Structural Analysis and Interpretation

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Department of EducationCaraga Administrative RegionDivision of Surigao Del Norte
ALEGRIA STAND ALONE SENIOR HIGH SCHOOL
Brgy. Ouano, Alegria, Surigao del Norte
 STRUCTURATION OF CONTENT WORDS AND INTERPRETATION INAESOP’S FABLE “THE WIND AND THE SUN”
 A Literary Analysis and Interpretation Paper in Partial Fulfillment of Reading and WritingPresented toMARIA HAZHEL P. PASOSubject Teacher by _____________ Name of StudentMarch 2023
 
TABLE OF CONTENTSPreliminary Pagesi Cover Pageii Table of Contentsiii AbstractChapter 1 THE PROBLEM AND ITS SCOPE
Rationale of the Study5-6Theoretical Setting7Schematic Diagram8Problem Statement9Significance of the Study9-10Scope and Limitations10Definition of Terms10
2REVIEW OF RELATED LITERATURE
11-13
3RESEARCH METHODOLOGY
Method Used14Sources of Data14-15Data-Gathering Process15
4DATA PRESENTATION, ANALYSIS AND DISCUSSION
16-20
5 SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
 Summary of Findings21 Conclusion22 Recommendation22
WORKS CITED
23-24
APPENDIX
 A.Biography of Aesop 25B.Copy of the Fable 26
CURRICULUM VITAE OF THE LINGUISTIC RESEARCHER
27-28
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ABSTRACT
This academic paper aims to synthesize the morpho syntacticsegmentation linearity in Aesop’s fable “The Wind and The Sun”. The studyuses structural analysis as its research method. Based on the analysis, thefollowing are the findings; 1. The syntactic linear structuration of the fable revealsfour kinds of sentences according to form: four (4) simple sentences, two (2)compound sentences, two (2) complex sentences and two (2) compound-complex. 2. The fables contains 39 lexical morphemes that includes ten (10)simple forms of nouns (WIND, SUN, ROAD, AIR, MAN, COAT, SHADE, TREE,BACK, and HEAD), four (4) simple forms of verb (BLEW, WALK, TOOK, andSHONE), three (3) simple forms of adjectives (TIGHT, LITTLE, and WARM), two(2) simple forms of adverb (VERY, and OFF). Three (3) complex forms of noun(TRAVELER, BEAMS, and GUSTS), Six (6) complex forms of verb (ARGUED,TRAVELING, SPORTED, REMOVE, CLUTCHED, SPOTTING), eight (8)complex forms of adjectives (STRONGER, QUICKEST, HARDER, LONGER,TIGHTER, EXHAUSTED, HEADED, and NEAREST), three (3) complex forms of adverb (BARELY, GENTLY and QUIETLY).3. The textuality also reveals threegrammatical morphemes; five (5) conjunction (and, but, so, which, for), twoarticles (the, a), and one preposition (on). Based from the findings it is concludedthat
 
 Aesop’s fable “The Wind and The Sun” follows morpho - syntacticsegmentation linearity in its textuality. With the findings, the followingrecommendation are offered; 1. students would keep on considering morphologyand linguistic structure as establishment in acing the English language. 2.Language Teachers must boost their decision making in connection to purposiveintegration of drills and activities to the topics morphology and syntax to increasestudents’ knowledge and mastery. 3. Curriculum Makers As an agent of changein reflecting, reconceptualizing and evaluating the cared choice content of curriculum that strengthen student-teachers grounding on linguistics specificallyin the study morphology and syntax.
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 4. Linguistic Researchers will fill in as springboard to embrace other futureresearch comparative with the study on the following suggested topics;Morphology: The Linguistic Analysis of Words, Phonemic SegmentationLinearity of the textuality in The Wind and The Sun by Aesop, SyntacticSegmentation Linearity of the textuality in The Wind and The Sun by Aesop,Linguistic Segmentation Linearity of the textuality in The Wind and The Sunby Aesop, and Morpho - Syntactic Segmentation Linearity on the parable TheProdigal Son.
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