Chapter 1

INTRODUCTION

Horatio, I am dead;
Thou livest; Report me and
my case aright to the unsatisfied.
Hamlet, Act 5, Scene 1

In the fast changing world where different

technologies have invaded the lives of the people in the

name of modernity, vernacular literature is seemingly

sidelined, making its ascent to prominence arduous. With

its slow paced progress, the millennials are slowly

drifting away from written works, much less from local

writings. It became the researcher’s responsibility to get

hold of the millennial interest in the literary pieces of

their local and national culture; invests in them the

responsibility of preserving and promoting them for future

generations’ appreciation. With this goal in mind, the

literature enthusiasts built bridges to the millennials.

One bridge is to the written works of local writers, with

the hope of igniting the fire within themselves that they

may appreciate a confrontation with their own way of life

mirrored in the wondrous beauty of the literature produced

by their own kind.

Literary pieces were studied for the appreciation of

culture and life. In studying these texts, the students

 2

reflected on themselves and other people from the

situations and characters which are objects for learning.

Through these lessons, they connected with the world. These

lessons learned are “authentic tasks” applicable in

circumstances inside or outside the school.

The University of Eastern Philippines, College of Arts

and Communication had just been awarded by the Commission

on Higher Education (CHED) as the Center of Development for

literature in the Visayas. It behooves the college to

promote and preserve indigenous literature as well as

national and international literary works. It played its

role as the center for literary arts and culture, where

teachers and students were exposed to indigenous culture

and were provided with various opportunities to showcase

the convergence of their verbal artistry.

Literature is one of the best avenues for expressing

ideas on issues that are riveting. Oskar Monje is one of

the local writers who tackle issues concerning people.

Reflecting people’s follies and virtues, his works found an

important place in people’s lives for them to reflect on

besides poring over these works will be a stepping stone

for greater interest in literature. Recognizing the need of

the present generation to know that there are local

writers, the researchers embarked on this study to unravel

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a local writer’s life and works which have mellifluously

flown from his pen like a spring.

A spring is a natural source of ground water that

gushes forth ceaselessly from deep within the ground.

Overtime, it’s incessantly spouting water forms a body of

life-giving water. This metaphor applies to a local writer

whose creativity has never dried up.

Statement of the Problem

This research came up with a literary biography of

Oskar Muncada Monje who is considered as one of the living

pillars of Ninorte-Samarnon Literature.

Specifically, it pursued answers to following queries:

1. Who is Oskar Muncada Monje as mirrored in his literary

pieces in the following stages of his life

1.1 An Pagsirang san Sudang

The Splendid Light of Sunrise

(Aga/Childhood)

1.2 An Pagtagiktik san Sudang san Kaadawon

The Scorching Rays of the Midday Sun

(Adaw/Adolescence /Highschool)

1.3 An Tigsirom nga Kakulpon

The Dim Light of Dusk (Kulop/College)

1.4 An Mapinit nga Ti-agi san Kagab-ihon

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The Chilly Trail of Night

(Gab-i/Adulthood/NGO)

1.5 An Harupoy sa Hangin san Katutnga

The Breeze of Midnight

(Katutnga/40-60 years old/Old Age)

2. What experiences influenced him and his writings?

3. What are the themes of his creative writings?

4. What rhetorical devices are found in his works?

Objectives of the Study

This research came up with a literary biography of

Oskar Muncada Monje who is considered as one of the living

pillars of Ninorte Samarnon Literature.

Specifically, this study aimed to:

1. draw the life of Oskar Muncada Monje by the literary

pieces he wrote in the different stages of his life

1.1 An Pagsirang san Sudang

The Splendid Light of Sunrise

(Aga/Childhood)

1.2 An Pagtagiktik san Sudang san Kaadawon

The Scorching rays of the Midday Sun

(Adaw/Adolescence /Highschool)

1.3 An Tigsirom nga Kakulpon

The Dim Light of Dusk

 5

(Kulop/College)

1.4 An Mapinit nga Ti-agi san Kagab-ihon

The Chilly Trail of Night

(Gab-i/Adulthood/NGO)

1.5 An Harupoy sa Hangin san Katutnga

The Breeze of the Midnight

(Katutnga/40-60 years old/Old Age)

2 demonstrate how his experiences influenced his writings;

3 pinpoint the central themes of his literary writings;

and

4 identify the rhetorical devices in his literary works.

Significance of the Study

This study was undertaken to pave the way for an

enlightened understanding of Oskar Muncada Monje’s literary

works as ready references in studying vernacular

literature. His literary biography would be an important

contribution of Ninorte-Samarnon literature to the canon of

Philippine national literature. Furthermore, it would help

define the richness and distinctiveness of Northern Samar

vernacular literature as exemplified in Muncada’s works – a

very plausible way to put a gem of Ninorte-Samarnon

literature in the limelight. Thus, this research would be

significant to the following:

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Literature Students. Literature students are gradually

losing interest in literature, specifically in the written

works of local writers. As the study involves facts about

the life and works of a renowned local writer, this will

help the students recognize and appreciate the imperative

role vernacular literature writers’ day in the preservation

of the local culture and the promotion of regional identity

towards developing a national pride. Moreover, this study

will motivate young writers to compose artistic pieces in

the vernacular language reflecting their aspirations and

experiences.

Literature Teachers. Teaching literature, especially

the task of incorporating vernacular literature in the

curriculum, remains a challenging task for teachers

especially that there are only few reference materials

along the field. This study is not only a takeoff in the

field of vernacular literature; more importantly, this

academic endeavor will create a literature classroom with a

ready and well-studied reference material about the life

and works of a local literary pillar. Hopefully, this shall

ignite the interest of students in local literature which

will make the teaching-learning process easier and

effective. The language used in vernacular literature and

the commonality and localization of experiences will surely

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improve class participation. Furthermore, this will inspire

the literature teacher to encourage student-writers to

write in Ninorte-Samarnon, thus, preserving the local

culture through the promotion of vernacular literature.

University of Eastern Philippines. The University of

Eastern Philippines, as an academic institution, has a

significant role in the promotion and preservation of local

culture and traditions. The school carries the

responsibility of providing opportunities for the academic

community to respond to the mandate of developing

creativity and fostering a sense of nationalism among its

faculty and staff and students. This study will not only

upgrade research on local literature in Northern Samar but

will also introduce to the academe a cultural worker and

literary pillar in the province. The story and the

craftsmanship of Monje will be presented to inspire

cultural workers and literary enthusiasts in the academic

community. This study will trumpet the achievements of a

talent seemingly and relatively unheard of and encourage

artistic productions from among the members of the academe

and the bigger community.

The Centre for Samar Studies (CSS)/The University

Library. This work will enrich the collection of literary

 8

masterpieces in Northern Samar with the purpose of

preserving and advancing Northern Samar’s rich culture.

National Commission for Culture and the Arts (NCCA).

The NCCA is the overall policy-making body, coordinating,

and grant-giving agency of the government for the

preservation, development and promotion of Philippine arts

and culture.1 The office supports the promotion of regional

literatures and leads in incorporating cultural education

in different basic education and higher education

curriculums. This study is in support of these advocacies

of the NCCA along personal and communal efforts in the

preservation, development, and promotion of vernacular

literature and local culture.

College of Arts and Communication (CAC) and the

Department of Languages and Communication. The CAC

Department of Languages and Communication supports the call

and initializes efforts in integrating cultural education

in the tertiary level, hence, this research is a

significant addition to the collection of teaching-learning

materials towards this purpose.

The Bachelor of Arts in Literature and Language

Teaching (AB LLT) Program of UEP. The AB LLT program of UEP

1
“About NCCA: History and Mandate” (http://ncca.gov.ph/about-ncca-3/history-and-mandate/),
October 3, 2016.
 9

was accorded by CHED as a Center of Development in the

field of Literature. The CHED technical panel recognized

the rich collection of researches along vernacular

literature and suggested for the publication of these

significant academic outputs. This study is an imperative

step towards upgrading the accreditation status of the

program from a COD to a Center of Excellence (COE). This

literary biography is one of the few in the Philippines

(mostly are biographical readings and the conventional

biography of canonical local authors) and the first in the

province (if not in the region). After the completion of

this study, the AB LLT researchers with their advisers (AB

LLT core faculty) and in coordination with the NCCA (for

technical expertise and funding), will try to write and

publish a book about the literary biography of Monje.

Local Writers (Waray and Ninorte-Samarnon

literatures). This recognition given to a local literary

giant will inspire and motivate other local writers to

continue writing in the vernacular and enrich the canon of

Eastern Visayas regional literature. Furthermore, this

study will prove the richness of Ninorte-Samarnon

literature as an equally-important part of the Leyte-

centric Waray literature landscape.

 10

Organizations of Local Writers and Publishers (such as

KATIG Writers, Inc.). This study is aimed to generate

support from various organizations of local writers and

publishers in the promotion of the Northern Samar culture

and literature. This shall help the members of these

organizations see, in a clearer vision, the richness and

uniqueness of Ninorte-Samarnon literature.

The Province of Northern Samar. This study will

project the place as a tourist destination with creative

and artistic people as reflected in their art works

especially in the field of literary production.

The Millennials. Despite modern technology and

globalization, they will be provided with readings on a

particular culture and language which, hopefully, will

expand their horizons and develop regional pride and a

sense of nationalism.

Future Researchers. This study shall introduce

literary biography in Northern Samar. The results,

methodology, and analysis of this study may serve as a

guide to future researchers who will conduct studies

similar to this.

Scope and Limitations of the Study

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This study was a literary biography of an authority in

Northern Samar literature. This focused on the life, the

factors that affected and the works of Oskar Monje, as the

research subject – his writings, writing process, and

influences which triggered him to write. The biography of

Oskar Muncada Monje and his literary works either published

or unpublished, performed or not on stage was included.

The data for this research was limited to the life-

experiences gathered from the interviews with the subject

himself and the collection of writings which Monje himself

has shared with the researchers. It must be noted that a

lot of his works were lost because of calamities, some he

misplaced and some was not returned. This study was somehow

subject to the personal biases of the author. Although the

focus was on the life of Monje, this study did not dwell on

the sensitive information or experiences that the research

subject wished to keep to himself.

Theoretical Framework

This study was anchored on the biographical approach

which examined the literary work in relation to the

author’s life. And often, a particular poem or song was

subject to this kind of analysis simply by nature of its

material in relation to the background of the author's

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personal experience. It was used to understand and

comprehend a literary work by studying deeper about the

life of the author.2

This constituted telling the subject’s story in

chronological order with emphasis upon the development of a

quest plot (life pattern-stages) and the description of

acts of recognition as the biographer marched through the

life of the biographical subject. 3

In the Art of Literary Biography, John Worthen writes:

The fact that we want an emergent sense of the

inevitable development suggests the enormously
soothing quality which biographies have come to have in
our age. Not only do biographies suggest that things as
difficult as human lives can - for all their obvious
complexity - be summed up, known, comprehended: they
reassure us that, while we are reading, a world will be
created in which there are few or no unclear motives,
muddled decisions, or (indeed) loose ends.4

Bearing this knowledge in mind, it was then

interesting to see where the literary texts deviate from

references to the author’s real life. This drew the life of

Oskar Muncada Monje through his collection of literary

works representing the timeline of events/experiences.

2
Awin Wijaya, “Biographical Approach to Analyze Literature”
(http://awinlanguage.blogspot.com/2012/03/biographical-approach-to-analyze.html), October 2, 2016.

3
http://www.encyclopedia.com/social-sciences/dictionaries-thesauruses-pictures-and-press-
releases/life-history, October 12, 2016.

4
John Worthen, 'The Necessary Ignorance of a Biographer,' in John Batchelor (ed.) The Art of
Literary Biography, Clarendon Press, Oxford 1995 pp.227-244, p.231.
 13

This enabled the researchers to construct and re-construct

a story or biography of Muncada himself, how he came to be

the person and writer he is. This did not focus mainly on

the stories/experiences the he wanted to keep to himself,

but on the interpretation, the symbols and rhetorical

devices used in his literary works related to his life.

On the other hand, life history approach presents a

framework for working with participants’ interviews in a

way that allows their stories to emerge as well as to

explore these stories within the social, political,

historical, cultural, familial and psychological context

within which they are embedded.

Narrative and life history approaches rely on story,

On story, on subjective accounts, on meaning as it is

constructed by people in situations each focuses on life
as it is lived an experience not easily fitted into
disciplines, categories or compartments. Each assumes a
dynamic, living past, a past open to interpretation and re
interpretation, to meaning making in and out for the
present.5

Life-history information challenged the researchers to

understand an individual’s current attitudes and behaviors

and how they may have been influenced by initial decisions

made at another time and in another place. This provided an

5
Matiss, Arielle, “Co-creating Life Histories”, Journal
of Baltic Studies, Vol. 36, No.1 (Spring: Taylor & Francis, Ltd., 2005)p. 83 , October 2, 2016 from
https://www.jstor.org/stable/43212606?seq=1#page_scan_tab_contents
 14

intensive account of a life, usually gathered through

unstructured interviewing, but often also involving the

analysis of personal documents such as letters,

photographs, and diaries. The approach was clearly akin to

the gathering and examination of autobiographies and

biographies.

Also, the oral history approach supported this study

in the systematic collection of living people’s testimony

about the own experiences. Oral history depends upon human

memory and the spoken word. Data analysis and

interpretation followed a thematic approach. Some themes

were decided in advance. Cross-referencing to the diary

data brought out fresh conceptualization as the temporal

frame of daily life was brought into the analysis with

references to moods, feelings and responses to changes in

the weather.6 Oral testimony, in fact, was never the same

twice but is especially true of relatively unstructured

forms. Even the same interviewer gets different versions

from the same narrator at different times. As the two

subjects come to know each other better, the narrator’s

vigilance may be attenuated. Or a previous interview may

6
Moyer, Judith, “Steb-by-step Guide to Oral History”
(http://dohistory.org/on_your_own/toolkit/oralHistory.html) , November 13, 2016
 15

have simply awakened memories which are then told in later

meetings.7

This is where the researcher and research participants

spent extended time together engaged in a process of

storytelling and listening. Considering the reliability of

the biographical subject, Oskar Muncada Monje and the

verifiability of his account, what was said in an interview

was compared both with other interviews on the same subject

and with related documentary evidence if it jibed and

supplemented logically.

This study also considered psycho-analysis. In the

psychoanalytic process, the analyst has constant access to

the symbolic-life of his subject – dreams; modes of

expression (such as slips of the tongue and the pen);

association; the interconnections of experiences,

rationalization, involuntary memory, the events of everyday

life. The fact remains that a literary biographer can

never, in reality, psycho-analyze his/her documents; and

yet s/he is concerned with the same kinds of symbols as the

psycho-analyst. The many confusions and misunderstandings

which arise between literature and psychology begin in the

fact that psycho-analysts have found – as Freud did from

the beginning – that the life of imagination, and

7
Thomson, Alistair, Perks, Robert, ‘The Historical Reader’, 3rd Edition, Routledge, 2015, p.55
 16

especially of great figures in literature, is highly

illustrative. When they look for archetypes or universals

they discover them in such figures as Oedipus or Hamlet.

The result is that they venture frequently upon literary

ground and sometimes indeed into places where angels fear

to tread, leaving (from the point of view of the student of

literature) large muddy footprints in their wake.

Possessing neither the discipline of criticism nor the

methods of biography, they import the atmosphere of the

clinic and the consulting room into the library. And what

they write is not, in reality, so much a contribution to

the study of literature, but an illustration of this or

that aspect of their own technical work. The psycho-

analyst, reading the pattern of work, can attempt to tell

the readers what was wrong with the artist’s mental or

psychic health. The biographer, reading the same pattern in

the larger picture of human condition, seeks to show how

the negatives were converted into positives.8

This approach supported the manifestations of Oskar

Muncada Monje’s literary works and life as the biographical

subject. The researchers were then challenged to unite the

qualities of critic and psyscho-analyst. By penetrating

8
Leon Edel. Literary Biography, (Canada: University of Toronto Press, 1957), pp. 56-59.
 17

more deeply into the life of Monje, it was possible to

penetrate more deeply into his works.

Conceptual Framework

This study revolved around the chronological stages of

Oscar Muncada Monje’s life as a writer namely: An Pagsirang

san Sudang/The Splendid Light of Sunrise (Aga/Childhood),

An Pagtagiktik san Sudang san Kaadawon/The Scorching Rays

of the Midday Sun(Adaw/Adolescence/Highschool), An Tigsirom

nga Kakulpon/The Dim Light of Dusk (Kulop/College), An

Mapinit nga Ti-agi san Kagab-ihon/The Chilly Trail of

Night(Gabi/Adulthood/NGO), An Harupoy sa Hangin san

Katutnga /The Breeze of the Midnight (Katutnga/40-60 years

old/Old Age).

This was anchored on the idea of Reaske’s

biographical approach and Plummer’s life history approach.

Through gathering information, conducting interviews and

collecting his literary works, the researchers categorized

the different genres Oskar Monje had written and provided

an account of his life events as manifested in his literary

writings, and how his life as a writer started. Thus, his

literary works was also examined for their central themes

or subject and experiences influenced in writing his

literary pieces.
 18

Paradigm

Themes

Life of Oskar Writings of Oskar

Monje Monje

Rhetorical
Devices

Figure 1. A schematic diagram showing the concept of the

study.
 19

Definition of Terms

To ensure understanding of this paper, the following

terms were herein defined conceptually and operationally:

Artist. Conceptually, it is a person who creates art

and practices its seven disciplines: architecture, dance,

drama, literature, music, painting and sculpture. S/he must

be a creator of original obra maestro and must have a body

or bodies of work. Operationally, it refers to a literary

artist specifically Oskar Muncada Monje who is a pillar of

Ninorte-Samarnon literature.

Burabod. It is a natural source of ground water that

gushes forth ceaselessly from deep within the ground. It

spouts water continuously forming a body of life-giving

water. Operationally, it is used metaphorically to describe

Oskar Monje as a writer whose passion and dedication

promote vernacular literature in various genres.

Context. Conceptually and operationally, it is used to

describe all the extra-textual features (condition of

production and reception, historical events, general

 20

culture milieu, biography etc.) which may have a bearing on

the interpretation of the literary text.9

Literary Biography. It refers to a literary genre that

merges historical facts with the conventions of narrative

while revealing how the biographical context can enrich the

study of canonical authors.10 Operationally, the term

pertains to the study of the life and writings of Oskar

Muncada Monje, a renowned local writer.

Narrative. Conceptually, it is a report of related

events presented to the listeners or readers in words

arranged in a logical sequence.11 Operationally, it is the

discourse narrating the biographical actions and events

relating to Oskar Muncada Monje.

Ninorte-Samarnon. It is the language spoken in the

province of Northern Samar.12 It is a dialect of Lineyte-

Samarnon with lexical variations in Northern Samar.

Operationally, it is the language used by the research

subject in most of his literary pieces.

9
Julian Wolfreys, et al. 2nd ed. Key Concepts in Literary Theory Revised and Expanded (London:
Edinburg University Press Ltd., 2006), p.24

10
http://as.wiley.com/WileyCDA/WileyTitle/productCd-1405194464.html, October 15, 2016.

11
http://literarydevices.net/narrative/, October 17, 2016.

12
AB LLT’08, Ninorte Samarnon-English Dictionary (UEP, 2008), p.16
 21

Pag-abid. This Ninorte-Samarnon term means a flow that

moves along or out steadily and continuously in a current

or stream. Significantly, it refers to Oskar Muncada

Monje’s continuing tradition of excellence and influence in

vernacular literature writing.

Persona. It is a speaker created by a writer to speak

in a poem. A persona does not necessarily directly reflect

the author’s personal voice.13 Operationally, it is the

speaker or the person talking in a poem.

Play. Conceptually and operationally, it is dramatic

composition meant to be performed on stage. It is a

dramatic presentation, especially a public theatrical

exhibition.14 It is a form of drama that is usually acted

out on stage.

Rhetorical Device. It is the use of language that is

intended to have an effect on its audience. It creates a

literary effect (but often without regard for literal

significance). Repetition, figurative language, and even

rhetorical questions are all examples of rhetorical

13
AB LLT Batch 2008, Ninorte Samarnon-English Dictionary (UEP, 2008), p.166.

14
Amanda Gupit-Banaag,et al., “A Journey Through World Literature”,(GRT,Quezon
City,Philippines,2003)p.6.
 22

devices.15 Operationally, it pertains to the rhetorical

devices which Monje utilizes in his literary works.

Short story. Conceptually, it is a brief

fictional prose narrative that is shorter than a novel and

that usually deals with only a few characters, it is

usually concerned with a single effect conveyed in only one

or a few significant episodes.16 Operationally, it is one of

the genres used by the author in his literary pieces.

Siday. In concept and operation, it is the Leyte-Samar

standard term for poetry. It is sung to praise people,

relate accomplishments or tell the beauty of women. In this

study, it refers to the poems written by the research

subject.

Theme. It is a central idea that conveys the cetral

idea suggested in the literary works either directly or

implicitly. In its broad sense, the term refers to the

abstract concept that recurs in many works of literature.17

This is also the operational definition.

15
https://www.vocabulary.com/dictionary/rhetorical%20device, October 18, 2016.

16
Hansen, Arlen J. (https://ENCYCOLPEDIA BRITANNICA//www.britannica.com/art/short-story)
August 14, 2015

17
Sharon Hamilton, Essential Literary Terms (USA:W.W.Norton & Company,2007),p.154
 23

Vernacular Literature. It is a piece of literature

written in the language or dialect native to a region or

country rather than a literary, cultured, or foreign

language. 18 Operationally, it is a collection of native

literary works in a region.

18
An Encyclopedia Britannica Company (Merriam Webster) (http://www.merriam-
webster.com/dictionary/vernacular), October 17,2016.