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EAPP- Q1- Module 7 - english

English Major (Philippine Normal University)

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English for Academic and

Professional Purposes
QUARTER 1– MODULE 6:
Writing A Balanced Review/
Reaction Paper/Critique

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English for Academic and Professional Purposes

Alternative Delivery Mode
Quarter 1-Module 6: Writing A Balanced Review/Reaction Paper/Critique
First Edition, 2020

Republic Act 8293. Section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition the
payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this learning resource are owned by their respective copy-
right holders. DepEd is represented by the Filipinas Copyright
Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from
their respective copyright owners. All means have been exhausted in
seeking permission to use these materials. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Ma. Ragie P. Tabotabo
Editor: Desiree T. Roberts
Reviewers: Marivic Yballe (Moderator)
Dr. Clavel D. Salinas
Illustrator: Ma. Ragie P. Tabotabo
Layout Artist: Ma. Ragie P. Tabotabo

Management Team

Schools Division Superintendent: Dr. Marilyn S. Andales, CESO V

Assistant Schools Division Superintendents: Dr. Cartesa M. Perico
Dr. Ester A. Futalan
Dr. Leah B. Apao
Chief, CID: Dr. Mary Ann P. Flores
Chief, SGOD: Dr. Novie O. Mangubat
EPS—LRMDS: Mr. Isaiash T. Wagas
SHS Division Coordinator: Dr. Clavel D. Salinas

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Department of Education– Region VII, Division of Cebu Province
Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: cebu.province@deped.gov.ph

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English for Academic

and Professional
Purposes
QUARTER 1– MODULE 6:
Writing A Balanced Review/
Reaction Paper/Critique

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Key Message

For the Facilitator:

Learning is a constant process. Amidst inevitable circumstances, Department of

Education extends their resources and looks for varied ways to cater your needs and to
adapt to the new system of Education as a fortress of Learning Continuity Plan. One of
the probable solutions is the use of Teacher-made Educational Modules in teaching.

You are reading the English for Academic and Professional Purposes—Senior
High School First Quarter Alternative Delivery Mode (ADM) Module on “ Writes an
objective/balanced review or critique of a work of art, anevent or a program
(CS_EN11/12A-EAPP-Idf-18)” as written and found in the K-12 Most Essential
Learning Competencies.

The creation of this module is a combined effort of competent educators from

different levels and various schools of Department of Education-Cebu Province. In
addition, this module is meticulously planned, organized, checked and verified by
knowledgeable educators to assist you in imparting the lessons to the learners while
considering the physical, social and economical restraints in teaching process.

The use of Teacher-made Educational Module aims to surpass the challenges of

teaching in a new normal education set-up. Through this module, the students are given
independent learning activities, which embodies in the Most Essential Learning
Competencies based from the K-12 Curriculum Competencies, to work on in accordance
to their capability, efficiency and time. Thus, helping the learners acquire the prerequisite
21st Century skills needed with emphasis on utmost effort in considering the whole well
being of the learners.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher!

This part of the module gives you help-

ful tips, suggestions or strategies that
will make the learning process easy and
efficient to the learners.

As the main source of learning, it is your top priority to explain clearly on how to use
this module to the learners. While using this module, learner’s progress and development
should be recorded verbatim to assess their strengths and weaknesses while doing the
activities presented independently in safety of their homes. Moreover, you are anticipated
to persuade learners to comply and to finish the modules on or before the scheduled
time.

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For the Learner:

As a significant stakeholder of learning, Department of Education

researched and explored on innovative ways to address your needs with high
consideration on social, economic, physical and emotional aspects of your well
being. To continue the learning process, DepEd comes up with an Alternative
Delivery mode of teaching using Teacher-Made Educational Modules.

You are reading the English for Academic and Professional Purposes—
Senior High School First Quarter Alternative Delivery Mode (ADM) Module on “
Writes an objective/balanced review or critique of a work of art, an event or
a program (CS_EN11/12A-EAPP-Idf-18)” as written and found in the K-12 Most
Essential Learning Competencies.

This module is especially crafted for you to grasp the opportunity to contin-
ue learning even at home. Using guided and independent learning activities, rest
assured that you will be able to take pleasure as well as to deeply understand the
contents of the lesson presented; recognizing your own capacity and capability in
acquiring knowledge.

This module has the following parts and corresponding icons:

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At the end of this module you will also find:

References Printed in this part is a list of all reliable and valid

resources used in crafting and designing this module.

In using this module, keep note of the fundamental reminders below.

1. The module is government owned. Handle it with care.

Unnecessary marks are prohibited. Use a separate sheet
of paper in answering all the given exercises.
2. This module is organized according to the level of
understanding. Skipping one part of this module may lead
you to confusion and misinterpretation.
3. The instructions are carefully laden for you to understand
the given lessons. Read each items cautiously.
4. This is a Home-Based class, your reliability and honor in
doing the tasks and checking your answers are a must.

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5. This module helps you attain and learn lessons at home.

Make sure to clearly comprehend the first activity before
proceeding to the next one.
6. This module should be returned in good condition to your
teacher/facilitator once you completed it.
7. Answers should be written on a separate sheet of paper or
notebook especially prepared for this subject.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch

with him/her for further discussion. Know that even if this is a home-based
class, your teacher is only a call away. Good communication between the
teacher and the student is our priority to flourish your understanding on the
given lessons.

We do hope that in using this material, you will gain ample knowledge and
skills for you to be fully equipped and ready to answer the demands of the
globally competitive world. We are confident in you! Keep soaring high!

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WHAT I NEED TO KNOW

Good day, dear learner!

This module is solely prepared for you to access and to acquire lessons
befitted in your grade level. The exercises, drills and assessments are carefully
made to suit your level of understanding. Indeed, this learning resource is for
you to fully comprehend How to Write a Balanced Review/Reaction Paper/
Critique. Independently, you are going to go through this module following
its proper sequence. Although you are going to do it alone, this is a guided
lesson and instructions/directions on how to do every activity is plotted for your
convenience.

Using this learning resource, you are ought to write an objective/balanced

review or critique of a work of art, an event or a program (CS_EN11/12A-
EAPP-Idf-18) as inculcated in the K-12 Most Essential Learning Compe-
tencies.

At the end of this module, you are expected to achieve the following
objectives:

A. Distinguish the characteristics of a good review/reaction paper/

critique;
B. Compare and contrast sample reviews ;
C. Evaluate a review/reaction paper/critique; and
D. Write a balanced review/reaction paper/critique.

I. Directions: Evaluate the sample critique below

WHAT I KNOW by answering the questions found in the table that
follows .

Graduate student enrollment has increased in recent years, but these

students face many challenges on their path to a degree. Researchers have
noted that graduate students experience anxiety and stress that may be
connected to high attrition rates (Poock, 2002). In the article “Student anxiety:
Effects of a new graduate student orientation program,” Megan Hullinger and
Dr. R. Lance Hogan (2014) examined the impact of an online orientation
program on student anxiety. While this article produced significant results
showing that an orientation program could reduce anxiety of new graduate
students there are limitations related to the replicability, sample, and
generalizability of results.

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Hullinger and Hogan (2014) used a sample of 32 incoming graduate

students to examine the impact of an online orientation program designed to
connect new students with resources across the university. The researchers
collected demographic information of participants and used the State Trait
Anxiety Inventory to measure anxiety before and after the orientation program.
Using t-tests, Hullinger and Hogan found that the participants experienced a
significant reduction in anxiety following the completion of the online orientation
program.

The researchers discussed an important topic, as administrators continue to

attempt to improve retention efforts in higher education. The approach of an online
orientation program could be useful for students as it would allow them to have
important information at their fingertips, regardless of if they are on
campus or not. However, Hullinger and Hogan (2014) did not provide key
information about the orientation program they used in their study. This lack of
detail would make it difficult to replicate their program in order to further expand the
research on this kind of program.

Significant results were noted in the results of this study, but there are
limitations to these findings. First, the sample size was small. Out of 802
incoming students who were invited to participate, only 32 students completed the
pre- and post- anxiety inventory. With such a small sample size it is difficult to
generalize these findings to the larger graduate student population. Also, all
participants in this study were from a state university in the Midwest; this also limits
the generalizability of these findings to the larger student population. While
Hullinger and Hogan (2014) stated that the study should be replicated with a larger
population and at other schools, the authors did not discuss how these factors of
their study were limitations.

This article focused on an important topic within higher education, as

administrators need to find solutions to improve retention. One of the barriers
graduate students face is anxiety, so an online orientation designed to reduce
anxiety could be one useful tool to address this problem. Hullinger and Hogan
(2014) shared encouraging results of an online orientation program designed to
connect incoming graduate students with university resources. However, this study
did not adequately describe this orientation program so that future researchers can
replicate this program in other samples. Furthermore, the small sample size and
lack of diversity among participants limits the generalizability of these findings.
Future research on online orientation programs with a clear description of the
program among a larger more diverse sample is necessary to provide evidence of
the impact of online orientation programs.

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Tick the box for YES/NO (whichever applies to your answer to the question).
Then, if your answer is YES, write the paragraph and sentence number
wherein the said part can be found.

Question YES NO Paragraph and Sentence

Number?

1. Does the article critique

introduce to the reader the
title of the article, the
authors, and the main point
of the article?

2. Does the article contain a

thesis statement?

3. Does it provide a
summary of the article in
one’s own words?

4. Did the writer include

specific examples to support
his critiques?

5. Does the critique include

in-text citation?

6. Did the writer summarize

the key points of his/her
article?

Do you consider the sample article critique a good one? Why or why not?

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Directions: Identify the critical approach that you

think can be best used in the following scenarios.

1. Juan was told to write a critique

on the movie, “The Lion King”. what
critical approach can be best used
by Juan? Explain your answer.

2. Maria evaluated the Women

Empowerment Movement that has
been trending in social media sites
lately. What critical approach can
be best used by Maria? Explain
your answer.

3. Jose was assigned to write a

restaurant review specifically on the
menu and marketing strategy of a
specific restaurant. What critical
approach can be best used by
Jose? Explain your answer.

A. Directions: Read the following movie

reviews below and answer the questions that
follow.

SAMPLE A Heneral Luna: A Movie Review

Heneral Luna is one of my favorite historical films. I was moved by how the
actors portrayed their roles. They were perfectly casted for the movie. I strongly
felt the emotions that were conveyed by the actors as well as the
scenarios presented in the movie. The director did a good job.

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There was one part though that I felt something was lacking. The ending scene
proved to be insufficient. It seemed like there was not enough research done on
that part. It was too unrealistic and illogical.

Overall, I will give this movie an 8/10. I firmly hope that more historical films
like this could be created in order to preserve and instill the patriotism in today’s
generation.

SAMPLE B Movie Review: Heneral Luna

http://www.filmpolicereviews.com/reviews/heneral-luna

(1) Amidst pacing problems, Heneral Luna manages to tell a compelling

story, allegorical and timely tom present day-supported by a fantastic script,
an impassioned score, and inspired cinematography.

(2) At first glance, one might mistake Heneral Luna as your run-of-the-
mill historical biopic that showcases a hero of yore whose bravery and
passion unite his people in the face of dastardly foreign invaders. Well, this is
only partly correct. There are invaders, Heneral Luna (John Arcilla) is indeed
fiercely brave and madly passionate, but there is no unity to be found amongst
country men-only in fighting, personal interests, and politicking.

(3) Directed by Jerrold Tarog and with a script co-written by him,

Henry Hunt Francia, and E.A Rocha; Heneral Luna takes a different
approach in telling the story of how we lost the battle and got occupied by the
Americans. Taking cues from Oro, Plata, Mata; the movie deliberately puts
the colonialists in the periphery, making them merely a backdrop whose
presence stirred the pot. The real focus here is the tension, the inner turmoil
that brewed in the ranks of our so-called Filipino founding fathers. Heneral
Luna is a tale of how a dissenting voice can get swept away and ultimately
perish under a wave of egos and personal interest.

(4) Carrying the weight of the story is the above stellar performance of
john Arcilla in the title role of Heneral Antonio Luna. Arcilla plays with the
whole spectrum of emotions in his portrayal of the larger-than-life general.
He is able to showcase the fierce, boisterous, and volatile man the general
has been historically known to be, yet he is also able to flip the coin and
show the passionate, sympathetic, and battle weary softer side of the
character. Here’s a man who rides head first screaming into battle just o rile
up his troops’ morale, but at the same time he is one who can share warm

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moments and some banter with his mother. He is an antihero-the Wolverine of

the Filipino insurrection.

(5) One prime example of just how dynamic Arcilla’s portrayal can be is
during this one scene involving a chicken vendor. Delivering virtually the same
line of dialogue on two separate moments, Arcilla was able to convey anger
bordering on madness at first and compassion nuanced with frustration soon
after. It is truly his performance that propels Heneral Luna (and, sadly, he is
alone).

(6) There isn’t much to be said about the rest of the cast of movie, which
is a pity, given that Heneral Luna assembles quite an ensemble. You’ve got
names like Joem Bascon, Alex Medina, Mon Confiado, Nonie Buencamino,
Mylene Dizon, and even Ronnie Lazaro; but sadly none of the other
performances stand out. Not that there are any weak performances, it’s just
that none are able to keep up with gravitas of John Arcilla’s Luna. Mon
Confiado’s Emilio Aguinaldo seems more like a spineless weakling who hides
behind his cohorts rather than a respected political foil; while Ketchup
Eusebio’s Capt. Janolino, the leader of Luna’s killers, feels too forced as a
villain scorned by the titular general. The closest character who can keep up
with Luna’s onscreen presence is his equally proud contemporary, Heneral
Mescardo (Lorenz Martinez) – whose refusal to give into Luna
provides a tension-filled back-and-forth sequence in the middle of the film.
Unfortunately, because of some jagged pacing, tension such as is this is not
consistent throughout the movie.

(7) This erratic pacing is felt most during the first act of Heneral Luna –
where things play out very much like an oral history. Used as plot device to
serve as the audience’s perspective. Arron Villaflor portrays journalist, Joven
Hernando, who is tasked to interview the general. This frame narrative leads to
various snippets that feature Luna’s patriotism; from an expertly-short rowdy
meeting with Aguinaldo’s cabinet to earlier battles against the Americans.
Oddly, these scenes just feel lacking in connectivity tissue. Its pacing is too
quick to really tie the storytelling together and doesn’t help either that some set
pieces looked too clean and glossed over-lacking the grit and
weariness you’d expect from a war movie. Couple with these efforts to add a
humor at some odd moments throughout the film, and you’ve got a trifecta that
hinders the movie from the fully immersing you.

(8) Heneral Luna more than makes for these flaws though through its
artistic components --- such as its beautiful score, well-crafted
cinematography, and most especially, its fantastic rhythmic script.

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(9) Technically marvelous is the only way to describe the movie’s sound
design --- from Luna’s table banging overpowering the raucous in a cabinet
meeting, to a guitar mini concert midway the film, to the overall masterful
score. You have to give it to effort put in by Jerrold Tarog, who not only
directed the movie but also provided its music.

(10) All sorts of appealing too is Heneral Luna’s cinematography. One

scene you have to look out for is the flashback sequence to the general’s
youth. This particular scene employs one lone take, seamlessly moving from
different sets that pass of as a childhood home, Europe, and the other
settings from different timelines. It is a visual spectacle, innovative and
masterful in its execution.

(11) Most notable tough among the movie’s artistry in its script. Poetic
yet conversational, Heneral Luna’s script is filled to the brim with flowery lines
of dialogue as if lifted from a sonata. It’s not every day that you get to hear
lines as beautifully crafted as “Kailangan mong tumalon sa kawalan.”
“digmaan ang iyong asawa, ako lamang ay iyong querida,” and “para kayong
mga birhen na naniniwala sa pag-ibig ng puta.” Here is a script so elegant
that it can even make curse words sound so cultured, so tasteful.

(12) Overall, Heneral Luna is not just a film but a wakeup call driving the
ever reminder that some things never change. Its message --- we Filipinos
are our own worst enemies, lacking in resolve and torn by self-interests. It is
a story representative of not just our current and still chaotic political
landscape but of who we are and what we can do but don’t. Though it may
not be perfect in its execution, the film does its duty in leaving with the
question lingering “Bayan o sarili?”

Questions:

1. Compare and contrast the movie reviews. In terms of:

a. introduction-

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b. body-

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c. conclusion-

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2. Which among the following reviews showed a more objective view of the
subject? Why do you say so?

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3. Based from the sample reviews, what makes a balanced critique/review/

reaction paper?

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Writing a Balanced Review/Reaction Paper/Critique

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Guidelines for Writing the Reaction Paper/Review/Critique

1. Value Communicated

a. Sound critical judgment

b. A fair and balanced assessment of situations or events, people and things

2. Basic Content

a. Ranges from an off-hand gut reaction, favorable or unfavorable, merely expressive

of emotion to a more rational impersonal critical analysis that seriously communicates
some value, ethical or moral, some hidden or forgotten truth, and some aesthetic
delight
b. May take the form of a reflection, an appeal, a protest, a tribute or denunciation, a
speculation
c. In general, the content would include the following topics:

2.1. For human situations:

a.) A brief description of the event

b.) People involved, their roles and contributions
c.) Other driving forces, in the open or hidden and unsuspected
d.) Implications and consequences
e.) Assessment and prognostication
f.) Some offered solutions

2.2. For cultural affairs, people, works, performances:

a.) The central purposes of the event or product

b.) The means, devices, strategies employed to achieve the purposes
c.) An evaluation of the achievement: success or failure
d.) The significance (if any) beyond mere entertainment of the event or product in
ethical and/or aesthetic terms, its timeliness and/or timelessness

3. Modes of Ordering (Any of the following):

a. From the event/performance/artifact/work presented and described/narrated in

themselves to the writer’s critical evaluation of the entire event, show or work in a
sequence of its elements

b. Discussion that intersperses critical comments between mention or description of the

details of the event, show or work
c. From a cover statement giving an over-all judgment of the event, show or piece to a
discussion of each angle, aspect or element of the event, show or work illustrating or
providing evidence for the evaluative cover statement

4. Basic qualities of a Good Reaction Paper

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a. Gives a fair and balance social commentary

b. Provides relevant and accurate factual information on the situation
c. Exhibits by means of thorough and in-depth analysis an appreciation of context
(including time, place, people, involvement, their motivation, and actuations)
d. Makes a clear distinction, through language, between what is actual and what is
probable or possible
e. Exhibits a deep sense of humanity and an understanding of the human situation even
while expressing disapproval or disagreement most intensely

Directions: Put a (/) in the box if the statement

can help make a good review/reaction paper/
critique; an (x) if it does not.

1. A good review/reaction paper/critique should include a thesis

statement.
2. A good review/reaction paper/critique revolves only around one’s
strong emotion about the subject.

3. A good review/reaction paper/critique must include concrete

examples of one’s key points.

4. A good review/reaction paper/critique does not need a summary or

background of the subject.

5. A good review/reaction paper/critique should be fair and objective.

6. A good review/reaction paper/critique must contain proper citation of

other people’s work or idea.

7. A good review/reaction paper/critique should also include other

literature to establish reliability and intertextuality.

8. A good review/reaction paper/critique must only be written using

technical words to ensure one’s credibility as a writer.

9. A good review/reaction paper/critique should be able to connect with

the readers and the world.

10. A good review/reaction paper/critique should be grounded with

theories, approaches, principles, etc. to avoid biases and
inconsistencies in one’s work.

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What makes a good and balanced review/reaction paper/

critique?

Directions: Read the text entitled, “The Digital

Divide: The Challenge of Technology and
Equity”. Then, react to the text by answering the
guide questions presented below.

The Digital Divide: The Challenge of Technology and Equity

(1) Information technology influences the way many of us live and

work today. We use the internet to look and apply for jobs, shop, conduct
research, make airline reservations, and explore areas of interest. We use
E-mail and internet to communicate instantaneously with friends and business
associates around the world. Computers are commonplace in homes and the
workplace.

(2) Although the number of internet users is growing exponentially each

year, most of the world’s population do not have access to computers of the
internet. Only 6 percent of the population in the developing countries are
connected to telephones. Although more than 94 percent of U.S households
have telephones, only 56 percent has personal computers at home and 50
percent has internet access. The lack of what most of us would consider a basic
communication necessity -the telephone-does not occur just in developing
nations. On some Native American reservations only 60 percent of the residents
have a telephone. The move to wireless connectivity may eliminate the need for
telephone lines, but it does not remove the barrier to equipment costs.

(3) Who has internet access? The digital divide between the populations
who have access to the internet and information technology tools and those who
don’t is based on income, race, education, household type, and geographic
location, but the gap between groups is narrowing. Eighty-five percent of
households with an income over $75,000 have internet access, compared with
less than 20 percent of the households with income under $15,000. Over 80
percent of college graduates use the internet as compared with 40 percent of
high school completers and 13 percent of high school dropouts. Seventy-two
percent of household with two parents have internet access; 40 percent of
female, single parent households do. Differences are also found among
households and families from different racial and ethnic groups. Fifty-five
percent of white households, 31 percent of black households, 32 percent of
Latino households, 68 percent of Asian or Pacific Islander households, and 39

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percent of American Indian, Eskimos, or Aleut households have access to the

internet. The number of internet users who are children under nine years old and
persons over fifty has more than triple since 1997. Households in inner cities are
less likely to have computers and internet access than those in urban and rural
areas, but the differences are no more than 6 percent.

(4) Another problem that exacerbates these disparities is that African-

American, Latinos, and Native Americans hold few of the jobs in information
technology. Women about 20 percent of these jobs and receiving fewer than 30
percent of the Bachelor’s degrees in computer and information science. The
result is that women and members of the most oppressed ethnic group are not
eligible for the jobs with the highest salaries at graduation. Baccalaureate
candidates with degree in computer science were offered the highest salaries of
all new college graduates.

(5) Do similar disparities exist in schools? Ninety-eight percent of schools

in the country are wired with at least one internet connection. The number of
classrooms with internet connection differs by the income level of students.
Using the percentage of students who are eligible for free lunches at a school to
determine income level, we see that the higher percentage of the schools with
more affluent students have wired classrooms than those with high
concentrations of low-income students.

(6) Access to computers and the internet will be important in reducing

disparities between groups. It will require higher equality across diverse groups
whose members develop knowledge and skills in computer and information
technologies. The field today is overrepresented by white males. If computers
and the internet are to be used to promote equality, they have to become
accessible to schools cannot currently afford the equipment which needs to be
updated regularly every three years or so. However, access alone is not enough;
Students will have to be interacting with the technology in authentic settings. As
technology has become a tool for learning in almost all courses taken by
students, it will be seen as a means to an end rather than an end in itself. If it is
used in culturally relevant ways, all students can benefit from its power.

Source: English for Academic and Professional Purposes Learner’s Material,

DepEd, 2016

Guide Questions:
a. How can the internet be used in “culturally relevant ways?”
b. In the Philippines, have students benefitted much from information
technology?
c. Can computers and internets bridge the gaps in educational achievements
between the rural and urban schools in the Philippines?
d. Considering that internet speed in the Philippines is much slower than that
of its ASEAN neighbors, does this speed create another reason for
disparity?

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I. Directions: Write a 300-500 word critique/

review/reaction paper on the
government’s fight against the COVID-19
pandemic.

_______________________________
(Title)
Introduction:
_______________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Body:
_________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Conclusion:
_________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

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NOTE: You will be assessed using the rubric below.

Content (50%)
Organization (20%)
Language (20%)
Mechanics (10%)

Choose one topic related to your track

(Academic/Tech Voc/Arts and Designs/Sport)
and write a comprehensive
critique/review/reaction paper. Write this in a
short bond paper (can be encoded or
handwritten).

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WHAT I KNOW WHAT’S IN
1. Yes, Paragraph 1, Sentence 3 1. Marxist Criticism, Explanations may vary
2. Yes, Paragraph 1, Sentence 4 2. Feminisim, Explanations may vary
3. Yes, Paragraph 2, Sentences 1-3 3. Formalism, Explanations may vary
4. Yes, Paragraph 3, Sentence 2
5. Yes, Paragraph 1, Sentences 2-3/Paragraph
2, Sentence 1/Paragraph 3, Sentence 3, Paragraph 4, Sentence 5/
Paragraph 5, Sentence 3
6. Yes, Paragraph 5, Sentences 1-5
WHAT’S MORE WHAT I CAN DO
1. / 6. / Answers may vary.
WHAT’S NEW
2. x 7. /
1-3. Answers may vary
3. / 8. x
WHAT I HAVE LEARNED
4. x 9. /
Answers may vary.
5. / 10. /
ASSESSMENT
Answers may vary.
Answers Vary Part.
The teacher will check all the
Notes to the Teacher!
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References:
Electronic Files
Department of Education. Curriculum and Instruction Strand. K to 12 Most Es-
sential Learning Competencies with Corresponding CG Codes.
Department of Education. English for Academic and Professional Purposes.
(2016). Teacher’s Guide. First Edition.
Department of Education. English for Academic and Professional Purposes.
(2016). Reader. First Edition.

Online Resources
Sample Article Critique_Neutral.pdf. Retrieved from writingcenter.ashford.edu.
Retrieved date August 7, 2020.

For inquiries or feedback, please write or call:

Department of Education– Region VII, Division of Cebu Province

Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: cebu.province@deped.gov.ph

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