Ecocritical review of the nature essays of university students: a translation and metaphor study

ABSTRACT


Introduction
In daily conversation, people use words that conform to their thoughts. They use words beyond their literal meaning and usage. It is a creative mixing of words they call it metaphor. It passes the lines of traditional approach to semantics. The human abstract thoughts are The study of metaphors is popularized by Lakoff andJohnson (1980, 2003) after the publication of their book "Metaphor We Live By. It seems that it is impossible to communicate without metaphors (Banaruee et al., 2019). It changes the understanding of metaphor roles in human mind and language. It is fundamental functions of mind that allows people to understand its physical and social experience which leads to indefinite concepts Lakoff andJohnson (1980, 2003). It clears unexplainable thoughts using the combination of words to shed light or familiarity of phenomena. For instance, the use of nature to express the degree of feelings or personal take on something, from the experience or how people process things in mind by associating and objectifying nature.
Though metaphors are not so new, debates are turning up the heat among scholars of how these metaphors can be interpreted and when can people say that is metaphor. Banaruee et al. (2019) presented two points to comprehend metaphors. First, the description of highly abstract context which obviously characterizes the usage of high thinking of rhetoric. Second, concrete concepts that are described its degree. In order to comprehend the mechanisms of metaphors of the essays of the students, mapping the relationships of the source domain to the target domain is necessary to take into account either highly abstract or highly concrete. For Siman et al. (2022), the complexity of metaphor is beyond the scope of specific theories in metaphor. To check the concreteness of metaphors is by checking the regularities and irregularities of the thoughts or concept presentation.
By this, it can simply classify the types of metaphors used and the experience, by normative similar cognition, is can be source of interpretation. In other words, Siman et al. claimed that there could be no current theory that can classify metaphors because of different context and this varies to different cultural orientations. However, contrast to the claim of later scholars, Yaseen (2013) explained in his paper that the types of metaphor can be divided according to schools and rhetoric and these are according to its verb, circulation and usage, and, according to concepts. Classification can be better understood if the corpus of metaphors be divided according to its purpose or usage.
In this paper, the author tried to classify the metaphors used in the written text of students. From there, it can see how nature is expressed. Another related study that discussed about the nature and how it is represented metaphorically was done by Ji (2020). He stressed that the nature is either being destructed, celebrated or ambivalent. So, the metaphors using the nature as concepts of thoughts are contested of how these words give importance to nature. For Keularts (2007), metaphor of nature is not only a structure people used by in daily conversation, but more than that, it calls for action of what is happening to nature. Meaning, how nature is used in words or objectifying them is not the sole usage and he implied that people adopt multiple vision of metaphor to connect and break barriers among experts.
With this, people can be able to restore nature and there are no best metaphors classifying it from lesser to important. For Meisner (1995), he suggested that the new language such as the metaphors of nature must be ecocentrism sensible. It simply asserts avoidance of using anthropocentric-resource metaphors and looks the nature as it is so people can be able to thrive for preservation and pro-nature concepts of metaphors. The discourse on nature is an approach to the landscape descriptions. Landscape metaphors are based on the space that people live by. Though landscape metaphor is an on-going search for development in language studies, this paper would definitely tackle how this space or the landscape of nature is used by students to speak about their surrounding in particular with nature.
The corpus of metaphors was translated to English to explain the samples and to compare the lists which make sense in the target language (TL). Translating metaphors is a challenge and sometimes overlooked (Adiel & Ahmed, 2016). Different product-oriented for translators had been used to deal with the challenges in translating metaphors. Combining product-oriented processes is potential to access translators' cognitive processes in remapping and re-conceptualizing metaphors (Massey & Ehrensberger-Dow, 2017). Ashuja et al. (2019) found that the literal translation strategy is common technique used because of difficulty in finding equivalents in the target language, the time for translation, and the procedure of translating metaphors. Rosa (2021) and Hong and Rossi (2021) backed up the claim of precedent research with the lack of cultural understanding leads to difficulty in metaphor translation. It is sometimes termed as untranslatability due to its indirectness (Manipuspika, 2018). Some cases in translating, the translator is bound within the parameter of source language (SL) and sacrifice the target language by copying the original (Güçlü, 2017).
The feasible steps to address the translation difficulty among practitioners are to get immersed with the culture of source language or target language by devoting time to research the metaphors, a positive attitude and systematic study method in learning the cultures, expound the discoveries in study of metaphor, and, compile dictionaries related to interlingual patterns (Zhang & Hu, 2009). Another treatment for the translation is to consider the culture-specificity and its transportability to the target culture.
Three frameworks to apply and these are cognitive-translation hypothesis, comparative cultures, and, cultural variation. If two languages involved have the same conceptual mappings and linguistic expressions, it may produce the same metaphor concepts, however as opposite, the different metaphor concept re-produce or re-pack of concepts are done (Maalej, 2008;Güçlü, 2017). Whether different techniques employed in translating metaphor, there could be no more important in translation than the thought it serves.
Notwithstanding, studies presented were grappling with indispensable approach to resolve the translation procedure of metaphors and further study on the nature landscape as space and source domain of metaphor. This research does not obviously refute any findings they offered nor falsify their claims. However, this study tried to deal with translation and metaphor analysis in the context of cognitive processes of involved people.
This study aims 1) to describe the metaphors used in the nature essays of the university students, 2) to classify the metaphors according to its multiplicity focus on landscape metaphor, 3) to explain the Filipino to English translation of metaphors, and 4) to reaffirm the connection of the presence of nature and environment to the cultivation of cognitive processes.
It is indeed that using metaphors is part of humans' thought, their ability to conceptualize through words and objects they perceived. The things people see in environment especially our nature, its landscape, stimulates people to utilize these symbols to create meanings and express their schemas. The semiconscious utilization of objects from the environment has been a big source for the daily exchange of thoughts.

A. Pandapatan
Ecocritical review of the nature essays of university students: a translation and metaphor study

Research design
The research design employed is descriptive method. The data were presented and analyzed through describing the content of the metaphors and why it is considered a nature metaphor. The process of translating the metaphors from the source language, Filipino, to the target language, English, is also carefully described.
To possibly meet the objectives mentioned previously, these are the problem statements raised therein: What are the metaphors used by the students in their nature essay? What is the translation of these metaphors from the SL to TL? What is the classification of metaphors based on nature's landscape and its usage? What landscape metaphors are commonly used according to nature as landscape, feelings or emotions, aestheticism, and state or action? How do these landscape metaphors reaffirm the relationship between human mind and his external environment particularly nature?

Setting and participants
The study was done in Marawi City where the subject university is located. The city has rich landscape of nature particularly the university where it is situated in an elevated area. The scenery offers intact combination of different view where land, water, and sky meet altogether.
There were 75 university students from different year levels and degree participated. These students were enrolled in a certain academic year and enrolled in a general course. They were from three selected sections. They were asked beforehand the purpose of the writing activity and asked their permission to use their crafted essay in the study.

Data collection
Students were invited to place where the beautiful landscape of nature is seen. There were two stages in the activity in the writing of their essay. These are preliminary activity and actual writing. The preliminary activity was to give students thirty minutes to stand in a conducive area where they can see the vast image of nature. After the exposure, the participants were asked to write about nature within an hour.
The corpus of the metaphors was filtered from the essays of the participants. The essay writing was on the spot after a preliminary activity was conducted. The original text is in the Filipino language. The authentic source of the metaphors presented in the study were the results of their cognitive output in a given period of time.

Data analysis
Two ways of analysis have been presented through descriptive analysis. First, it reviewed the metaphors collected, classified according to their usage and circulation (as used by Yaseen, 2013), and commonalities. The words were analyzed according to their meaning and the distance of the literal meaning to the thought it was used (concreteness to abstractness). With this, the metaphors were classified. Second, the metaphors were translated into English language and identify the process used. The method of translation introduced by Newmark A. Pandapatan Ecocritical review of the nature essays of university students: a translation and metaphor study (1991) was applied. The translation method is divided into eight levels. Basically, all metaphors were translated first to its word-for-word translation to examine the words. Then correcting the translation based on what level it can be translated and be comprehensible in the target language.

Metaphors used in the nature essays
The metaphors used by the students in their nature essay were filtered through reading the compositions intensively. The corpora are phrases that contain metaphors. Metaphors standard selection is based on the definition given by Lakoff and Johnson (1980) that, according to them, it is a part of the conceptual system of humans of how they think and act which is considered naturally as metaphor (Ritchie, 2013).
Basically, the metaphors include experiences and cognitive processes through the stimulation of mind from the nature. On the tabulation of these metaphors, there are 130 metaphors collected from 75 essays of the participants. Some repeated metaphors were counted as one to avoid duplicating the enlistment of metaphors observed in this study. Some examples of the metaphors are shown in Table 1 (see also the appendix). When it comes to beauty, there is nothing more beautiful than its beauty.

Nagdadabog ang mga puno…
The trees are swaying… Lakoff and Johnson (1980) elaborated that metaphors in our thought are not just only govern by intellect. It is the daily functioning to the mundane details (Amerian et al., 2015). This is a concept how people relate to other people, what people perceive, and getting around in the world. This means that the corpus of the metaphors gathered are natural and used by the students to their daily conversation to connect with others and conveniently build relationships with one another. Lakoff and Johnson added that these metaphors are something that people do not aware of because it is automatically along in the daily lines uttered.

Translation of metaphors
Following the discussion of Newmark (1991) on translating metaphors, given the choice of method to translate text the translation of metaphors comes with a delicate consideration and concern. Metaphors which are called the transferred sense of a physical word, personifying abstract forms, and collocations can be of a single word or extended. Twofold why there is a metaphor: cognitive and aesthetic which in one way involve illusion. The translation process is signified with object and image, between them is the sense or the meaning which it implies.
Newmark added that deciding the space allotted to translate metaphors is one consideration to tackle the issue on translating it to the TL based between the object and image. The careful treatment of sense can be determined if the area is positive or negative and connotative or denotative. Due to this, the translator is given the freedom to what and how he translates text. With this favorable explanation from Newmark, the metaphors are translated according to the best interest of researcher to allow more comprehension of the metaphors used by the students. This also explicates the transfer of knowledge or content from two involved language in the study, Filipino (SL) and English (TL).
The method used to translate the metaphors is based on the 8 methods of Newmark. These are the word-for-word, literal, faithful, semantic, communicative, idiomatic, free, and adaption translations. These 8 methods are arranged in a flattened V diagram wherein the SL emphasis apparently on holds the first four methods. On the other hand, the last four methods are focused on the TL emphasis.
The researcher tried as much as possible to maintain the first condition of translation: to achieve the equivalent or the nearest meaning to the sense of metaphors. The following figure portrays the percentage of the translation method treated in the metaphors.  Figure 1 illustrates that literal translation is the most common method used. It comprises 29% or 38 metaphors. Newmark (1991) pointed out that the literal translation is to cover the

A. Pandapatan
Ecocritical review of the nature essays of university students: a translation and metaphor study nearest equivalents to the TL and that the translation of words are single and out of context. Communicative translation is the second most used method. It comprises 22% or 29 metaphors. This translation method refers to the contextual meaning of the SL. The content and language are comprehensible to the readers. It widely acceptable because it uses language that conveys simple meaning of the content (Newmark, 1991). Semantic translation is the third most used method which comprises 17% or 22 metaphors. This focuses 0n the aesthetic value which considers the sounds of SL text and it compromise meaning. One of the things it compromises is the cultural words which makes it more flexible and gives intuitive empathy to translators to the original text (Newmark, 1991).
Faithful translation has 14% or 18 metaphors translated in this particular method. Faithful translation tries to give the precise contextual meaning of the SL within the adjustments to the TL grammar. Compare to the semantic, this transfers the cultural words and remain loyal to the intentions and text-realization of the original writer (Newmark, 1991).
The word-for-word method of translation is the most common, however, in the application of metaphor translation the percentage has about 11% or 14 metaphors. This is interlinear where the words found in SL are directly translated to TL by putting the original at the top and the target language below. The arrangement is maintained since it does not allow to re-arrange the words according to the other language structure such as grammar structure. The idiomatic translation was used for 5 metaphors or 4%. This translation gives the message of the original, however, it distorts nuances of meaning (Newmark, 1991). There are 3% or 4 metaphors used. This allows the translator to reproduce the matter and without considering the form of the original (Newmark, 1991). For the adaptation, there is no metaphor for the adaptation because it is commonly used in poetry and plays. The metaphors translated into English may not directly contain the rhetoric of the source language since metaphors can be varied language to another. In Table 2  In the paradise they belong to is vivacious. Communicative …isang babaeng nagtatampo at ilalabas ang sama ng loob nito kapag punong-puno na.
…a woman who sulks and vents her anger when it's full.

Kay gandang pagmasadan muli ang mga batang naliligo sa malinis na ilog, umaakyat sa mayayabong na puno…
It is so beautiful to see again children bathing in the clean river, climbing lush trees...

A. Pandapatan
Ecocritical review of the nature essays of university students: a translation and metaphor study  Newmark (1980) explained that after choosing method approach (referring to the 8 methods), translating text involves four levels: text level, referential level, cohesive level, and naturalness level. In order to understand his concept of translating theory, he proposed that his way is psychological in essence that binds the language and reality. Further, the translation theory has practical applications to be understood. Considering this, the translation operated in this study exposed the applicability of the method that he elaborated. Going back to the four levels he mentioned, the procedures in which the author had done in this is the automatic conversions of the metaphors. This is text level where the transposition of SL to TL has ready equivalents. Precisely, what Newmark referred to is the literal translation. Nonetheless, this first level is intuitively carried out to provide a superficially equivalent to the given text.
In the instances of confusion in translating sentence, the next level that operates is the referential level. According to Newmark, the translator asks himself what he is translating about and what he meant by referential. To rethink what the text in general so that it can give hints on how to translate the text into the closest sense of its meaning. The abstractness in the metaphors filtered in the student's papers vary. Through referring the theme e.g., nature appreciation, destruction, and pollution can help in getting the meaning it meant.
Another level that is operated in the translation process of metaphors is the cohesive level. Newmark pointed that when the first and second level in linked together, it follows the structure and moods of the text. The structure of language used is in accorded with the structure of the TL. The SL (Filipino) uses different connective words from the TL (English) because it regards the connection and flow of the thought. For mood, it is the dialectical factor. The use of positive and negative words can be an option as alternates. In emphasizing the meaning of words used, the used of either positive or negative and emotive and neutral are delicate which in the translation process require different words instead of the literal equivalent. Lastly, the naturalness level. The outcome of language in translating the SL must be felt natural to the TL. This includes the stylistic way of translator and the writer. Aside from this the translated text sound natural which may be depend on the degree of formality. Hence, the translation of metaphors should be natural.

Metaphor classification
Yaseen (2013) discussed the sixteen (16) classifications of metaphors according to usage and circulation. Analyzing the content of the metaphors collected, the number of classifications mentioned is reduced to thirteen (13) since the simple, submerged, and mixed metaphors can be classified with the others. In Table 3, the classifications with examples are presented. The absolute metaphors are words combined with no apparent similarity. The example mapalitan ng putik ng kalapastangan (replaced by mud of blasphemy) is absolute metaphor because it combined the word putik (mud) and kalapastangan (blasphemy) which, in one way, does not commonly share meaning or not commonly used in the conversation.
Active metaphors are living metaphors which do not have yet become part of the daily use. The example given is ang bundok ay nakakalbo na (The mountain is balding). The term kalbo (bald) is definitely used to determine a condition wherein a man has no hair (whether biological or intended). The kabundukan (mountain) is land form which does not possess hair or hairy like structures. In this case, when these two words are linked together, they are better understood that the cutting of trees is similar with the cutting of hair. The association of action is the same and this is the reason why it is acceptable and understood by many, though this is not yet used regularly in the daily conversation.
The cliché metaphors serve as proverbs and idiomatic expressions. The ganti ng kapaligiran (revenge of nature) is understood what it meant and how the nature revenge from the human harmful actions. The natural disasters and other forms of calamities are most interpreted by people as the return favor of the nature to them because of their inhuman actions in protecting nor preserving it. In simple explanation, this is attributed to human action and its consequences.
Complex metaphors blend uniform over another. The example shown is nagdurugo ang puso ng inang kalikasan (the heart of Mother Nature is bleeding). The phrase nagdurugo ang puso (bleeding heart) blends with inang kalikasan (mother nature) being personified. The bleeding heart is figurative that is commonly used to express a too broken heart on something. This perfectly blends well with Mother Nature because it is personified. Two figurative that goes with clear meaning.
Compound metaphors shares multiple similarities with the borrowed name. The example is ang hangin ay kumakanta ngunit hindi pinapakinggan (the wind sings but no one listens). The phrase hangin ay kumakanta (the wind sings) and the word pinapakinggan (being listened by someone) can be associated with the senses. Note in this case that the translation of the latter word is descriptively elaborated to signify its real sense.
Dead metaphors are fossilized and borne another usage of word. An example given is mahimbing na tulog ng kabundukan (sound sleep of the mountain). The mahimbing na tulog (sound sleep) is commonly used for humans and animals because this cannot apply with for any inanimate, however, nowadays it is integrated to anything that is static and immovable. It brings another semantical use to describe something that related as such sleep.
Dormant metaphors are words losing its relationship with the original idea. The example here is the naglipana ang mga kalat at mga basura (litters and waste are spread everywhere). The verb naglipana (spread) is not really used to anything that is scattered like litters and waste. This verb usually used to something alive like animals. With the condition of how it is translated, it differs now how it is supposed in the SL.
Extended metaphors are series of ideas connected to one subject matter. In the table, the example is ang kalikasan, saktan man at paiyakin, lagi pa rin iyang makikinig (The nature, even hurt and cried, she always listens). Note that in the series of words like hurt, cried, and listens are all referred to kalikasan (nature) to personify it. Implicit metaphors are unauthorized borrowed name. Observe the given example as panggagahasa sa ating kapaligiran at kalikasan (raping our environment and nature). The word panggagahasa (raping) is not used to the referents but it is understood implicitly. In modern languages this has been increasingly used to describe abuse to nature and violate its purity.
Original metaphors are creative metaphors. In the table, the example is pinapaliguan nito ang mga halaman at hayop (it showers the plants and animals). The word pinapaliguan (showering/ letting someone or something to bathe) comprehended as giving water as part of the basic need of all creations. It is an artistic way to express that when pouring waters to these living things, it is like showering them with the sprinkles of water such as rains and other similar forms.
Recent metaphors are new. The example herein is maliit na lawa sa kalsada (small lake in the road) which means during rain, roads are flooded and the waters stocked with the absence of drainage where the water can flow or drained. Due to this, it stays for a quite some time that is why people associate this as small lake. Root metaphors are anchored to humanitarian thought and it has cultural background. The ang araw ay nakangiti at masaya (the sun is smiling and happy) is culturally symbolize for most group of people that sun smiles because of its bright light.
Lastly, standard metaphors are also called stock metaphors. Umiinit ang kanyang ulo (her head is getting hot) is an example of this classification. When someone is losing his temper and starts to get mad with intense anger, the pressure of bloods gets into head. Amerian et al. (2015) revealed that in the classifications of metaphors studied in Persian and English, some classifications of metaphor from Newmark do not have a correspondence equivalent to adapted and recent metaphors. Additionally, cross-checking this to Lakoff and Johnson's classification of metaphors, Keyhan's Translation (2007), and Hosseini's Translation (2008) do not match to the said metaphors. As they interpreted it, the structural metaphors have a specified understanding of the structure of something. In simple terms, the newness and oldness of concept did not prefer to something. Adding the condition that the application of metaphor translation was collected in a novel. Therefore, it limits the outcome. What this statement brought to this study in understanding the classification of metaphors in languages may be different based on its concept.
In Filipino, the sixteen classifications of that Yaseen (2013) were reduced to thirteen because of the similar descriptions of others which can be embedded in other classifications. However, the finality of classifications of metaphors still varied among different scholars. This is where Siman et al. (2022) argument comes to the discussions that there is no specific theory that discusses the classification. Albeit this latter strong proposition, this study would favor the former scholars who recognize the classification of metaphors. However, the classifications can be according to the context as expressed in Yaseen (2013) in his research.

Metaphor commonalities
From the observed corpus of metaphors, there are four distinct commonalities that the researcher found. These metaphors can be grouped as landscape as metaphors, feelings as metaphors, aestheticism as metaphors, and action or state of being as metaphors.
Landscape as metaphors refers to the figurative elements that utilize the nature elements as expressions. Examples are lawang taimtim na nag-aabang sa sinag ng araw (earnest lake waiting for the ray of sun), asul na himpapawid (blue sky), and luntiang naghaharing kulay (green dominating color). It is evident how the nature elements like lake, sun, sky, and green are employed.
Feelings as metaphors are using the emotions or affections that are applied to nature and personify it. The examples are paano kung ang kalikasan na rin ang mapagod at tuluyang mamahinga? (What if the nature is tiring and rest permanently?), mga hinaing na pilit itinatago (complaints that are tried to hide), and, pinapangiti mo ang aking bibig…pati aking mga mata (You make my lips smile…even my eyes). The words to signify metaphors in the context of feelings are tiring, resting, complaint/struggle, and smile. With these, feelings are better to express the nature condition through personifying it or applying qualities of human emotions or affections to best describe it.
Aestheticism as metaphors refers to the beauty it possesses. This gives appreciation to the quality of naturalness of the environment and use it as figurative. For instance, kita ang lawak ng dagat sa kaitaasan (the vastness of sea is seen above), ang kagandahan ng kalikasan ay hindi kumukupas (the beauty of nature does not fade), and, saksi ang araw sa dalang kagandahan ng inang kalikasan (the sun is witness of the beauty brought by mother nature) are showing appreciation of the nature's beauty.
For the action or state of being as metaphor, some examples from the corpus are simoy ng hangin ang lalagot sa atin (the blow of the winds that will kill us), ang lupa ay sumusuko na (the earth is giving up), and sa kalikasan nakikita ang kapayapaan, katahimikan, kagandahan, at kaginhawaan (in nature we see peace, tranquility, beauty, and comfort). This describes the condition of the nature or the natural phenomenon like an action taken by the nature.
Keularts (2007) expounds that nature can be geographical metaphors in using particular place. In the paper, the views from the campus where students were exposed to the nature were held. They objectify the landscape, puts feelings on the nature by personifying it, appreciate the beauty that within or naturalness, and the current condition of nature where it plays also in the changes by showing different natural disasters to humans. In MacArthur and Wilson's Theory and Odum's Systems Theory, they discussed the nature of metaphor that invites people to repair the damage in ecosystems and lecture the people to understand the limitation of nature, to avoid exploitation. This significantly has seen in commonalities in the metaphors.

Human thought and external environment
The researcher draws a relationship between human thought and the external environment as to reaffirm its connection based on the metaphors gathered. Moghadam et al. (2015) stressed that the fact human is dependent on nature since time immemorial. There is a special connection between the two that can be inseparable. The use of objects that can be found in the nature are manifestation of thought-source of human to convey his message and experience. Association of human existence and feelings through objectifying the landscape of nature, the human feelings transferred to nature as if it is a human, the aesthetic character of nature, and the action/state of being are fundamentals of reaffirming that nature, in one way, shaped also the human thought.
The nature in general is interpreted as something relative to emotional and physical concepts of human. Personifying the nature allow people to sense the applicability of anthropocentric qualities to nature. Though this is not free from the concept of ecosophy, however, the use of these as metaphors support the idea of the relationship between the two. Moreover, this also shows that human is also a part of the environment and the environment of the nature. Braito et al. (2017) offered a relevant statement in this, that there is a multiple human-nature relationship to values and behaviors which manifest the interconnections in between.
The divergence of discussing the nature as metaphors and the translation to English is a big chunk to explore further. Filtering the metaphors from the essays of the students can be thoroughly studied by applying a more generic perspective that allows to excavate the unidentified metaphors in the texts. One strategy that had employed in pulling metaphors from the texts and this is by holding the universal definition given by scholars such as Newmark, Lakoff and Johnson. The translation methods offered by Newmark has been a known and relevant wherein the current study used.
However, no one can deny the contribution of that method in the discipline of translation, the development and updating the methods discussions must be made through the recent studies. With this, the paper provides an important observation by looking at the first five methods (word-for-word, literal, semantic, faithful, and communicative) of Newmark are dominating when it comes to translating metaphors. Finding equivalents can be done in these methods without applying the freest methods. Moreover, four of these except communicative are devoted to SL rather than to TL. Definitely, the observation does not claim a conclusive and firm stand that this can be true to all languages.
Classifications and looking for the commonalities in metaphors are significant in discussing it since the analysis roots to the deep analysis of morpho-semantic composition of words and how it can be comprehensibly described its forms and use. In looking for the commonalities, the study observed that there is lacking sources that talks about this and exploring this would promote more discussions on the topic. It seems that classifications and commonalities here are intersected or perhaps one may think that they are the same. For one reason, the difference is that the classifications are based on the usage while the commonalities (in particular use to nature) are identified based on the harvested data. Indeed, the study provides the elementary dissection of the abovementioned discussions which can be applied to other languages through using the concepts from nature as metaphor.

Conclusion
The nature essays of the university students possess metaphors that reflect the ecology we live by. These metaphors are used to show how they describe and personify the nature. Students utilized the landscape of nature to facilitate the ideas they are writing. It has been A. Pandapatan Ecocritical review of the nature essays of university students: a translation and metaphor study seen that the nature gives so much picturesque to see nature as something alive, moving, and existing. Feelings are transferred to the elements of nature to give them life as worth as the anthropocentric status. They exaggerated the feelings to give emphasis on the condition of nature. It has been clear that the metaphors compel a positive change as a result of observed exploitation, modification, and destroying. In contrast, it has been seen the hope by the students the call for preserving and protecting the nature through the appreciation of its aestheticism. It is also a valuable undertaking from the essay writing is to challenge the uniqueness of language by allowing it to be translated into another language where metaphors as well as the culture are primarily a concern and a consideration to digest. Above all these, the metaphors used in day-to-day communication help people give justification to the gravity of meanings they think.
Communication is undeniably part of human survival with the use of metaphors in daily conversation. Exploration of further metaphor study is ultimately an advantage in language studies as well as the allied fields concerned with it. This study recommends further investigation to support or oppose the findings declared in this paper. To specify this, two feasible actions as suggested by the researcher. First, give a series of writing prompts related to nature where the students are able to excavate their thoughts and communicative competence in writing. Second, encourage students to do an experimental metaphor to test whether it can be applied and passed to the sense of common people.
…tree that gives life and hope.
...touch of the sun woke them up.

Literal
Landscape as metaphor 4) Sinalubong ng mga puno ang bagong umaga… The trees welcomed the new morning…
In the paradise they belong to is vivacious.
...can still trace the lack of respect in the surroundings.
…replaced by mud of blasphemy.
…she is little by little being destroyed.

…I remember my wordy friend.
Literal Landscape as metaphor 15) …kahit ano mang sakuna ang dumating ay nananatili pa ring malakas na nakatayo. …whatever calamity may come it still remains strong.
...a cloudless sky will happen to nature. …we also rely on the environment.
...raping our environment and nature.
…goodness from nature.
…green grass pushes people on the right path.
…she is also exhausted. Literal Action/State of being as metaphors 104) …simoy ng hangin ang lalagot sa atin. …the blow of the winds that will kill us
The land we step on...shall engulf us.

Free
Action/State of being as metaphors 106) …pagputol ng puno ay isang panggagahasa… …cutting a tree is a rape… Literal Action/State of being as metaphors 107) Ang lawa ay mahinhin… The lake is modest… Word-for-word Action/State of being as metaphors 108) Sa kalikasan nakikita ang kapayapaan, katahimikan, kagandahan, at kaginhawaan.
In nature we see peace, tranquility, beauty, and comfort.

Literal
Action/State of being as metaphors 109)…walang gumagambala sa kanya… …no one bothers her… Literal Action/State of being as metaphors 110)…buhay na buhay at bumubuhay sa maraming buhay.
…alive and giving lives in many lives.

Faithful
Action/State of being as metaphors It's peaceful inside but its chaotic and noisy outside.

Faithful
Action/State of being as metaphors 129) …isang lawang pagod umagos… …a lake tired to flow… Faithful Action/State of being as metaphors 130) Maging ilaw at tubig din tayo sa kanila… Let us also be light and water to them...

Communicative
Action/State of being as metaphors