000			02403 a2200181 4500
005			20260709092222.0
082			_aTH 378.242 M4252 2024
100	1		_aMataquel, Matet R.
245			_aDiscourse analysis of the selected works of Maya Angelou / _cMatet R. Mataquel
264		1	_aSibalom, Antique : _bUniversity of Antique, _c2024
300			_axi, 104 pages ; _c28 cm
504			_aIncludes bibliographical references.
520			_aAbstract Literature plays a significant role in every English curriculum design in the Philippine educational system. Reading literature remains at the heart not only of the language arts curriculum but of the cultural debate and the educated public sphere of imaginative and experiential reflection in general. Across the world, educational systems invest heavily in the expectation that literary reading in the classroom may teach students a number of social, human, and cultural values. This study explored the discourse analysis of the selected works of Maya Angelou, the great American author, and poet known for her award-winning autobiographies as well as for her numerous plays, scripts, poems, and essays is among the writes who has provided literary works for readers. This qualitative method utilized the socio-psychological approach of Teun A. Van Dijk in the analysis of the research corpora. To determine which works of Maya Angelou compiled by the Random House were to be analyzed, the researcher crafted the inclusion criteria and selected the poems through the inclusion criteria. Results and findings showed that the selected works of Maya Angelou were dominant in contextual component, macro component, and metaphor component. In conclusion, Maya Angelou used contextual components in her works to enrich the emotional depth and thematic complexity of her writing. By drawing upon history, culture, and personal experiences, she was able to create powerful narratives that continue to resonate with readers today. It is therefore recommended in this study that the curriculum maker, training institutions and teachers would integrate the works of Maya Angelou in the teaching of literature, since they emphasized or following societal issues: sexism, racial discrimination, and social injustice.
526			_aTH _bGS
650			_aHigher Education _vTheses and dissertations
650			_aDiscourse analysis
942			_2ddc _cTH
999			_c41643 _d41643