty (618-907), the
昀椀nest era of Chinese literature, has produced world-renowned literary works. Chinese
writers in modern times are still creative and productive and have kept the Chinese
literary tradition prosperous.
• Du Fu
He is also known as Tu fu. According to many literary critics, he was the greatest
Chinese poet of all time. He wrote the poem “The Ballad of the Army Cats” which
is about conscription—and with hidden satire that speaks of the noticeable
luxury of the court.

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•
Li Po
He is also known as Li Bai, a Chinese poet who is a competitor of Du Fu as
China’s greatest poet. He was romantic in his personal life and his poetry. His works
are known for its conversational tone and vivid imagery. He wrote the poem “Alone
and Drinking under the Moon” that deals with the ancient social custom of drinking.
• Wang Wei
He was a poet, painter, musician, and statesman during the Tang dynasty
(the golden ages of the Chinese cultural history). He was the established founder
of the respected Southern school of painter-poets. Many of his best poems were
inspired by the local landscape.
• Mo Yan
He was a 昀椀ctionist who won the 2012 Nobel Prize for Literature. His 昀椀rst novel was
“Red Sorghum”, and still his best-known work. It tells the story of the Chinese battling
Japanese intruders as well as each other during the 1930s. It relates the story of a
family in a rural area in Shandong Province during this turbulent time.
• Yu Hua
He was a world-acclaimed short story writer and considered as a champion
for Chinese meta-昀椀ctional or postmodernist writing. His widely acclaimed novel “To
Live” describes the struggles endured by the son of a wealthy land-owner while
historical events caused and extended by the Chinese Revolution are fundamentally
altering the nature of Chinese society.
More Essential Texts for Reading:
Thunderstorms (drama) Cao Yu
Family (novel) Pa Jin
Please Don't Call Me Human (novel) Wang Shou
Strange Tales from a Chinese Studio Pu Songling
(short story)
On a Gate Tower at Yuzhou (poetry) Zhang Chenzhi
Battle (poem) Chu’u Yuan

Korea’s literary tradition is greatly in昀氀uenced by China’s cultural dominance. As early

as the 4th century CE, Korean poets wrote literary pieces in Classical Chinese poetry
then transformations happened at the 7th century. Hangul, Korean’s distinct writing
system and national alphabet, is developed in the 15th century that gave new
beginnings of Korean literature. In contemporary times, the Korean War has made a
signi昀椀cant mark on Korean literature. In 1950, the themes present in the literary works
are about alienation, conscience, disintegration, and self- identity.
• Ch’oe Nam-Seon
He was considered a prominent historian, pioneering poet, and publisher in the
Korean literature. He was also a leading member of the modern literary
movement and became notable in pioneering modern Korean poetry. One of his
works, the poem "The Ocean to the Youth” made him a widely acclaimed poet.
The poem aimed to produce cultural reform. He sought to bring modern
knowledge about the world to the youth of Korea.
• Yi Kwang-su
He was also the one who launched the modern literary movement together with
Ch’oe Nam-Seon. He was a novelist and wrote the 昀椀rst Korean novel “The
Heartless” and became well-known because of it. It was a description of the
crossroads at which Korea found itself, stranded between tradition and
modernity, and undergoing con昀氀ict between social realities and traditional ideals.

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•
• Kim Ok
He was a Korean poet and included in the early modernism movement of Korean
poetry. He wrote the 昀椀rst Korean collection of translation from Western poetry
“The Dance of Agony”.
Yun Hunggil
He was a South Korean novelist who won the 1977 Korean Literature Writers
Award. He wrote the classic novel “Changma” (The Rainy Spell) that on a post-
war family with two grandmothers and their shared grandson.
• Pak Kyongni
She was a South Korean poet and novelist. She wrote the Korean’s masterpiece
and internationally acclaimed 21-volume epic novel T’oji (“The Land”), wherein
she chronicled the violent Korean history from 1897 to 1945.

Japan has a rich and unique literary history even though it has been in昀氀uenced by the
Chinese language and Chinese literature. It has a world-renowned poetic genre called
haiku ( a short descriptive poem with 17 syllables) and the diverse forms of theatre Noh
(traditional Japanese theatrical form and one of the oldest extant theatrical forms in the
world) and Kabuki (traditional Japanese popular drama with singing and dancing
performed in a highly stylized manner). Japanese literature re昀氀ects simple yet complex,
imperfect yet abounding with beauty – the traditional Japanese cultural identity. In
contemporary times, Western in昀氀uences take part in the Japanese literature, speci昀椀cally
in the pioneering of modern Japanese novels, translations of the poetry, and
reinventions of traditional Japanese poetic forms like haiku and tanka. Playwrights like
Abe Kobo and Mishima Yukio are Japan’s notable literalists.
• Abe Kobo
He was a Japanese novelist and playwright and also known by the pseudonym
of Abe Kimifusa. He wrote the best-known play "Tomodachi" (Friends) which is a
story, with dark humor, reveals the relationship with the other, and exposes the
peculiarity of human relations in the present age." He also won the 1967
Akutagawa Award. He also won the 1951 Akutagawa Award for his short novel
Kabe (“The Wall”).
• Kimitake Hiraoka
He is also known by the pen name Mishima Yukio, the most important
Japanese novelist of the 20th century. He was one of the 昀椀nalists of the 1963
Nobel Prize for Literature and won numerous awards for his works. He wrote the
novel “The Temple of the Golden Pavilion” and won Yomiuri Prize from Yomiuri
Newspaper Corporation for the best novel. “The Temple of the Golden Pavilion”,
translated into the English language by Ivan Morris, based on the burning of the
Reliquary (or Golden Pavilion) of Kinkaku-Ji in Kyoto by a young Buddhist acolyte
in 1950.
• Ryūnosuke Akutagawa
He was a Japanese writer and regarded as the Father of the Japanese short story.
He wrote the short story “Rashomon” that recounts the encounter between a
servant and an old woman in the dilapidated Rashōmon, the southern gate of the
then-ruined city of Kyoto, where unclaimed corpses were sometimes dumped.
The Akutagawa Prize, Japan’s premier literary award was named after him to
honor his memory after he died by committing suicide.
• Haruki Murakami
He was a Japanese novelist who won the international award Jerusalem Prize. He
also won the Gunzou Literature Prize for his 昀椀rst novel “Hear the Wind Sing”. It
featured episodes in the life of an unnamed protagonist and his friend, the Rat,
who hang out at a bar. The unnamed protagonist reminisces and muses about

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•
life and intimacy. Murakami’s work has been translated into more than 昀椀fty
languages.
Middle East
Arabic literary tradition has been 昀氀ourishing in the Middle East. Islam is the
foundation of culture in this region - an essential component. Its literary tradition has
grown and in昀氀uenced others like Persian, Byzantine, and Andalusian traditions. In
return, Arabic literature has also been in昀氀uenced by other literary traditions of di昀昀erent
countries. Even European literature followed and imitated Arabic literature. In
contemporary times, Arabic writers experience di昀케culties in producing their literary
texts due to the issue of freedom of expression and the tension between religious and
secular movements.
Abbas Mahmoud al-Aqqad
He was an Egyptian poet, journalist, and literary critic, an innovator of the 20th-
century Arabic poetry and criticism. He became famous for his Abqariyat series,
a seven-book compilation that covers the life of seven of the most important
Sahabah (the disciples and followers of Muhammad).
• Taha Hussein
He was an Egyptian novelist, essayist, critic, and an outstanding 昀椀gure in
Egyptian literature. His nickname was “The Dean of Arabic Literature”. He wrote
the novelized autobiography “The Days”, one of the most popular works of
modern Arabic literature that deals with his childhood in a small village, then his
studies in Egypt and France.
• Ali Ahmad Said Esber
He is known also as Adonis as his pseudonym. He is an award-winning
Syrian-born Lebanese poet, literary critic, and is a leader of the modernist
movement in contemporary Arabic poetry. He was the recipient of numerous
honors, including the 2011 Goethe Prize and the 2017 PEN/Nabokov Award for
Achievement in
International. Some of his famous poems are “First Poems” and “Leaves in the
Wind”.
• Etgar Keret
He is an Israeli writer known for his short stories, graphic novels, and
scriptwriting for 昀椀lm and television. His 2019 Fly Already (“Glitch at the Edge of
the Galaxy”) published in English won Israel’s prestigious Sapir Prize in
Literature.
More Essential Texts for Reading:
Last Simile (poem) Abid B Al-Abras
Lāmiyyāt ‘al-Arab (poem) Al-Shanfarā
Cities of Salt (novel) Abdul Rahman Munif
That Smell and Notes from Prison (novel) Sonallah Ibrahim
The People of the Cave (novel) Taw昀椀q al-Hakim
A Love Poem (poem) Umm Khalid
Annumairiyya
Bin Barka Ally (novel)
I Am The One Who Saw (Saddam City)(novel) Mahmoud Saeed
A Thousand Splendid Sun (novel) Khaled Hosseini

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•
South and Southeast Asia
India is the cultural giant over South Asia. Hallmark writings such as Veda, the
Brahmanas, and the Upanishads are the roots of Indian literature. As early as 1500 BCE,
the Veda written in the Sanskrit language introduced the birth of Indian literary works.
Around the 16th century, written literature in India appeared. In the succeeding
centuries of British colonization, English literature emerged that happen to be the
signi昀椀cant in昀氀uence of Indian literary traditions until the 21st century period. Kalidasa is
a notable and famous Indian writer considered to be the Hindu Shakespeare.
The literary traditions of Southeast Asia possess the in昀氀uences of Buddhist, Thai,
and English cultures, especially in Burma literature. Malaysian and Indonesian literature
re昀氀ects a large part of the Sanskrit language and Islam culture.
In contemporary times, India still manifests the impact of colonial rule through the
presence of the English language in literary traditions. Numerous Indian writers like the
Rabindranath Tagore, Prem Chand, Raja Rao, and R.K. Narayan are highly accomplished
and internationally known. Southeast Asia literature presents themes on colonial and
postcolonial experiences in Burmese literature and western literature in昀氀uences in
Thailand literature.
• Rabindranath Tagore
He was a Bengali poet, short-story writer, song composer, playwright, essayist,
and painter. He was referred to as “the Bard of Bengal”. He is a towering 昀椀gure of
world literature and the most famous modern Indian poet. He won the 1913

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Nobel Prize for Literature award for his book The English Gitanjali or Song
O昀昀erings. It is a volume of poetry which is a collection of devotional songs to the
supreme.
• Dhanpat Rai Srivastava
Also known by his pseudonym Prem Chand, he is a famous Indian author of
novels and short stories of his modern Hindustani literature. He pioneered in
adapting Indian themes to Western literary styles. He wrote the most popular
Hindi novel “Godaan” (Cow Donation) and considered one of the greatest Hindi
novels of modern Indian literature. Its theme was around the socio-economic
deprivation as well as the exploitation of the village poor.
• Raja Rao
He is an Indian writer of novels and short stories in the English language. His
famous novel “The Serpent and the Rope”, a semi-autobiographical account of
the narrator, a young intellectual Brahman, and his wife seeking spiritual truth in
India, France, and England, recognized him as one of the 昀椀nes Indian prose
Stylists. It won him the Sahitya Akademi Award. He was also rewarded the
Neustadt International Prize for Literature. His literary works in various genres
had a signi昀椀cant contribution to Indian and to world literature.
• Rasipuram Krishnaswami Narayan (R. K.
Narayan)
One of the 昀椀nest Indian authors in the English language, he wrote the Sahitya
Award-winning novel “The Guide” which was adapted for 昀椀lm and for Broadway.
It was based on the 昀椀ctional town in South India and describes the
transformation of the protagonist from a tour guide to a spiritual guide and one
of the greatest holy men of India.
• Chart Korbjitti
He is the most successful Thai writer. He was recognized by his publication of his
novel Khamphiphaksa (The Judgment). His novel was named as Book of the Year
by Thailand's Literature Council and won him the S.E.A Write Award. He was
awarded the National Artist in Literature (2004) and was among the honorees of
the inaugural Silpathorn Award, given to Thai contemporary artists.
• Nguyen Du
The best-loved poet and the father of Vietnamese literature, he was most known
for his epic poem “The Tale of Kieu” that recounts the life, trials, and tribulations
of Thuy Kieu, a beautiful and talented young woman, who has to sacri昀椀ce herself
to save her family. She sells herself into marriage with a middleaged man, not
knowing that he is a pimp, and is forced into prostitution.
• Tengku Amir Hamzah
He was an Indonesian poet and National Hero of Indonesia. His poem
collection “Nyangi Sunyi” is considered the most developed and shows the
theme of God and His relationship to humanity, fate, dissatisfaction, and
escape. Some literary critics think that the collection is an attempt to address
the worldly problems of Amir. He was the only Indonesian poet recognized
internationally.
More Essential Texts for Reading:
In Custody (novel) Anita Desai
The Gods of Small Things Arundhati Roy
(novel)
The Folded Earth (novel) Anuradha Roy
The Feather of the Dawn Sarojini Naidu
(poety) Subrahmanyam
(The Nightingale of

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India)
The Caged Ones (novel) Ludu U Hla
A Crazy Man's Shoulder Bag Hmawbi Saya Thein
(anecdote)
Working Elephants (Essay) Kyi Aye
The General Retires and Other Nguyen Huy Thiep
Stories (short story)

Central Asia
Central Asian literature has di昀昀erent literary characteristics and political in culture.
In contemporary times, Russian in昀氀uence continues to be present in Central Asia
literature. Some of the Central Asian writers and their literary works pave their
way to be known worldwide.
• Abdullah Qodiriy
He was known by the pseudonym Julqunboy. He was one of the most
in昀氀uential Uzbek writers of the 20 th century and Soviet playwright, poet,
writer, and literary translator. His most famous work is the historical novel
O’tgan kunlar (Days Gone By), the 昀椀rst Uzbek full-length novel.
• Mukhtar Auez-uli
He was an early Soviet Kazakh writer and won recognition for the long novel
“Abay” which is based on the life and poetry of Kunanbay-uli.
• Chingiz Aytmatov
He was a Soviet and Kyrgyz author and the best-known 昀椀gure in Kyrgyz and
Russian literature. “Jamila”, his 昀椀rst major novel was told from the viewpoint
of a 昀椀ctional character that tells the story by looking back on his childhood.
The story recounts the love between his new sister-in-law Jamilya and a local
crippled young man, Daniyar, while Jamilya's husband, Sadyk, is "away at the
front" (as a Soviet soldier during World War II).

Here are some representative literary texts from di昀昀erent Asian countries.

CH'U YUAN (c.343 - c.289 BC)

Chu’u Yuan, or Qu Yuan, was the greatest poet of ancient China and the earliest
known by name.

Battle
Chu’u Yuan
Translated by Arthur Waley

“We grasp our battle-spears: we don our breast-plates of hide.

The axles of our chariots touch: our short sword meet.
Standards obscure the sun: the foe roll up like clouds.
Arrows fall thick: the warriors press forward.
They menace our ranks: they break our line.
The left-hand trace-horse is dead: the one on the right is smitten.
The fallen horses block our wheels: they impede the yoke-horses!”

They grasp their jade drum-sticks: they beat the sounding drums.
Heaven decrees their fall: the dread Powers are angry.

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The warriors are all dead: they lie on the moor-昀椀eld.

They issued but shall not enter: they went but shall not return.
The plains are 昀氀at and wide: the way home is long.

Their swords lie beside them: their black bows, in their hand.
Though their limbs were torn, their hearts could not be repressed.
They were more than brave: they were inspired with the spirit of “Wu”.
Steadfast to the end, they could not be daunted.
Their bodies were stricken, but their souls have taken Immortality—
Captains among the ghosts, heroes among the dead.

Khaled Hosseini was born in Kabul, Afghanistan, and moved to the United States in 1980. He is the
author of the New York Times bestsellers The Kite Runner, A Thousand Splendid Suns, and And the
Mountains Echoed. Hosseini is also a U.S. Goodwill Envoy to the UNHCR, the UN Refugee Agency, and
the founder of The Khaled Hosseini Foundation, a nonpro昀椀t that provides humanitarian assistance to the
people of Afghanistan.

A Thousand Splendid Suns

(Excerpt)
By Khaled Hosseini

Mariam had never before worn a burqa. Rasheed had to help her put it on. The
padded headpiece felt tight and heavy on her skull, and it was strange seeing the world
through a mesh screen. She practiced walking around her room in it and kept stepping
on the hem and stumbling. The loss of peripheral vision was unnerving, and she did not
like the su昀昀ocating way the pleated cloth kept pressing against her mouth. “You’ll get
used to it,” Rasheed said. “With time, I bet you’ll even like it.”
They took a bus to a place Rasheed called the Shar-e-Nau Park, where children pushed
each other on swings and slapped volleyballs over ragged nets tied to tree trunks. They
strolled together and watched boy 昀氀y kites, Mariam walking beside Rasheed, tripping
now and then on the burqa’s hem. For lunch, Rasheed took her to eat in a small kebab
house near a mosque he called the Haji Yaghoub. The 昀氀oor was sticky and the air
smoky. The walls smelled faintly of raw meat and music, which Rasheed described to
her as logari, was loud. The cooks were thin boys who fanned skewers with one hand
and swatted gnats with the other. Mariam, who had never been inside a restaurant,
found it odd at 昀椀rst to sit in a crowded room with so many strangers, to lift her burqa to
put morsels of food into her mouth. A hint of the same anxiety as the day at the
tandoor stirred into her stomach, but Rasheed’s presence was of some comfort, and,
after a while, she did not mind so much the music, the smoke, even the people. And the
burqa, she learned to her surprise, was also comforting. It was like a one-way window.
Inside it, she was an observer, bu昀昀ered from the scrutinizing eyes of strangers. She no
longer worried that people knew, with a single glance, all the shameful secrets of the
past.
--------
The women in the part of Kabul were a di昀昀erent breed from the women in the poorer
neighbourhoods – like the one where she and Rasheed lived, where so many of the
women covered fully. These women were – what was the word of Rasheed had used? –
“modern”. Yes, modern Afghan women married modern Afghan men who did not mind
that their wives walked among strangers with makeup on their faces and nothing of
their heads. Mariam watched then cantering uninhibited down the street, sometimes
with a man, sometimes alone, sometimes with rosy-cheeked children who wore shiny
shoes and watches with leather bands, who walked bicycles with high-rise handlebars

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and gold-colored spokes – unlike the children in Deh-Mazang, who bore sand-昀氀y scars
on the cheeks and rolled old bicycle tires with sticks.

The women were all swinging handbags and rustling skirts. Mariam even spotted one
smoking behind the wheel of a car. Their nails were long, polished pink or orange, their
lips red as tulips. They walked in high heels, and quickly, as if on perpetually urgent
business. They wore dark sunglasses, and, when they breezed by, Mariam caught a
whi昀昀 of their perfume. She imagined that they all had university degrees that they
worked in o昀케ce buildings, behind desks of their own, where they typed and smoked and
made important phone calls to important people. These women mysti昀椀ed Mariam. They
made her aware of her own lowliness, her plain looks, her lack of aspirations, and her
ignorance of so many things.

Representative Texts and Authors from Africa

Africa, the “Cradle of the humankind” according to scientists, has a literature that
is 昀椀lled with the human spirit, desiring for freedom and contentment. African literature
consists of oral tradition and written literature ranging from local languages brought by
the colonizers (English, Portuguese, and French). The experiences of the colonization
and postcolonization shape the African literature.
The oral literature of Africa such as myths, stories, riddles, proverbs, and dramas
document the exploits of the heroes of the communities, remind the people about their
culture and traditions, entertain and educate the youth. It 昀氀ourishes across the
continent in the 15th century CE until the interaction of Africa with Europe and Asia, their
trade and cultural partners, serves as the main contributor to the African literature
growth.
In the 19th century, European countries compete for the colonization of the
African territory to gain political and economic edge. The colonization and slave trade
has awaken the African psyche (the soul and mind) incredibly. The literary works are the
vehicle, speci昀椀cally the newspaper, in exposing the psychological social impact of
colonization. African writers express their cry for freedom from oppression through their
poetry and narrative works. Though they use the European language to produce their
literary works, the cry for independence has reached to the climax, so strong and
e昀昀ective, with the embodiment of the spirit of nationalism, gained worldwide acclaim.
Numerous notable African writers are Chinua Achebe, Wole Soyinka, Ko昀椀 Awoonor,
Ngungi wa Thiong’o (East Africa’s leading novelist), Okot p’Bitek, Nadine Gordimer,
Dennis Crutus, Es’kia Mphahlele, and Jacques Rabemananjara.
In the contemporary times, African writers experience new challenges with their new
and sovereign government. They still use their literary works as a vehicle in expressing
their voices against their government with a constant theme of corruption.
• Chinua Achebe
He was a Nigerian novelist, poet, critic, and professor and was honored as Grand
Prix de la Memoir of the 2019 edition of the Grand Prix of Literary Associations.
His 昀椀rst novel and masterpiece, “Things Fall Apart”, is the most widely read book
in modern African literature. It concerns the traditional Igbo life at the time of the
advent of missionaries and the colonial government in his homeland.
• Wole Soyinka
He was the 昀椀rst black African to be awarded the 1986 Nobel Prize for Literature.
One of his famous works is his 昀椀rst important play “A Dance of the Forests” which
was written for the Nigerian independence celebrations. It parodies the emerging
nation by stripping it of romantic legend and by showing that the present is no
more a golden age than it was before.
• Ko昀椀 Awoonor

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He was a Ghanian novelist and poet who wrote “This Earth, My Brother”, a cross
between a novel and a poem. It was told on two levels each representing a
distinct reality. The 昀椀rst level is a standard narrative which details a day in the
life of an attorney named Amamu. The second level is a symbol-laden mystical
journey 昀椀lled with biblical and literary allusions. These portions of the text deal
with the new nation of Ghana, which is represented by a baby on a dunghill. The
dunghill is a source of both rot and renewal, and in this way represents the
foundations upon which Ghana was built.
• Ngungi wa Thiong’o
East Africa’s leading novelist, a Kenyan writer who wrote the famous novel
“Weep Not, Child”. It was the 昀椀rst major novel in English by an East African. It
deals with the Mau-Mau Uprising, a war in the British Kenya Colony (1920–1963)
between the Kenya Land and Freedom Army.
• Okot p’ Bitek
He was a Ugandan poet, novelist, and social anthropologist who wrote the three
verse collections – Song of Lawino (1066), Song of Ocol (1970), and Two Songs
(1971). He achieved international recognition for Song of Lawino, a long poem
dealing
with the tribulations of a rural African wife whose husband has taken up urban
life and wishes everything to be westernized. It was followed by the husband’s
reply, the Song of Ocol.
• Nadine Gordimer
A South African writer and the recipient of the 1991 Nobel Prize in Literature.
She wrote the joint winner of the Booker - McConnell Prize novel “The
Conservationist”. The story is a character study of a successful South African
industrial executive and, by extension, a critique of South Africa.
• Jacques Rabemananjara
He was a Malagasy playwright and poet and one of Madagascar’s most
prominent writers. He wrote and published his play “Les dieux malgaches”, the
昀椀rst modern Malagasy play in French. This play dealt with the pre-colonial past
and with the coup that unseated King Radama II in 1863.
• Es’kia Mphahlele
He wrote the South African classic autobiography “Down Second Avenue” about
the story of a young man’s growth into adulthood with penetrating social
criticism of the conditions forced upon black South Africans by a system of
institutionalized racial segregation.
• Thomas Mofolo
He was the greatest writer from the Sotho people in Africa. He created the 昀椀rst
Western-style novels in the Basotho language. His novel “Chaka” became a
classic. It was a historical novel about the story of the rise and fall of the Zulu
king Shaka. Dennis P. Kunene translated the novel from Sotho to English.
More Essential Texts for Reading:
The Invention of Africa : Gnosis,
Philosophy and the Order of Knowledge Valentin-Yves Mudimbe
(essay)
The Cardinals (novel) Bessie Head
Striving for the Wind (novel) Meja Mwangi
The Famished Road (novel) Ben Okri
Season of Migration to the North Tayeb Salih
(novel)
To Every Birth its Blood (novel) Mongane Serote
The Palm-Wide Drinkard (novel) Amos Tutuola

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Nervous Conditions (novel) Tsitsi Dangarembga

Mission to Kala (novel) Mango Beti
Up in Arms (poetry) Chenjerai Hove
Tales of Amadou Koumba (昀椀ction tales) Birago Diop
Muriel at Metropolitan (novel) Miriam Tlali

Here are some representative literary texts from di昀昀erent African countries.

Chinua Achebe was an Igbo Nigerian novelist, poet, professor, and critic. His 昀椀rst novel
Things Fall Apart, often considered his masterpiece, is the most widely read book in
modern African literature.

Things Fall Apart (A Summary)

By Chinua Achebe

As a young man, Okonkwo becomes one of the greatest wrestlers in the clan. Okonkwo
values strength and aggression, traits he believes are masculine, and his worst fear is
to be thought of as feminine or weak, like his father, Unoka.
Okonkwo's wealth and status within the tribe grow, and he becomes one of the
greatest men in the land, with three wives and a large stock of yams. He treats his
family with a heavy hand, believing that the only emotion worth showing is anger.
Okonkwo is particularly worried about his eldest son, Nwoye, in whom he sees signs of
laziness reminiscent of Unoka.
One day, the clan settles an argument with a neighboring village by demanding the
sacri昀椀ce of a virgin and a 15-year-old boy named Ikemefuna, who lives with Okonkwo's
family for the next three years.
While living with Okonkwo's family, Ikemefuna becomes very close to Nwoye, sharing
folktales and encouraging him to enjoy masculine tasks. Okonkwo approves of his
in昀氀uence on Nwoye and grows fond of Ikemefuna himself. Ikemefuna soon starts to call
Okonkwo “father.”
After three years, when the oldest man of the tribe, Ezeudu, informs Okonkwo
that Ikemefuna must be killed, he advises him not to participate in the killing, since “the
boy calls you father.” Okonkwo ignores this advice, fearing that others will 昀椀nd him
weak or e昀昀eminate, and he proceeds to strike the killing blow when they take
Ikemefuna out to be killed the next day.
Soon, Ezeudu passes away, and his funeral celebration draws the entire clan. During the
burial, Okonkwo's gun explodes, killing Ezeudu's 16-year-old son. Having killed a fellow
clansman, Okonkwo has no choice but to 昀氀ee the clan with his family. Because the crime
is a “female,” or accidental, crime, they may return in seven years.
During their time in exile, Okonkwo and his family work hard to start a new farm in
Okonkwo's motherland, Mbanta. His mother's kinsmen treat them kindly, but Okonkwo
is extremely discouraged by the circumstances. He plans for the day he can return to
his rightful place in Umuo昀椀a.
While he works in Mbanta, the white men begin to appear among neighboring clans,
causing stories to spread about their power and destruction. When they 昀椀nally arrive in
Mbanta though, the clan is fascinated but 昀椀nds their religion ridiculous. Nwoye,
however, is captivated by the hymn he hears on the 昀椀rst day, and soon joins the
Christians to get away from his father, who is outraged.
When Okonkwo 昀椀nally returns to Umuo昀椀a, the white men have changed his clan as
well. Mr. Brown, a white missionary who is popular for his patience and understanding
approach, has built a school and hospital, and many clan members are enrolling their
children in the school so that they can one day become clerks or teachers. However,

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soon after Okonkwo's return, Mr. Brown leaves the country due to health reasons, and
Reverend Smith replaces him.
Reverend Smith is uncompromising, encouraging acts among the converted clan
members that provoke the rest of the clan. When Enoch, a fanatical convert, rips the
mask o昀昀 of one of the clan's masked egwugwu during a ceremony, the clan retaliates
by burning down the church. Reverend Smith reports this transgression, and the District
Commissioner tricks the clan's leaders into meeting with him before handcu昀케ng them.
The clan leaders, including Okonkwo, su昀昀er insults and beatings before they are
released once the village pays the 昀椀ne.
The morning after their release, the clan leaders speak of war before they are
interrupted by the arrival of court messengers. Full of hate, Okonkwo confronts the
leader, who says that the white man commands the meeting to stop. In a 昀氀ash,
Okonkwo strikes down the messenger with his machete. Seeing that none of his
clansmen support him in his violent action, Okonkwo walks away and hangs himself.
When the District Commissioner comes to fetch Okonkwo the next day, the clansmen
lead him to his hanging body instead, saying that they cannot touch it, since it's an
abomination for a man to take his own life. The District Commissioner 昀椀nds this custom
interesting, making note of it for his book on Nigeria, which he plans to title The
Paci昀椀cation of the Primitive Tribes of the Lower Niger.

George Moses Horton (1798 – 1884) is an African American poet who wrote
sentimental love poems and antislavery protests. He was one of the 昀椀rst
professional black writers in America.

On Liberty and Slavery

by George Moses Horton

Alas! and am I born for this,

To wear this slavish chain?
Deprived of all created bliss,
Through hardship, toil and pain!

How long have I in bondage lain,

And languished to be free!
Alas! and must I still complain—
Deprived of liberty.

Oh, Heaven! and is there no relief

This side the silent grave—
To soothe the pain—to quell the grief
And anguish of a slave?

Come Liberty, thou cheerful sound,

Roll through my ravished ears!
Come, let my grief in joys be drowned,
And drive away my fears.

Say unto foul oppression, Cease:

Ye tyrants rage no more,

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And let the joyful trump of peace,

Now bid the vassal soar.

Soar on the pinions of that dove

Which long has cooed for thee,
And breathed her notes from Afric’s grove,
The sound of Liberty.
Oh, Liberty! thou golden prize,
So often sought by blood—
We crave thy sacred sun to rise,
The gift of nature’s God!

Bid Slavery hide her haggard face,

And barbarism 昀氀y:
I scorn to see the sad disgrace
In which enslaved I lie.
Dear Liberty! upon thy breast,
I languish to respire;
And like the Swan unto her nest,
I’d like to thy smiles retire.

Oh, blest asylum—heavenly

balm!
Unto thy boughs I 昀氀ee—
And in thy shades the storm shall calm,
With songs of Liberty!

What’s More

There you go, learner. You have explored the Asian and African
literature. You were able to recognize some of the well-known authors and
their texts as well as their inspirations in creating their literary works. Let us
practice.

Activity #4: Match, match, and match!

Directions: Match the literary author in column A with their literary work in column
B. Write the letter of the correct answer on the space provided.

A B

________ 1. Thomas Mofolo a. Changma

________ 2. Rabindranath Tagore b. Red Sorghum
________ 3. Chinua Achebe c. Fly Already

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________ 4. Li Po d. The Temple of the Golden Pavilion

________ 5. Ch’oe Nam-Seon e. Ngayi Sunyi
________ 6. Abe Kobo f. Chaka
________ 7. Tengku Amir Hamzah g. Jamila
________ 8. Prem Chand h. The Ocean to the Youth
________ 9. Yun Hunggil i. The Serpent and the Rope
________ 10. Mo Yan j. Songs O昀昀erings
________ 11. Kimitake Hiraoka k. Things Fall Apart
________ 12. Etgar Keret l. Alone and Drinking under the Moon
________ 13. Raja Rao m. A Dance of the Forests
________ 14. Chingiz Atymatov n. Godaan
________ 15. Wole Soyinka o. Tomodachi
p. Last Simile
Activity #5: I love Lit Works!
Directions: Read the synopsis of each literary piece of the Asian and African
authors. Determine the title of the literary work. Write your answer on the space
provided.

_____________________1. It is a Korean poem that deals with the ancient social

custom of drinking.
____________________ 2. This is a Korean epic novel that chronicles the violent
Korean History from 1897 to1945.
____________________ 3. It a Kazakh novel that is based on the life and poetry of
Kunanbay-uli.
____________________ 4. It is an African novel that concerns the traditional Igbo life at
the time of the advent of missionaries and the colonial government in his
homeland.
____________________ 5. It is a historical African novel about the story of the rise and
fall of the Zulu king Shaka.
____________________ 6. It is an African novel which is a character study of a
successful South African industrial executive.
____________________ 7. It is a Korean novel that describes the Korean’s con昀氀ict
between social realities and traditional ideals.
____________________ 8. It is an Egyptian book compilation that covers the life of the
seven most important Sahabahor the disciples and followers of Muhammad.
____________________ 9. It is a Japanese short story that recounts the encounter
between a servant and an old woman in the dilapidated place where unclaimed
corpses were sometimes dumped.
____________________ 10. It is a Russian novel that recounts a story of a sister-in-law
and a local crippled young man.
____________________ 11. It is a Chinese poem that talks about conscription - with
hidden satire that speaks of the noticeable luxury of the court.
____________________ 12. It is a Chinese novel that relates the story of a family in
a rural area in Shandong Province during a turbulent time.
____________________ 13. It is a Korean poem that aims to produce cultural reform
and modern knowledge about the world to the youth.
____________________ 14. It is a Japanese novel based on the burning of the reliquary
of Kinkaku-Ji by a young Buddhist assistant in 1950.
____________________15. It is a Vietnamese poem that recounts the life of a beautiful
young woman who has to sacri昀椀ce herself to save her family.

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.
Activity #6: Di昀昀erences!
Directions: Read the “A Thousand Splendid Suns”- An Excerpt written by Khaled
Hosseini (Afghanistan) on page 18 then answer the given questions below. Write
your
answer on
your answer sheets.

What over
–generalized belief about
Afghans and Muslims do we 昀椀nd in
the society? Do you think these
stereotypes are true or false?

Write down your idea here.

___________________________________________________________________________
__________________
_________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Questions to answer:
1. How would you describe a burqa?
2. Would you ever want to wear one? Why or why not?
3. What do you think a burqa symbolizes?
4. What does the burqa reveal about Afghan and/or Muslim Society?
5. What were your expectations of the story, considering that it was set in
Afghanistan? Did it go against your expectations? In what instance did
Mariam feel glad she had a burqa on? Why did she feel this way?
6. Why does Mariam compare herself to other women?
7. What do you feel towards Mariam? Explain your answer.
8. How would you describe Mariam’s relationship with Rasheed? What can you
predict about their relationship in the future?
9. Why is it important to show in the story that there are also modern women in
Afghanistan?

What I Have Learned

Nice job! We are almost done in our lesson. To sum it up, here is an activity about
representative texts and authors from the Asian and African continents.

Activity #7: I am Lost Without Lit!

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Directions: Fill in the blanks with the correct information. Write your answer on the
space provided.

ASIA
East Asia
• The Ballad of the Army Cats by (1)____________
• Alone and Drinking under the Moon by Li Po
• Red Sorghum by (2)_________________________
• To Live by Yu Hua
• The Ocean to the Youth by Ch’oe Nam-Seon
• The Heartless by Yi Kwang-su
• The Dance of Agony by Kim Ok
• Changma by Yun Hunggil
• T’oji (The Land) by Pak Kyongni
• (3)___________________ by Abe Kobo
• The Temple of the Golden Pavilion by Kimitake Hiraoka
• (4)_________________________ by Ryunosuke Akutagawa
• Hear the Wind Sing by Haruki Murakami

Middle East
• Abqariyat Series by Abba Mahmoud Al-Aqqad
• The Days by Tha Hussein
• First Poems by (5)___________________________
• Fly Already (Glitch at the Edge of the Galaxy by Etgar
Keret

South and Southeast Asia

• Gitanjali or Song O昀昀erings by Rabindranath Tagore
• (6)_________________________ by Prem Chand
• The Serpent and the Rope by Raja Rao
• The Guide by R. K. Narayan
• The Judgment by Chart Korbjitti
• (7)_________________________by Nguyen Du
• Nyangi Sunyi by Tengku Amir Hamzah

Central Asia
• Days Gone By by Abdullah Qodiriy
• Abay by Mukhtar Auez-uli
• (8)____________________ by Chingiz Aytmatov

AFRICA
• Things Fall Apart by (9)_________________________
• A Dance of the Forests by Wole Soyinka
• This Eart, my Brother by Ko昀椀 Awoonor
(10)
• _________________________ by Ngungi wa Thiong’o
• Three Verse Collections – Song of Lawino, Song of Ocol, and
Two Songs by Okot p’ Bitek
• The Conservationist by Nadine Gordimer
• Les Dieux Magaches by Jacques Rabemanajara
(11)
• _________________________by Es’kia Mphahele

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• Chaka by Thomas Mofolo

• The Invention of Africa : Gnosis, Philosophy and the Order
of Knowledge by (12)_________________________
• The Cardinals by Bessie Head
• Striving for the Wind by Meja Mwangi
• The Famished Road by (13)_________________________ •
Season of Migration to the North by Tayeb Salih

• To Every Birth its Blood by Mongane Serote

• The Palm-Wide Drinkard by (14)_________________________
• Nervous Conditions by Tsitsi Dangarembga
• Mission to Kala by Mango Beti
• Up in Arms by Chenjerai Hove

• Tales of Amadou Koumba by Birago Diop

(15)
• _________________________by Miriam Tlali

What I Can Do

Activity #8: My HOMEreading!

Directions: Choose one short story of your choice from the Asian or African
literature then produce a home reading report about your chosen literary piece.
Write your responses on a separate sheet of paper

A. Title of the Selection

B. Author

C. Exposition

D. Con昀氀ict

E. Climax

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F. Resolution

G. Characters

H. Setting

I. Point of View

J. Theme

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