10

English
Quarter 3 – Module 3.a:
CRITIQUING A LITERARY SELECTION BASED ON
STRUCTURALIST/FORMALIST AND MORALIST
APPROACHES

NegOr_Q3_English10_Module3a_v2
English – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 3a: CRITIQUING A LITERARY SELECTION BASED ON
STRUCTURALIST/FORMALIST AND MORALIST APPROACHES
Second Edition, 2021

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 Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson. At the
end of each module, you need to answer the post-test to self-check your learning.
Answer keys are provided for each activity and test. We trust that you will be honest in
using these.
In addition to the material in the main text, Notes to the Teacher are also provided
to our facilitators and parents for strategies and reminders on how they can best help
you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests. And read
the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
CONTENT PAGES

INTRODUCTORY MESSAGE --------------------------------- i

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1

WHAT I KNOW 2

WHAT’S IN 2
Task 1 2

WHAT’S NEW 3
Task 2 3
Task 3 4

WHAT IS IT 5

WHAT’S MORE 10
Task 4 10

WHAT I HAVE LEARNED --------------------------------- 12

WHAT I CAN DO ---------------------------------------- 13

Task 5A 13
Task 5B 19

ASSESSMENT 20

ADDITIONAL ACTIVITIES --------------------------------- 22

GLOSSARY 23

ANSWER KEY 24

REFERENCE LIST 26

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 Hi again dear learner! Welcome to this Module 3a in G10 English for
Quarter 3. In the previous module, you were taught how to compose an
independent critique of a chosen selection. I’d like to believe that you already
have in mind the basic steps or ways in writing a critique for they are
important processes in literary criticism.

Literary criticism is one of the most challenging topics to talk about as

it demands a lot of reflective thinking. There are several types of literary
criticisms or approaches to literature but in this module, we will only focus
on Structuralist/Formalist approach and Moralist approach.

You will be provided with activities that will assist you as you learn
about the meaning of literary criticism, about what is critiquing a literary
selection, what does it mean to critique literature, how to critique a literary
selection, what are the ways or approaches to be employed in critiquing a
literary selection, why do we need to write critiques and how to write a
critique or close analysis and/or critical interpretation of a literary text.
Critique examples are also provided which will serve as your guide in making
your own literary reviews later.

I hope that through this module you will learn to appreciate literary
criticism and its approaches. Thus, it is of high importance that you
complete all the tasks carefully and productively. Work with your heart and
perform well. Have a good time learning this module.

Learning Competency

Critique a literary selection based on the structuralist /formalist and moralist

approaches
At the end of the module, you should be able to:
1. Identify structuralist/formalist and moralist approaches as ways in
critiquing a literary selection
2. Critique a literary selection using the structuralist/formalist and
moralist approaches
3. Elaborate or explain the need to critique a literary selection or literary
piece and the importance of the different approaches to literature

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 Please take note that all answers shall be written in your activity
notebooks, and that there should never be any markings placed in this
module.

Pre-assessment:

Directions: Identify the following sentences as true or false. Write T if the

given statement is true or correct and F if it is false or wrong. Write the
letter of your choice in your notebook.

1. Literary criticism is the study, evaluation, and interpretation of

literature.
2. In formalism, form is the key, not the content.
3. Moralist approach does not analyze the values or lessons and ethics
present in a literary text.

4. We write critiques for they help us develop an understanding of the

work’s purpose, intended audience, development of argument, structure of
evidence or creative style.

5. When a poem is analyzed in terms of formalism or structuralism, we

criticized it through its rhyme, meter, rhythm, tone, mood, among others.

Task 1: Read and Answer

Directions: Before proceeding to the main lesson of this module let us first
review our past lesson on how to compose or write an independent critique
of a chosen selection. To critique a piece of writing is to do some basic steps
(which are placed inside the box). Identify what is defined in each of the
following sentences by getting the correct word from the word pool below.
Write your answer in your notebook.

critique
interpret

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 . To give the reader a sense of the writer's overall purpose and
intent.
2. To examine how the structure and language of the text convey
its meaning.
3. To state the significance or importance of each part of the text.
4. To make a judgment of the work's worth or value.
5. To evaluate (a theory or practice) in a detailed and analytical
way.

Task 2: PICTURE ANALYSIS

This time, I want you to look at the illustration below. Observe closely.

D
source:
https://www.shutterstock.com/image-
illustration/cute-black-roof-3d-residential-house-
207612982

Answer the following questions:

1. What do you see?
2. From how many views or angles do you see the object?
3. Has the figure or illustration changed into any other object when we
change the angle from A to B?
4. How about from B to C and C to D, has the object changed into
something else?

NOTE: No matter from what angle we are seeing the object, it’s still the
same. It doesn’t change. You still see a house.

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 This task is related to literary criticism. When it comes to literary
criticism, you are looking at a text or selection in different angles or in
different perspectives. So no matter what perspective or what angle you look
at a certain text, the text remains the same. It’s just that you are looking at
it in different ways. The next task shows an example of a poem that you may
have encountered in your Grade 9 English. Let us find out what are your
views on this literary text.

Task 3: POEM ANALYSIS

Instructions: Read and understand the poem below by Robert Frost and
answer the questions that follow. Write down your answers in your
notebook.

THE ROAD NOT TAKEN

By Robert Frost

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less travelled by,
And that has made all the difference ttps://ph.images.search.yahoo.com/yhs/se
arch?p=picture+of+a+road+not+taken

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QUESTIONS:

1. How many stanzas does the poem have? How many verses or lines
does each stanza have?
2. What words rhyme with another in the first stanza?
3. Does the poem use figure of speech?
4. What are the metaphors found in the poem? (Give at least 2)
(Metaphor refers to an implied comparison or the use of a word or
phrase to refer to something that is not, invoking a direct similarity
between the word or phrase used and the thing described without the
words like or as)
5. Pick out the simile in the 2nd stanza.
(Simile is a figure of speech in which one thing is compared to
another, in the case of English generally using like or as)
6. Identify the assonance in the last stanza.
(Assonance is the repetition of similar or identical vowel sounds,
though with different consonants)
7. What figure of speech is the third line of the second stanza?
8. What is the tone or feeling of the author of this poem?

When you look at the object in Task 2 and read the poem in Task 3,
did you ask yourself some questions? It is natural for us to ask questions
when we read. Part of the reading process is to make connections to the
writing, which means you spend time interpreting it.
What does it mean to interpret literature? When you interpret
literature, you are trying to find the meaning and significance of a literary
work, like a story for example. You criticize it. You are asking yourself both
what the text means and why it is important. And there are many ways on
how to properly interpret or evaluate literature.
In Task 2, you were asked to describe, examine or evaluate the given
object. In Task 3 you were also asked to analyze, evaluate, or interpret the
given poem. You were actually criticizing an object or a piece of literary
work. It is when you look at the thing and text in different perspectives or
in different angles that you can actually understand it. You did literary
criticism in Task 3 so you can fully understand the context of the text.

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What Is a Critique and Literary Criticism?

Critique is a literary technique that means to critically evaluate a

piece of literary work, or a political or philosophical theory in detail. A
critique could be a critical essay, an article evaluating a literary piece, or a
review. It may be just like a summary that identifies the central issue, raises
questions, takes notice of theoretical and experimental approaches, and
reviews the significance of the results. Apart from that, its purpose is to
highlight both the shortcomings as well as strengths of a literary piece or a
work of art. Moreover, critical evaluation or assessment requires sufficient
knowledge about the subject matter. To critique a piece of work, one must
read first the text. After which, one may utilize any of the literary
approaches that we are soon to discuss (https://literarydevices.net/critique/).

Criticism is an assessment of creative work, a considered judgment of

or discussion about the qualities of something, especially a creative work.
Criticism is sometimes taken negatively by others. When we say criticism, it
doesn’t solely surround on a very negative state. Criticism can also imply
the positive qualities of a certain thing, person, or literary work that a critic
may see to fully understand it.

Literary criticism It is the comparison, analysis, description,

interpretation, and/or evaluation of works of literature. It is a way of looking
at literature in different perspectives. Things look very different if you look at
them in different perspective(https://www.youtube.com/watch?v=f31V4XiPBdI).

Literary criticism is essentially an opinion, supported by evidence,

relating to theme, style, setting or historical or political context. It can be
based on one work (a poem or a story, for example), one author’s entire
body of work; or the works of different authors.

One reader writes down his or her views on what a particular work of
literature means so that others can respond to that interpretation. The
ccritics typically engage in dialogue or debate with other critics, using the
views of other critics to develop their own points.

Why Should We Interpret Literature?

Although the interpretation of literature can be challenging, it may

also provide unique and important rewards. Authors of fiction, poetry, or
drama choose literature for their expression because they believe that there
are at least two valid sides to any major issue--not just a simple right and
wrong. Reading and interpreting literature, then, nourishes us with a sense of
the complexity of life's deepest mysteries-- love, hate, death, conflicts

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between the individual and society, and so on--so that when we approach
these problems we do so with greater self-awareness and greater tolerance
for the views of others. When we interpret literature, we are taking what we
already know about human nature and adding in the experience and
wisdom of the author (even if we don't share all of the author's convictions).
Interpretation then is a social act--we bring to it all of our past experiences
with people, and we come away with an even richer, more complex
understanding.

The critic's specific purpose in writing a critique may be:

1. to make value judgments on a work or to evaluate somebody’s work (a

book, an essay, a movie, a painting)
2. to explain his or her interpretation of the work
3. or to provide other readers with relevant historical or biographical
information

The critic's general purpose, in most cases, is to enrich or increase the

reader's understanding of the literary work.

Why Is Criticism Important for Students?

Why do we write critiques?

As a reader of literature, you may find the views of others very helpful
in developing your own interpretations. When you write an essay about
literature, you will also find criticism helpful for supporting your points. But
criticism should never be a substitute for your own original views--only in
very rare cases would an assignment require you to summarize a critical
work without including your interpretation of the literature. Besides being
useful, good literary criticism can be fun in itself, like listening to and
participating in a lively discussion among friends. By reading the critic, you
add yet another point of view to yours and the author's.
(https://www.uv.es/~fores/programa/hale_literarycritic.html)
Writing a critique helps us to develop knowledge of the work’s subject
area or related works, gain understanding of the work’s purpose, intended
audience, development of argument, structure of evidence or creative style,
and it provides recognition of the strength and weaknesses of the literary
work.

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COMMON CRITICAL APPROACHES TO LITERATURE

There are common critical approaches (sometimes called lenses) to

literature or to literary criticism which are very useful in critiquing a literary
selection and that which reveal how or why a particular work is constructed
and what its social and cultural implications are. These are different
perspective we can consider when looking / analyzing/ interpreting a piece
or several pieces of literature. Understanding critical perspectives will help
you to see and appreciate a literary work as a multilayered construct of
meaning. Reading literary criticism will inspire you to reread, rethink, and
respond. We have the structuralist /formalist approach, Moralist,
Marxist, Feminist, Historical and the Reader-response approaches.
However, only the first two will be discussed in this module.

What is STRUCTURALIST / FORMALIST Approach in literature?

This approach is also known as structuralist or formalist criticism.

It regards literature as “a unique form of human knowledge that needs to be
examined on its own terms.” All the elements necessary for understanding
the work are contained within the work itself. Of particular interest to the
formalist critic are the elements of form—style, structure, tone, imagery,
figurative language, literary devices, symbolism, etc.—that are found within
the text. A primary goal for formalist critics is to determine how such
elements work together with the text’s content to shape its effects upon
readers. In other words, the structure or form of a work of literature is
inherently part of its content.

This approach is based on the idea that a text should be critiqued on

its inherent/innate characteristics including the form of the text (how it is
written). Formalist criticism is about form over content. Form is the key,
not the content, as it doesn’t consider other things such as the purpose of
the analysis, content, or even cultural notions. Formalist always treats an
artwork as “its own distinct piece”.

How to use formalist approach in poems and stories?

When poem is analyzed in terms of formalism or formalist approach,

we criticize it through its rhyme/rhyming pattern, meter, number of
stanzas, number of lines in each stanza, rhythm, tone, mood, among others.
In other words, determine the form, structure and devices used in the text.
In prose, when you criticize or evaluate literary texts (for example, a short
story) it is important that you are familiar with the intrinsic literary features
or the basic elements of the story as the characters, setting, tone, point of

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view, diction, symbolisms, and other elements of the text (including the
elements of plot). In formalism we have to identify how these elements
contribute in the progress and message of the whole story itself.

So, don’t ever forget that formalism seeks out meaning from a work by
giving attention to the form or structure of a work and literary devices
operating it. Meaning, in examining a text through formalism, the social,
historical, cultural, and political realities inside the text are neglected. Bear
in mind that Formalist Criticism uses the following in order to interpret the
text:
a. Literary elements – how each element of the work relates to the
work as a whole
b. Literary devices – how the literary devices function to create
meaning
c. Structure – how the work is structured or organized (formed)
d. Language – language of literary work; style of writing

What is MORALIST Approach in literature?

Moralist Approach is viewed to discuss man and its nature. It

presents man as essentially rational; that is, endowed with intellect and
freewill; or that the piece does not misinterpret the true nature of man. This
approach is close to “morality” of literature, to questions of ethical goodness
or badness. It analyzes the values/lessons and ethics present in the text,
examines the effect of the text to the readers as moral beings, determine
whether the text helps the readers improve their lives and their
understanding of the world.

Moral critics believe that there is a fundamental right and wrong,

and that art can influence people’s ideas and actions.

How to do Moral Criticism?

In using the moralist approach to literary criticism, you need to

Ask these questions:

• Is a character good or bad?

• Is an action taken by a character good or bad?
• Is an event in the story good or evil?
• What standards of morality are your judgments based on?

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 • What are the behavior/s that the characters display which the author
wants us to think are “right”?
• What behavior is “wrong”? What religious or ethical beliefs does the
text deal with directly? Are there any religions or philosophies
mentioned specifically in the text?
• What religious or ethical beliefs or philosophies does the author seem
to favor?

Look for:
• Moral (good)
• Immoral (bad)
• Amoral (neutral)

More Issues:
• What moral issues are raised in the story?
• How do they relate to / reflect on moral issues facing our society?
• What standards of morality are presented in the story?

v To understand the two approaches better or further in literature, let’s

try to see the literary works in the next part.

Task 4: Read and Tell

Instructions: Read and analyze the poem below entitled “Richard Cory” by
Edwin Arlington Robinson. Identify what approach to literature is used in
each of the given criticisms. Choose between structuralist or formalist
approach and moralist approach.

Richard Cory
by EDWIN ARLINGTON ROBINSON

STANZAS ILLUSTRATIONS
1
Whenever Richard Cory went downtown,
We people on the pavement looked at him:
He was a gentleman from soul to crown,
Clean favored, and imperially slim.

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“Good morning” and he glittered when he walked.

And admirably schooled in every grace:

And went without the meat, and cursed the bread;

CRITICISMS APPROACH
1. (For stanza 1)
-There is Alliteration= the words “people” and
“pavement” (P sound is repeated)
-Rhyme scheme= the words “town”, “crown” and “him”,
“slim” rhymes
-The pattern is ABAB
2. (For stanza 2)
-There is Repetition=Two lines at the top begin in the
same way “And he was always”
-Rhyme= “arrayed”, “said” and “talked”, “walked”
3. (For stanza 3)
-Rhyme= the words “king”, “everything” rhymes and
“grace”, “place” rhymes
4. (For stanza 4)
-Irony= This situation is irony because Richard Cory, a
man who seemed to have everything, is the one who
takes his own life in such a violent way.
-Rhyme = “light”, “night” and “bread”, “head” rhymes
5. The poem is about Richard Cory, a rich man who
seems to have everything in life but still kills himself in
the end. The poem is set in a place where people can
see the huge gap between the rich and the poor.
The poem has 4 stanzas and each stanza has four
lines. It uses an ABAB rhyming pattern throughout the
poem, which means that the first- and third-line

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rhyme, as well as the second and fourth line (town and
crown, and him and slim).
6. We tend to judge people based on how they look on
the outside. Richard Cory looks as if he has everything
in life, but he is still unsatisfied, hence, he kills
himself. Although it is not exactly clear why he decides
to do that, one thing’s for sure, he is not happy. The
lesson here is that happiness is not tied to
achievements, fortune, or material things.
7. The poem is written in iambic pentameter, which
means that there are five sets of unstressed and
stressed syllables. The poem uses words such as
gentleman, clean favored, imperially slim, glittered, and
schooled to make a clear picture of the appearance of
Richard Cory.
8. Richard Cory committed suicide because of his
“spiritual vacancy” and his lack of purpose and that
the “people on the pavement” are surprised by the self-
violence of so imperial a man and are somewhat awed
by the mystery of life.

Now that you have knowledge on two approaches, also bear in mind
that when you use these approaches in understanding a certain literary text
it doesn’t mean that your criticism or interpretation of that particular text is
already correct. Always remember that it’s only the author who knows the
real meaning of his literary piece. These approaches function as, for
instance, your eyeglasses or pair of lenses through which you view the text
you are reading. (See the illustration below)

Congratulations! You’ve made it this far! It’s time for you to share your
learning insights, reflect on them and assess your skills, knowledge, and

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 comprehension. Think of why you need to learn the concepts on approaches
to literature and their importance especially in critiquing a literary selection.
Ponder on what you have learned, what you have realized, and what you
intend to apply in the future. Use the sentence starters on the next page and
write your reflections in your journal notebook.

Example:
I have learned that

I have realized that

I will apply

TASK 5. Explain comprehensively the need to critique a literary selection and

the importance of the different approaches to literature. Your work will be rated
based on the Explanatory Writing Rubric below. Be guided accordingly.

EXPLANATORY WRITING RUBRIC

Area of
Writing 3 2 1 SCORE

Topic Fully introduces the Introduces the topic Does not introduce
topic they are writing they are writing the topic they are
about about writing about
Details Supplies more than Supplies one fact Supplies no facts
one fact about the about the topic about the topic
topic
Closure Provides a sense of Provides a sense of Does not provide a
closure related to the closure that is sense of closure
topic unrelated
Comments: TOTAL

Student Name:
Adapted from:
https://www.teacherspayteachers.com/Product/Common-Core-Explanatory-Writing-Rubric-282873

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 ASSESSMENT

Finally, you were able to deal with the different related activities to sharpen
your skills on critiquing a literary selection based on structuralist or formalist
approach and moralist approach. Now, it’s time to evaluate your learning. Ready?
Here we go!
Directions: Read and understand the following statements. Draw a in
your notebook if the given statement is true and if the statement is false.

1. Literary criticism is the evaluation, analysis, description, or interpretation of

literary works.
2. When poem is analyzed in terms of formalism, we criticized it through its
rhyme, meter, rhythm, tone, mood, among others.
3. Writing a critical analysis requires critical reading and critical thinking.
4. Moralist criticism focuses on the text itself.
5. To do moral criticism a critic has to find how the moral issues raised in the
given story relate to or reflect on moral issues facing our society.
6. In formalism, form is the key to understanding, not the content of the text.
7. In interpreting a poem using formalism, a critic should determine the form,
structure and devices used in the text.
8. Critical approaches to literature are different perspectives we can consider
when looking at, analyzing, or interpreting a piece or pieces of literature.
9. We can criticize or evaluate prose (like short story) only by using the formalist
approach.
10. We write critiques to develop understanding of the work’s purpose,
intended audience, development of argument, and structure of evidence or
creative style.

Great! You have done a very good job. You can make use of what youhave
learned about critiquing or writing critical interpretations of a literary text based
on Structuralist/Formalist and Moralist Approaches in your daily life.
Now, relax for a while, spend time at ease and stretch your muscles.
Decompress and cope with whatever you are struggling with. Be relieved
from the efforts and stress of everyday life. Take your snacks, drink a refreshing
juice or a glass of water and attend to your personal necessities. When you are
already feeling relaxed, return to your study area and do this related activity.

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Bressler, C. (n.d). Literary criticism. An introduction to theory and practice.
https://www.pearson.com/us/higher-education/product/Bressler-Literary-
Criticism-An-Introduction-to-Theory-and-Practice-4th-
Edition/978013153443 html

Common Core Explanatory Writing Rubrics. Accessed February 11, 2021.

https://www.teacherspayteachers.com/Product/Common-Core-
Explanatory-Writing-Rubric-282873.

“Formalism literary criticism and example| Critical approach in literature.” Last

modified November 16, 2020.
https://www.youtube.com/watch?v=VIKZV99amhE.

KRSTNMRQZ. Formalism in “The Necklace”. Last modified November 12, 2017.

https://l.facebook.com/l.php?u=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.google.com.ph%2Fa
mp%2Fs%2Fkrstnmrqz.wordpress.com.

Nance, Tim. “What is Literary Criticism?” Last modified Feb 25, 2015. Accessed
February 10, 2021. https://www.youtube.com/watch?v=f31V4XiPBdI.

Nhor Cubes .TV-based Instruction (Approaches to Literary Criticism) | The New

Normal Classroom. Last updated Jul 14, 2020. Accessed February 8, 2021.
https://www.youtube.com/watch?v=l_3Nd46SJyI.

Sakinah, Nur/nursakeenah @Mary Thomas. Understanding Sonnet 18 by William

Shakespeare. The light of literature blog. Accessed February 2, 2021.
http://thelightofliterature.blogspot.com/2010/11/understanding-sonnet-
18-by-william.html.

Sensei Engrish. Critical Approaches to Literature. Last updated August 5, 2020.

Accessed February 6, 2021. https://www.youtube.com/watch?v=qxO-
yrX5Rks

Shakespeare, William. “Shakespeare Sonnet 18.” Shakespeare Sonnets. 1564. Web.

https://ivypanda.com/essays/shakespeares-sonnet-18/

“The Road Not Taken (Formalism approach)”. Reference. Accessed February 4,

2021. https://www.slideshare.net/catherenecantalderoxas/the-road-not-
taken-formalism-approach

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