Professional Documents
Culture Documents
By
March 2013
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Acknowledgement
A library paper like this is never the work of anyone alone. Apart from the efforts
of our group members, the success of this project depends on the encouragements and
supports of many people. We would like to take this opportunity to thank all people who
have given their effort and time to make this research project become possible.
First and foremost, we thank God for the knowledge, guidance, and
perseverance that he has been bestowed upon us in making this research project. We
could never have done this without the faith and love we have in him.
Second, we would like to express our deep gratitude to our Professor, Dr. Rissa
P. Asuncion, PhD. for reading and checking our research every meeting. It could not
have been completed without her professional assistance, sustained diligence,
suggestions, and motivations for this research. We also would like to thank her for
showing examples related to our project. We are lucky to have a professor like her who
cared so much about our research. Aside from the research specifics she imparted to
us, she taught us a lot of essential things that will be useful in different stages of our life.
She inspired us to work well especially for us to become future researchers and
hopefully to become successful doctors.
Finally, we would like to offer our special thanks to our families and friends for
inspiring us, for our stressful moments that they’ve catered to our needs. Thanks to
them for understanding us and giving us their endless love and encouragement that we
can complete this project. Without their support, we would face many difficulties in doing
this.
The Researchers
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Table of Contents
I. Introduction …………………………………………………………………………… 1
A. Definition of Literary Appreciation ……………………………………………. 1
B. Stages of Literary Appreciation ………………………………………………. 2
C. Development of Literary Appreciation ……………………………………….. 4
VI. Positive and Negative Effects of Novels Turned Movies to Literary Appreciation
of Students ……………………………………………………………………………… 20
Conclusion ………………………………………………………………………………. 24
Recommendation ………………………………………………………………………. 25
Bibliography ……………………………………………………………………………. 26
Curriculum Vitae ……………………………………………………………………….. 29
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Outline
Thesis Statement
I. Introduction
A. To teenagers
B. To literature teachers
C. To future researchers
A. Book-based movies
V. Film Adaptation
A. Movie reviews
B. Effects of movie adaptations to literary appreciation
VI. Positive and negative effects of novels turned movies to literary appreciation
of students
Conclusion
Recommendation
Bibliography
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I. Introduction
A. Literary Appreciation
works of literature. Evaluate here means to make judgment about the quality or value of
literary work. It is the understanding and mastery of the form and content of a literary
work.
the reader interprets, evaluates or classifies a literary work with a view to determining
the artistic merits or demerits or such a work. Literary appreciation focuses on the
adequate grasp of the definitions and applications of traditional literary devices which
general.
The only explanation that can sufficiently take into consideration the preferences
of the students, are the different stages of development and their level of literary
appreciation.
stages.
Level 5: Venture beyond self (‘going beyond me’, assessing the world around
them)
Level 6: Variety in reading (reads widely and discusses experiences with peers)
reading)
Level 1: Understanding that Pleasure and Profit Come from Literature (Ages 0-5)
The main concept in this stage is that of interaction. Children take pleasure in
listening to and singing nursery rhymes, songs and trying to make sense out of the
supports them while they are watching, reading or singing. Adults should look after their
children, it is important that they are aware of the need for communication. Through
themselves. They have experience enjoyment in reading and able to make sense out of
the different codes, symbols, and convections. And if they fail to understand those, they
Children at this stage are becoming imaginative. They begin to model their
actions based on the characters in the story or even imagining the stories. They
become interested in reading material that appeals to them, reasoning for some children
selecting books that they like. The story is needed to be more realistic because
teenagers prefer believable characters. Moreover, they question character moves and
they become more interested to the characters that has relevance with them.
The focus of the teens is no longer on learning to read but on responding and
talking about what they read, assessing and going beyond the text. Furthermore, they
try to make sense of the social structure and ‘explore issues surrounding conformity,
personal attitudes, reading and observing skills are all part of literary appreciation.
Stages which readers go through are added unto without dropping the previous stages.
Thus, literary appreciation is a lifelong process. However, occasionally students are ill-
equipped to handle transition from childhood literature to adolescent literature and fail at
establishing literary appreciation. This may occur as a result of a student’s late or early
cognitive maturity.
The adolescent has become what the juvenile was not, an observer and evaluator of self and
others, so it is an easy step from involvement in the story to reflecting about it. For adolescents,
one of the most important criteria for judging a book’s quality is whether it makes them think
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about themselves and the world. In this way, the exploration of literature can be linked to
The younger readers usually judge stories according to their realism and tend to
different points of view and ways of feeling and become aware of a need for evaluation.
while reading, and think about the storyline, the characters, their motives, and feelings
solely in relation to their own personality. It is important to take into account that
“reflecting about the story” is an essentially personalize phenomenon for them. Their
reactions to stories are usually characterized by some ways like subjective evaluations,
literature from the point of view of material. A reader likes a piece because the content
This section will provide brief description on the various significances of the study
given the three categories teenagers, literature teachers and future researchers.
A. To Teenagers. The proposed study will allow them to understand and assess the
reading a novel, conducting a video project, and watching the movie, students
manner.
B. To literature teachers. The study will serve as an aid for teachers in instructing
their students on the positive and negative effects of novels that have been made
into movies. Teachers can use movies as a springboard for subsequent literary
conjunction with reading books enables comparative analysis between the two
which will enable them to guide their students in understanding what literature is.
Different types of books abound that deeply encourages reading. Not only can
reading enhance creativity in a teenager, but it can also broaden one’s knowledge
especially when school activities such as essay writing, story writing, and other literary-
based skills are given to students. As the storyline are etched onto the reader’s minds,
ideas will flow more easily because the students already have a grasp of the
plot.
where other people are coming from and makes us better people.”
voters, the winners for the Goodreads Choice Awards 2012 are the following:
Best Young Adult Fiction Book: Fault in Our Stars by John Green
Amazon announced the top ten online bestselling books of 2012. The following
9. Wonder by R. J. Palacio
In a FILMCLUB Press Release (2006), the survey found that teenagers who
watch films regularly visit the cinema more often than those adults who do not. In
addition, watching films at an early age increases the cinema attendance of people
Teenagers are exposed to various cultures and it helps them to make new
friends, they allow even unknown people to mingle with each other.Their opinions about
Relieves stress
Aside from the main purpose of movies which is to entertain, movies also
enhance an individual’s mental health. They enable people to take time to relax and
To Educate
When watching educational movies, individuals can learn any new vocabulary
historical film gives vital data about how life was in the past.
To Inspire
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There are movies that may make people cry, sing, laugh, or make one a better
person. Films inspire one to be brave, clever, insightful, loyal and positive, along with
other virtues.
Movies have certain disadvantage aside from the above benefits. The common
disadvantage of watching movies is that they are time consuming and Increases
incidences of violence. Teenagers can make their own movie that can help them
A. Book-Based Movies
When a film is made from a book it is called adaptation. Film producers hope that
the popularity of a novel will ensure popularity of the film. Adaptations of books vary
from being very faithful to the book to being loosely based on the book (www.kvenno.is).
Like any film that gets made, there has to be a remarkable convergence of
elements, an idea, screenplay, creative team, onscreen talent and, most critically,
financing. If the underlying property is a book, the chances of the other elements falling
into place are typically a function of the success of the book. But a successful book is
not sufficient by itself because a great many more people likely need to buy tickets than
People have been fanatic about books and movies since they both have been
around. Despite this, there have been many famous books adapted into movies. Some
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people say that film adaptation ruins the book based on it, as they are not original
version. Lovers of book need to accept that movie adaptations, even bad ones can help
gain books recognition with those who no longer finding books entertaining enough
(Mandell, 2012).
There have been many successful movie versions of books; one good example
is the Lord of the Rings set of movies that raised the quality of the original story by
simply being well-made movies. Originally published in 1954, it took 47 years for
filmmakers to adapt it but the wait was clearly worth it as the films received 17 academy
awards and reported earnings of $2.91 billion (Rees, 2010). Another successful
adaptation of a book is the Harry Potter series, which has seen its seventh book being
turned into two movies; the jury is still out on whether the films will surpass the books in
popularity, but it is apparent that they have made billions of dollars, made J.K Rowling
one of the wealthiest women in the world and encouraged a large chunk of the
Corliss, Schickel, Grossman, and Luscombe (2005) studied the 5 book- based
movies and found that the winners are either the book or movies itself.
The Chronicles of Narnia: The Lion, the Witch and the Wardrobe-- Winner: Book
V. Film Adaptation
Stated in an online article by Florida International University [FIU], popular film is the
result of applying cinematography to a work of fiction, or fact that has been famous for
the readers long before the film was thought of. Novel and film both serve the same
of the book and choices of the elements to retain, change, remove, or reproduce. In
adaptating a book, some things have to be left out and some have to be added for the
A. Movie Reviews
A movie review is an honest and specific opinion about a film one has seen, and
is supported by familiarity with its context (Danesco, 2013). In his article, “How to Write
a Film Review,” Danesco gave out certain steps on how to give movie reviews.
1. After you have selected your movie, be familiar with its context
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actors and actresses in the movie. Knowing this adds more insight into the
story element.
2. After you see the movie, formulate a specific opinion in one sentence
The opinion made will be the foundation of the whole movie review.
To catch the reader’s attention, one may start with the a quote from the
expectation.
Telling the premise of the movie is a must however, one must not include
the intense parts as well as the ending for it will give away the essence of
Talk about the specifics and compare the film with the book. This will
6. Be interesting
Suzanne Collins’s “The Hunger Games” (the first book in a best-selling young-adult
already when a virtuous commoners rose up, unsuccessfully, against their decadent
rulers, and they’ve been both cosseted and terrorized ever since by a yearly lottery in
which two teens from each of twelve districts are selected, trained, and turned into
media stars. They are then set loose in a controlled wilderness, where they must survive
hunger and one another, until only one of them is left alive. The survivor will bring home
to his district both glory and food, and everyone, rich and poor, watches the events on
television.
Her idea seems to be derived from the bloodier Greek myths and Roman gladiatorial
contests. Collins’s strategy of putting girls and boys (some as young as twelve) at the
center of a deadly struggle adds tense, nasty excitement to the old tales and tawdry TV
rituals she draws on.Collins understands her audience well, and she can write. Her first-
person narrator, KatnissEverdeen, who hails from a shabby coal-mining area, is a tough,
As for the casts, Jennifer Lawrence demonstrated a convincing strength in some of her
other movies while in “The Hunger Games,” as Katniss, she is more dynamic. She has a
lightly burnished copper complexion, and when she’s still, there’s something luminous,
slightly otherworldly about her. Her gravity and her steady gaze make her a fine heroine.
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played by Liam Hemsworth. Among the adults, Stanley Tucci and Elizabeth Banks,
But the rest of “The Hunger Games” is pretty much a disaster. Disjointed, muffled, and
even, at times, boring. Collins herself labored on the script, along with Gary Ross and
Billy Ray, the directors. Working with the cinematographer Tom Stern, Ross shoots in a
style that I have come to despise. A handheld camera whips nervously from one angle to
another; the fragments are then jammed together without any regard for space. You feel
like you’ve been tossed into a washing machine. Even when two people are just talking
calmly, Ross jerks the camera around. As the sense of danger increases, he has nothing
to build toward. Visually, he’s already gone over the top. And the action itself is a
thrashing, incoherent blur—kids tumbling on the ground or wrestling with each other.
Katniss stalks various kids with her bow and arrow, but she kills only one intentionally—a
domineering sadist—and you don’t see the arrow hit him; you don’t even see him fall.
Ross consistently drains away all the tensions built into the grisly story. The growing
wariness and suspicion that each teenager must feel as the number of those still alive
begins to diminish, or the horror that some of them experience as they commit murder.
The camera rushes through the wilderness, but, in the end, the movie looks less like a
fight to the death than like a scavenger hunt. Katniss is always finding something useful
“The Hunger Games” is a prime example of commercial hypocrisy. The filmmakers bait
kids with a cruel idea, but they can’t risk being too intense or too graphic, the books are
more explicit. After a while, we get the point: because children are the principal
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audience, the picture needs a PG-13 rating. The result is an evasive, baffling, unexciting
production—anything but a classic.Maybe the reason for its success is simple: it makes
Literature is magical in that it stimulates the reader to use the power of their
imagination in that it places the readers in a defined reality. Writers take time in focusing
on characters and plot to ensure that these will be memorable for the reader. When
studios attempt to adapt literature, they are like forcing themselves into a secluded
place. Audiences of the new generation have lower attention span and thus a movie
must move fast such that scenes that were originally in the book have to be edited to
improve the pacing. These details and scenes might not be of great importance to the
film but they are to the world of literature. With regard to novels, these minor particulars
are what build and add character to the structure and plot of the book (Peters, 2008).
A good film requires careful attention, just as does a good novel but it’s quite
different in movies because it can provoke one into the world of movement through
editing. Fiction requires a visual imagery registering in one’s mind through the phrases,
sentences, words, dialogues written (Green, 2007). Quoting the same author,
Our imaginations then have to finish the job the writer has started. We have to mentally transform
the words, phrases, and sentences into the "actions" or "thoughts" or "emotions" of the "characters"
we agree are being brought to a kind of life. (Films, of course, do this work for us.) And we have to
keep straight the way in which the characters and their actions are being presented to us in a
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particular sort of formal arrangement, an arrangement that is again mostly a phenomenon of our
mental engagement with the text. Sometimes--as in some modernist and postmodernist fiction--this
formal arrangement overrides our immediate connection to the characters and the actions and has
Alan Pulverness (2001) pointed out that novels are adapted for the screen in three
ways. The first is the literal translation where the film-maker tries to render the novel as
done not just superficially but the novel was also given additional and different
interpretations; and the third adaptation is the imitation in which the novel serves as an
inspiration and springboard for a movie that may be loosely based on it.
While the three types are used in many different ways, it is the faithful translation
that complement’s most of student’s reading of a novel as well as the one that poses
the most problems. A faithful translation sticks close to the original since the similarities
are close to the descriptions on the novel. However, it is the one-to-one relationship
between the books’ narration and the reader that makes reading a novel a personal
experience. Compared with the movie adaptation, the effects of language are used to
The problem with faithful translation suggests that a film adaptation is bound to
suffer diminishment if it would appear to basically simplify the novel. But students of the
21st century have an advantage and familiarity with film for they grew up in a visual
culture and they develop an ability to ‘read’ films. It is through this ability that students
enhance their appreciation for literature- the original novel- and gain the opportunity to
consider film adaptations as independent texts that have their own style and
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interpretation that are different from the book it is based on as well as their own
(Pulverness, 2001).
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According to Barrett (2001), books to movies are a literacy link. In the age of
heightened films, cable televisions, and video sales, the society’s appetite for stories
keep growing. As such, filmmakers took advantage of this appetite and made countless
of book adaptations into movies that are well-loved and enjoyed by most teenagers
around the world. However for books, especially those that have been made into
movies, one must realize that one half of the book belongs to author, and the other half
to the reader. It is the author who gives the words, the settings, the time, the characters,
and the technicalities of the novel but it is the reader who controls the visual
interpretation of the novel, who gives appearance and life to the characters, and one
who expands the aspects of the book. Pulverson (2001) stated that literary texts provide
a vein of raw material which is already tested: stories which work and are popular, and
offer the ‘respectability’ conferred by the notion of 'literature' in itself, as well as the
Reading activates parts of the brain that would otherwise remain dormant, even
when watching films, or television. It stimulates the brain and helps keep it active and
improves concentration, memory, and the confidence to deal with a wide range of
situations and discuss a variety of topics (London, 2013). Reading also increases
vocabulary level, improves writing skills, and deepens a reader’s comprehension (Terry,
2013). Reading is a physically passive activity for it does not require much movement
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conversely, it is an active mental activity, keeping the brain working. Books easily
convey things to the reader that are much difficult for films to express such as a
background history of the characters, history and nature of the character’s relationships,
and even what the characters are thinking (Christensen, 2013). A movie, on the other
hand is a passive activity in itself because everything is laid out for the viewer. The
sights, sounds, story, and plot are all given out to them to just watch (London, 2013).
Imagination is the keyword to every reader. Films and books are two entirely
different medium of literature and yet both are linked to one another in entertaining and
informing an individual. Films leave little to the viewer’s imagination especially in the
advent of high-end technology that creates vivid visual and audio graphics. The process
developing one’s literary appreciation, and is distinctly different from viewing a film
(Christensen, 2013).
Turning books into movies give a concrete identity to the novel, apart from its
identity as a novel in itself. Real faces are put to characters; dialogues are more
effective, appealing, and striking; concrete actions are shown; the setting complexity-
that is often overlooked in a book- appears; and the plot visually unfolds before one’s
eyes (Rebekah, 2012) but those things would not suffice to reach the depths of a reader
in ways a book would (Albano 2011). The ability to think freely would be limited because
the vision of the story is directly on screen, thus making the mind lazy. Literary
appreciation will not be achieved if one possesses the lack of knowledge about the way
the literature is written, if one fails to read and wholly place oneself in the story, and if
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one fails to analyze what certain element of the book made it appealing such that it had
Christensen pointed out that interpretation is also a ground for differences with
the effects of books made into movies. No two persons have the same interpretation for
every literary material given to them so in the end, no director would fully satisfy a
reader’s expectation and interpretation of the book. Each person creates a mental
version while reading a book and no film version can live up to everyone’s mental vision
(2013).
Member answered that book-based movies and the original books are what define a
reader. Everything that one reads becomes a part of him or her. Learning something
new or feeling a new emotion is mostly brought by the books, through the significant
marks they leave on one’s mind firstly before movies do. To a lesser degree, the
whether a book should be read first before watching its movie adaptation or vice versa.
The answers are all a mix of both and one cannot completely say that books should be
read first, or that movies should be seen first because every teenager has his/ her own
In Charlotte Philby’s article in The Independent, Kaui Hart Hemmings, the author
of The Descendants, gave her opinion about her book that has been made into a movie.
There have been benefits and one of those was that her book has been read and
reviewed by more people, and e-mails have been sent to her saying that they loved the
book and they never would have had it not been for the movie. Movies give second
Literary professor Addie Albano notes that more adolescent readers are flocking
to the cinemas to watch the movies only after they have read its counterpart novel. Over
the past ten years, the literary world has erupted with massive readers of popular novels
such as “The Twilight Saga,” “Harry Potter,” “Diary of a Wimpy Kid,” and “Hunger
Games” while the cinema world has made these into best-selling films. As a result of
these booming movies, hesitant readers willingly take on thick novels without complaint
just to allow themselves to understand it before participating in the hype of the movie.
This develops within a teenager the love for reading and the unconscious knowledge
that books present better versions than that of their movie counterparts (2013).
In conclusion, no book and movie would ever be alike because it cannot be. On
screen, showing is more important than on the book which is telling (Harris, 2012).
There are clearly many aspects of the novel that cannot be replicated in the cinema and
there are clearly many aspects that only the cinema can offer (Pulverness, 2001). Each
of these aspects becomes a part of the reader and it is the reader who determines the
limit of their appreciation for the differences in the film and in the novel.
29
Conclusion
of imaginative literature and the ability to understand and enjoy it. There are stages an
individual must go through in developing one’s skills for literary appreciation and these
will not be done without the actual exposure to forms of literature-books- as well as the
With the demand for by a fast-paced, highly technological culture, books have
been made into films and are called book-based movies. These are adaptations which
Books and their films have their separate identity, element, and charm however,
they are same in that they have the same narrative purpose and that is to tell a story. It
is the interpretation of the readers and the filmmakers that create a divide on the quality
of the book and movie with regard to the viewer and/or the reader.
Through the research, it can be concluded that book-based movies have certain
positive and negative effects on the literary appreciation of students. Books and their
respective movies are made too differently. In general, these two mediums are forever
linked through the reality of popular culture but will forever be separated by the idea of
imagination.
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Recommendation
This library paper entitled Books Turned Movies: Its Effect to Literary
adaptations and their overall effects to teenagers. These recommendations are then
suggested:
books and grabbing the opportunity to read them thus enhancing their skills. In doing
this, they not only show that books give knowledge, but also books are still important
and are a handy tool in this advanced generation full of computers and ‘instants’.
Literature teachers should use innovative techniques that will build a balanced
opinion of students on book-based movies such that they will think of the movies as a
different form that is not superior, nor inferior to the book, but rather still based on it
(Pulverson, 2001).
Future researchers should utilize and find more sources, not only online, but also
published works. Difficulty to find paper-back versions of movie reviews accounts for the
lack of book sources in this library paper. Enhancement of each introductory part before
diving on to the specifics is also recommended to the researchers who wish to continue
this work.
31
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