Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

8 Zest for Progress

Z Peal of artnership

ENGLISH
Quarter 4 – Module 6
PARAGRAPH DEVELOPMENT:
NARRATIVE IN LITERATURE,
EXPOSITORY AND EXPLANATORY

Name of Learner: ___________________________

Grade & Section: ___________________________
0
Name of School: ___________________________
What I Need to Know
P
This module was designed and written with you in mind. It is here to help you develop
paragraphs that illustrate specific text types. The scope of this module permits it to be used in
different learning situations. The language used recognizes the diverse vocabulary levels 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.
At the end of this module, the learners are expected to:

• Develop paragraphs that illustrate each text type (narrative in literature, expository,
and explanatory). UNCODED
✓ determine the type of text read; and
✓ write paragraphs that illustrate narrative in literature, expository and explanatory
compositions.

What I Know
Activity 1
This part of the module will let tell us what you already know about the topic that we will
discuss.
Directions: Read each item carefully and circle the letter of the correct answer.

1. Your teacher asked you to read the legend of the pineapple. This is an example of which type of
text?
A. Expository C. Persuasive
B. Narrative D. Informative

2. If the reading text is expository, it would __________.

A. give clear directions or steps in doing activities
B. be rich in opinions and reactions
C. be accompanied with pictures
D. provide explanation or describe something

3. The following can be included in expository writing EXCEPT:

A. Newspaper and magazine articles C. Legends
B. Instruction manuals D. Encyclopedia

4. You were asked to write a composition on how music can influence someone’s mood. What type
of text is this?
A. Narrative C. Fiction
B. Expository D. Explanatory

5. Your teacher was asked to judge in a contest and the participants were instructed to write an
essay addressing cyberbullying. This text is most likely a/an __________.
A. Investigation C. Explanatory
B. Drama D. Personal recount
1
What’s In
Activity 2: I Remember
Directions: Tell something about the following key terms in paragraph writing.

Topic Sentence: __________________________________________________

__________________________________________________
__________________________________________________

Body: __________________________________________________
__________________________________________________
__________________________________________________

Conclusion: __________________________________________________
__________________________________________________
__________________________________________________

What’s New
Activity 3: Read Me
Directions: Read the following texts and answer the questions that follow.

Reading Text No. 1

THE ‘SINGA’

Sang Nila Utama, an imaginative and adventurous king, was restless by nature and
wanted to travel to faraway places. He loved hunting wild animals, so when he heard that
there were stags in the jungles of Tanjong Bentam, which were not easy to hunt, he was
excited and took with him a great fleet of ships to Tanjong Bentam.

When the king arrived upon the island, he and his subjects had a hunting expedition
that lasted several hours, slaying many wild and savage beasts, but no stags. This
disappointed the king, for he had a sense of unfulfillment in his heart.

Suddenly, a large stag darted out of the bush in front of Sang Nila Utama, giving the
king a shock…but the king drew his silver dagger and hurled it at the stag. The stag began to
run and the king pursued it (in those days, it was either your feet or nothing).

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The stag ran through the jungle and darted up a knoll. The king followed the stag up
the hill, but upon reaching the summit, the stag was nowhere to be seen. There was a large
Directions: Read the following texts below then answer the questions that follow.
rock, so the king climbed it and looked at the land and the sea spread out around him. In the
distance, he saw a stretch of white sand–an island.

Sang Nila Utama was fascinated by the sight of the island. He turned to one of his
subjects who had followed him.

“What is the name of that island?”

The subject looked into the distance and smiled. “That is Temasek, Your Highness.”

“Then we are going there.”

The king ordered his fleet to set sail and they began on their journey towards the
island.

Suddenly the once clear blue skies were covered with black clouds, heavy rain poured
from them, and strong bursts of wind threatened to tear the ships apart. The ship carrying
Sang Nila Utama was in the very eye of the storm. The crew lowered the sails, started to bail
the water from the ship and got most of the cargo for jettisoning.

However, an idea came to the king’s head. He remembered a story his grandfather
told him of how one of his ancestors became the Sea-King and that his crown was the only
thing which belonged to his ancestor. He removed his crown immediately and threw it into
the sea.

All at once, the storm broke. As suddenly as it started, the skies began to clear and the
crew gave a shout of joy and set sail once more to the island of Temasek.

When the king stepped upon the island, a creature stepped out of nowhere, and the
king and his men were awe-struck by the magnificent creature. It was large and moved with
grace, had a black head, covered in a furry mane, a whitish neck and a red body. When the
king drew his bow and arrow, the beast stared back at him with golden eyes and let out a
deafening roar before leaping into the jungle.

“What sort of animal was that?” the king asked.

A wise old man stepped forth.

“I have seen animals in portraits from the far West. Perhaps this is a ‘singa’ but I
wonder how he got all the way here.”

“This must be a great place if it breeds such a beautiful animal. Let us live here…here
in the island of Singapura.”

(Singa – the word ‘singa’ is actually the Malay word for “lion.” Therefore, Singapore
is sometimes referred to as the “Lion City.”)

3
Questions:
1. Write down the words that are unfamiliar to you. With the help of a dictionary, be able to give
their meaning.
Word 1: _____________ Meaning: _______________________
Word 2: _____________ Meaning: _______________________
Word 3: _____________ Meaning: _______________________

2. What is the text all about?

__________________________________________________________
__________________________________________________________
__________________________________________________________.

3. In what way is the story told?

__________________________________________________________
__________________________________________________________
__________________________________________________________.

4. What do you think is the purpose of writing the text?

__________________________________________________________
__________________________________________________________
__________________________________________________________.

Reading Text No. 2

SINGAPORE SOJOURN
By Tammy Mendoza
(Excerpt)

When you’re a visitor in this remarkable state, one impression that you will have is
that people tend to ask you how many times you’ve been to Singapore.

For the past many years, this Asian dragon has become one of the top tourist draws in
Asia. Its vibrant economy has made it arguably the gateway in Southeast Asia, and perhaps,
on this account, people have grown quite used to tourists seeing Singapore more often than
once.

Last September, our group flew to Singapore on the largesse of Singapore Airlines,
unquestionably one of the pillars of the impressive success story of the city-state. Cited
several times as the best airline by prestigious international magazines, Singapore Airlines is
a showcase of reliability and finesse.

And so is the famed Changi Airport. Also the object of international distinction, the
modern airport has consistently been voted the world’s best, and it provides appropriate,
interesting insights of what awaits the Singapore guest.

Singapore, like the Changi Airport, is a marvel – the fruit of both foresight and
careful orchestration. Despite having a land area of only about 650 sq. kms., Singapore has a
thriving economy; it has one of the world’s busiest ports, and is conceded as Asia’s business
and financial center.

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Singapore by night is a thrilling sight, as we arrived in the Apollo Hotel, there
seemed to be so much to look forward to in this sprightly city of surprise.

As for the evening, it belonged to a taxi ride and dinner at Clarke Quay, mainly a
cluster of stores by a Singapore river. The highlight of the visit was a taxi ride, where we
were taken on a guided tour of the city to better appreciate its history.

With hindsight, the Singapore sojourn turned out to be a truly splendid experience for
the group, specially for some of us who tried Singapore’s night life for more taste of
adventure.

The thing with Singapore is, it doesn’t really matter if you’ve been there before or not
at all. Constantly discovering and ever-changing, Singapore is forever new, and it’s never the
same way twice.
From The Philippine STAR
December 10, 1995

Questions:
1. What is the text all about?
__________________________________________________________
__________________________________________________________
__________________________________________________________.

2. Did the article add your knowledge about Singapore? Share your new discoveries.
__________________________________________________________
__________________________________________________________
__________________________________________________________.

3. What do you think is the author’s purpose in writing the text?

__________________________________________________________
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__________________________________________________________.

Reading Text No. 3

THE CHANGING MORALS OF KOREAN STUDENTS
(Excerpt)

It is well known that Korea’s traditional morality has been strongly influenced by
Confucianism centered around the family. On the other hand, today’s Korean student has the
preconceived notion that Confucian moral philosophy is “obsolete” and that the family-first
trend should also be drastically revised. However, our survey on the students’ moral views
unexpectedly shows that he is conservative and that he is actually not so far away from the
traditional moral views of Confucianism as he thinks he is. The Korean student agrees in
principle that he should uphold filial duties and he does not dare deny parental merits of his
duty to support his parents in their old age.

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It is difficult, based on man’s behavior, to conclude that he takes more care of his
parents than he does of his wife and children. Thirty years ago the young Korean man not only
thought he did but actually he did care for his parents more than his wife and his children. But
the actual behavior of today’s young man shows he is not so strictly bound by his moral
obligations even though he continues to think he is.
The Korean college student agrees in principle with filial duty on the one hand but, on
the other, he is not blindly devoted to his parents as Confucian morals would dictate. Instead,
he believes that impractical elements should be eliminated from the traditional notion of “filial
duty.” For instance, the average Korean does not think it is right to sacrifice the freedom of his
children for the sake of filial duty or to abandon an opportunity to study abroad in order to care
for his parents, and he does not agree with the unscientific notion that failure to produce male
children is contrary to filial duty. In the matter of marriage, today’s Korean youth trespass the
original notion of Confucian filial duty in that they believe that the final decision concerning
marriage should be made by the couple involved.
Funeral and memorial services for one’s parents and grandparents are extensions of the
Confucian concept of filial duty. However, few students call for the total abrogation of such
ritual but many favor shortening the traditional three-year period of mourning and abandoning
the custom that prescribed “circumspection in penance for sins” (the death of parents was
traditionally attributed to the sins of sons and daughters). This is interpreted as meaning that
students reflect common sense that ritual should always befit the social, and particularly the
economic realities of society.
Another characteristic peculiar to Korea’s traditional moral values conditioned by
Confucianism and Buddhism is the predominance of spiritual values over material or physical
values, the Korean students seem to have inherited this intact. Most of them believe that it is
better to become a man of character replete with knowledge and the virtues than to become a
technician skilled in one particular field only. They also believe that even if they live on the
verge of starvation, they will become just and honest men and that at the same time they
treasure such spiritual values as the arts and friendship more than mere material values. Their
ideal is the person who lives in poverty but who has knowledge and integrity and not the man
who enjoys wealth and power but lacks knowledge and character.
We can draw the conclusion that today’s Korean college student does not desire to
adhere blindly to the Confucian tradition concerning morals nor does he want to abandon
tradition entirely.
As for political matters, Korean students appear to have inherited, at least partially the
Confucian ideal of rule by virtue and favor, a form of democracy based on the teachings of
Mencius…It is thought that the reason why students still pay respect to the political ideas of
Confucius and Mencius is, more often than not, that they believe man’s inherent noble spirit is
in conformity to rule by virtue and democracy.
It may be common to all people of all ages that there is a gap between what one thinks
and what he actually does, but such gap appears to be unusually wide in the Korea of today. It
is indeed one of the most important tasks people in a new age face to endeavor to narrow the
gap between ideas and actions; in some cases the idea must be changed and in others the action
must be geared in another direction. Herein lies the urgent need to establish a new morality
with which our actions can be accorded.
Source: Reading and Writing the Essay
by Ramos and Valeros, pp. 87-89

6
Questions:
1. What are the words used in the text that you do not understand? Write them down and give their
meaning with the help of a dictionary.
Word 1: _____________ Meaning: _______________________
Word 2: _____________ Meaning: _______________________
Word 3: _____________ Meaning: _______________________
2. Why is the text titled “Changing Morals of Korean Students”?
__________________________________________________________
__________________________________________________________
__________________________________________________________.
3. What do you think is the author’s purpose in writing the essay?
__________________________________________________________
__________________________________________________________
__________________________________________________________.

The texts you have just read are examples of narrative in literature, expository and explanatory
types of composition. Let us learn more about these text types in the next parts of this module.

What Is It
There are many ways of developing paragraphs. These include development by narration, exposition
and explanation.

Narrative
• This relates events in chronological order – the time sequence in which the events take place.
A narration has a beginning. The middle part describes the events including the interesting
events that happened in the story. The end tells what happened as a result of the events.
• The purpose of a narrative text is to amuse or to entertain the reader with a story.
• This includes fiction and non-fiction stories, fables, folktales, fairy tales, myths and legends.
• The Reading Text Number 1 titled “The Singa” is an example of a narrative text in literature.

Expository
• Expository writing defines what something is, explains how it works, or tells the reader how
to do something.
• Remember that the main idea should report a fact or facts and the support for these facts
should be informative and objective. Include specific examples, details, facts, and incidents.
• An expository text presents facts and information on specific topic. It is designed to explain,
inform or describe.
• This includes language books, textbooks, news articles, instruction manuals, recipes and the
like.
• The Reading Text Number 2 titled “Singapore Sojourn” is an example of an expository text.

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Explanatory
• An explanatory text is a description of any non-fiction context.
• Basically, it enlightens one about the process, product and everything else that one needs
to know about something particular.
• A reader will expect to know the in-depth details and complex ideas through such a text.
• It explains how and why natural, social, cultural, scientific, and other things occur.
• The Reading Text Number 3 titled “The Changing Morals of Korean Students” is an
example of an explanatory text.
•

What’s More
Activity 4: Know Your Text
Directions: Read the text below then answer the questions that follow.

There are several reasons why we should explore the vast territory beyond our solar
system during the coming centuries. For one thing, we want to know if there are any other life
forms in the universe, besides those on earth. Scientists estimate that there might be at least one
hundred thousand planets in our galaxy alone which have the same capability as Earth to support
life. Perhaps there are civilizations on those other planets that are billions of years older, and
more advanced, than the human race. To them, we would seem more developed than cave men.
Perhaps they can help us. Perhaps there are more civilizations that we can help. We must find
out.

– Language and How to Use It

Questions:
1. What is the text all about?
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2. What type of text is the paragraph? Why?

___________________________________________________________
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Activity 5: My Favorite Hobby
What do you do to amuse yourself? You must have a favorite hobby! In your paragraph,
tell us of your favorite hobby and describe how you do it. You may as well share to us the
benefits we can get from your hobby. A rubric is provided to guide you in your writing.

Beginner Intermediate Expert

(5) (8) (10)
Not indented. Indented. Some Indented. No spelling or
Conventions Many spelling and spelling and punctuation mistakes. Work
punctuation punctuation is carefully proofread.
mistakes. mistakes.
There is a topic The topic sentence of the
There is no topic sentence that paragraph is interesting.
Topic Sentence sentence. introduces the main The writer tried to introduce
idea of the the topic by using
paragraph. descriptive language.
None of the Some of the All of the sentences support
Support Sentences sentences support sentences support the main idea.
the main idea. the main idea.

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(Title)

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What I Have Learned

Activity 6: Paragraph Development

Share the new knowledge you gained from this module. “Narrate” your experience in
accomplishing the different activities. “Expose” your discoveries and “Explain” how you
will use your learned skill in developing paragraphs that illustrate narrative, expository and
explanatory types of texts.

__________________________________________________________________
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What I Can Do

Activity 7: It’s the Write Time

Directions: Write a composition that illustrates any of the text types (narrative in literature,
expository or explanatory) discussed in this module. The composition must consist of 150-200
words. Choose only one topic from the list below. A rubric is also provided to guide you in
writing your composition.

Topics:
1. “Favorite Food”
2. “No Man is an Island”
3. “My Superhero”
4. “Learning is Important”
5. “Think Before You Click”
6. “How I Got My Name”

RUBRIC
Expert Intermediate Beginner
(10) (8) (5)
There is one clear, There is one clear, There is one topic. Main
well-focused well-focused topic. ideas are somewhat clear.
topic. Main ideas Main ideas are
Focus and Details are clear and well clear but are not
supported by well supported by
detailed and detailed
accurate information.
information.
The introduction The introduction The introduction states the
is inviting, states states the main main topic. A conclusion is
the main topic, topic and provides included.
Organization and provides an an overview of the
overview of the composition. A
composition. The conclusion is
conclusion is included.
strong.
The writer makes The writer makes a The writer makes several
Grammar, no errors in few errors in errors in grammar,
Mechanics and grammar, grammar, mechanics and/or spelling.
Spelling mechanics, and/or mechanics and/or
spelling. spelling.

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(Title)

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Assessment

Directions: Read each item carefully and circle the letter of the correct answer.

1. If you are planning to write a narrative text, which of the following should you consider?
A. The scientific facts. C. The person who will publish your work.
B. The time sequence. D. The length of the composition.
2. Which is TRUE about an expository text?
A. It presents facts and information on specific topic.
B. It gives the writer the opportunity to use his/her imagination.
C. It attempts to persuade the readers.
D. It offers the readers an alternative solution to existing problems.
3. What should one know when writing an explanatory text?
A. An explanatory text retells the previous events.
B. An explanatory text is the same as a narrative text.
C. An explanatory text provides in-depth details about something.
D. An explanatory text is the same as a persuasive text.
4. The following are examples of a narrative text EXCEPT:
A. Fables C. Myths
B. Textbooks D. Legends
5. If you intend to provide a description of how teenagers nowadays behave, you must write a/an
__________.
A. detailed paragraph C. fairy tale
B. expository text D. explanatory text
6. Which of the following examples should you consider when you are planning to write an
expository text?
A. Legends C. Fairy tales
B. News articles D. Novels
7. Your teacher asked you to write a narrative text. Which of the following could be a good topic?
A. “My Favorite Color”
B. “How My Barangay Got Its Name”
C. “Advantages and Disadvantages of Distance Learning”
D. “Internet In Our Daily Lives”
8. Which is TRUE about a narrative text?
A. It is written to confuse the readers.
B. It is written to entertain the readers.
C. It is written to offer solutions to problems.
D. It is written to enlighten the readers.
9. The following are examples of an expository text EXCEPT:
A. Instruction manuals C. Language books
B. Folk tales D. Recipes
10. If you are writing about a particular topic and you intend to enlighten the readers about the
process, product and everything else that one needs to know about your subject, which type of
text are you into?
A. Narrative C. Explanatory
B. Scientific D. Persuasive

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ANSWER KEY
6. B 7. B 8. B 9. B 10. C
ASSESSMENT 1. B 2. A 3. C 4. B 5. D 4. To entertain
Answers may vary 3. Narrative
Activity 7 2. How Singapore got its name
3. To explain WHAT I CAN DO 1. Answers may vary
2. Answers may vary Reading Text No. 1
1. Answers may vary Answers may vary Activity 3
Activity 6
Reading Text No. 3 WHAT I HAVE LEARNED WHAT’S NEW
WHAT’S NEW Answers may vary
Activity 5 Answers may vary
3. To inform 2. Explanatory Activity 2
2. Answers may vary 1. Answers may vary WHAT’S IN
1. Writer’s visit in Singapore Activity 4
Reading Text No. 2 WHAT’S MORE 1. B 2. A 3. C 4. D 5. C
WHAT’S NEW Activity 1
WHAT I KNOW

References:
Textbooks
Gina A. Anama; Anna Lea A. Davide; Ricardo Ador Dionisio; Lerma L. Flandez; Armi Victoria A.
Fiangaan; Marcelino E. Ibañez; Gizelle V. Laud; Jovelyn A. Lita; Roselyn D. Mujal; Christine H. Pepito;
Prudencia M. Sanoy; Grace Annette B. Soriano; Peter S. Tentoco III; Riza R. Zuñiga. Voyages in
Communication Learning Material in English - Grade 8. Pasig City: Department of Education, 2013, 481-
483, 484-486, 527-529.

Bermudez, Virginia F., Ed. D.; Josephine M. Cruz, Ph. D.; Remedios F. Nery; and Milagros A. San Juan,
Ph.D. English Expressways II. Quezon City: SD Publications, INC., 2010, 221, 259.

Ribo, Lourdes M.; Edna M. Alcober, Ph. D.; Josefina Q. Cabanilla; Linda D. Reyes; Purificacion C.
Balingit; Carlos A. Cortez; and Auxelie D. Salvosa. English Arts II. Quezon City: JTW Corporation, 2000,
187.

Online
Vocabulary Today. “Explanatory Text.” Accessed January 25, 2021.
https://vocabularytoday.com/explanatory-text-lear-about-this-trending-phrase-now/

DEVELOPMENT TEAM
Writer: Anthony P. Remandaban, Basilan National High School
Editor:
Language Editor:
Proofreader: Sayana S. Hasan, EPS
Illustrators: Anthony P. Remandaban and Christianvil T. Garcia
Layout Artist: Christianvil T. Garcia, Basilan National High School
Management Team:
Julieto H. Fernandez, Ed. D., CESO VI
SDS-Isabela City
Maria Laarni T. Villanueva, Ed. D., CESE
ASDS-Isabela City
Henry R. Tura, CID Chief
Elsa A. Usman, LR Supervisor
Helen De Leon, EPS-English,
14 Module Coordinator
Region IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and flowers bloom Gallant men And Ladies fair Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,
Here the breezes gently Blow, Linger with love and care All of them are proud and true
Here the birds sing Merrily, Golden beams of sunrise and sunset Region IX our Eden Land
The liberty forever Stays, Are visions you’ll never forget
Oh! That’s Region IX Region IX
Our..
Here the Badjaos roam the seas Hardworking people Abound, Eden...
Here the Samals live in peace Every valleys and Dale Land...
Here the Tausogs thrive so free Zamboangueños, Tagalogs, Bicolanos,
With the Yakans in unity

My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd Let the sun draw the vapors up to the sky,
Pearl of the Orient seas, our Eden lost!, And heavenward in purity bear my tardy protest
Gladly now I go to give thee this faded life's best, Let some kind soul o 'er my untimely fate sigh,
And were it brighter, fresher, or more blest And in the still evening a prayer be lifted on high
Still would I give it thee, nor count the cost. From thee, 0 my country, that in God I may rest.

On the field of battle, 'mid the frenzy of fight, Pray for all those that hapless have died,
Others have given their lives, without doubt or heed; For all who have suffered the unmeasur'd pain;
The place matters not-cypress or laurel or lily white, For our mothers that bitterly their woes have cried,
Scaffold or open plain, combat or martyrdom's plight, For widows and orphans, for captives by torture tried
T is ever the same, to serve our home and country's need. And then for thyself that redemption thou mayst gain

I die just when I see the dawn break, And whe n the d ark nig ht wr ap s the gr ave y ar d ar ound
Through the gloom of night, to herald the day; With only the d e ad in the ir v ig il to s e e
And if color is lacking my blood thou shalt take, B re ak not m y re p os e or the m ys tery p r of ound
Pour'd out at need for thy dear sake And pe rc hanc e thou m ays t he ar a s ad hym n re s ound
To dye with its crimson the waking ray. ' T is I, O my c ountry, r aising a s ong unto the e .

My dreams, when life first opened to me, And ev e n my g rav e is r em em be re d no m ore

My dreams, when the hopes of youth beat high, Unm ark 'd by ne ve r a c r os s nor a stone
Were to see thy lov'd face, O gem of the Orient sea Le t the plow s we ep thr oug h it, the sp ade tur n it o' er
From gloom and grief, from care and sorrow free; That m y as hes m ay c arp e t e ar thly f loor,
No blush on thy brow, no tear in thine eye. B ef ore into nothing nes s at las t the y are b lown.

Dream of my life, my living and burning desire, The n will ob liv ion br ing to me no c ar e
All hail ! cries the soul that is now to take flight; As ove r thy v ale s and p lains I s we e p;
All hail ! And sweet it is for thee to expire ; Thr ob b ing and c le anse d in thy s p ace and air
To die for thy sake, that thou mayst aspire; With c olor and lig ht, with s ong and lame nt I f are ,
And sleep in thy bosom eternity's long night. Ev e r re p e ating the f aith that I k ee p .

If over my grave some day thou seest grow, M y F athe rland ad or' d, that s ad ne ss to my sor r ow le nd s
In the grassy sod, a humble flower, B e lov ed F ilip inas, he ar now m y las t g ood -b y!
Draw it to thy lips and kiss my soul so, I g ive the e all: p are nts and k indr ed and f r iend s
While I may feel on my brow in the cold tomb below F or I g o wher e no s lav e be f or e the op pr es s or b e nds ,
The touch of thy tenderness, thy breath's warm power. Whe r e f aith c an ne ve r kill, and God r e ig ns e ' er on hig h!

Let the moon beam over me soft and serene, F are well to y ou al l, f r om m y s oul tor n away,
Let the dawn shed over me its radiant flashes, F rie nds of m y c hild hood in the home disp oss e ss ed !
Let the wind with sad lament over me keen ; Giv e thanks that I re s t fr om the we ar is om e d ay !
And if on my cross a bird should be seen, F are well to the e, too, s we e t f rie nd that lig hte ne d m y way;
Let it trill there its hymn of peace to my ashes. B e lov ed cre ature s all, f are well! I n d e ath ther e is re s t!

I Am a Filipino, by Carlos P. Romulo

I am a Filipino–inheritor of a glorious past, hostage to the uncertain I am a Filipino, child of the marriage of the East and the West. The
future. As such I must prove equal to a two-fold task–the task of East, with its languor and mysticism, its passivity and endurance,
meeting my responsibility to the past, and the task of performing my was my mother, and my sire was the West that came thundering
obligation to the future. across the seas with the Cross and Sword and the Machine. I am of
I sprung from a hardy race, child many generations removed of the East, an eager participant in its spirit, and in its struggles for
ancient Malayan pioneers. Across the centuries the memory comes liberation from the imperialist yoke. But I also know that the East
rushing back to me: of brown-skinned men putting out to sea in must awake from its centuried sleep, shake off the lethargy that has
ships that were as frail as their hearts were stout. Over the sea I see bound his limbs, and start moving where destiny awaits.
them come, borne upon the billowing wave and the whistling wind, I am a Filipino, and this is my inheritance. What pledge shall I give
carried upon the mighty swell of hope–hope in the free abundance of that I may prove worthy of my inheritance? I shall give the pledge that
new land that was to be their home and their children’s forever. has come ringing down the corridors of the centuries, and it shall be
I am a Filipino. In my blood runs the immortal seed of heroes–seed compounded of the joyous cries of my Malayan forebears when first
that flowered down the centuries in deeds of courage and defiance. they saw the contours of this land loom before their eyes, of the battle
In my veins yet pulses the same hot blood that sent Lapulapu to cries that have resounded in every field of combat from Mactan to
battle against the first invader of this land, that nerved Lakandula in Tirad Pass, of the voices of my people when they sing:
the combat against the alien foe, that drove Diego Silang and “I am a Filipino born to freedom, and I shall not rest until freedom
Dagohoy into rebellion against the foreign oppressor. shall have been added unto my inheritance—for myself and my
The seed I bear within me is an immortal seed. It is the mark of my children and my children’s children—forever.”
manhood, the symbol of dignity as a human being. Like the seeds
that were once buried in the tomb of Tutankhamen many thousand 15
years ago, it shall grow and flower and bear fruit again. It is the
insignia of my race, and my generation is but a stage in the
unending search of my people for freedom and happiness.