10

ENGLISH
Quarter 3 - Module 3
Composition of an independent
critique of a chosen selection

Department of Education ● Republic of the Philippines

 What I Need to Know
Welcome to your third lesson of the third quarter. To start with, let us try to
find out the learning competencies that you are going to master at the end of this
lesson.

Skills and Competencies/Objectives:

You are expected to:

• identify the format on how to critique a short story,

• compose an independent critique of a chosen selection.

What I Know (PRE-TEST)

Activity 1
Directions: Put a check mark ( ) on the items that contain the correct idea of “Critique”
and an “x” mark ( X ) if it doesn’t. Use another sheet of paper.
______1. Most of us tend to think of criticism as being negative or mean, but in the

Lesson
Composition of an independent
1 critique
academic sense, doing a critique is not the least bit negative.
______2. Among the synonyms of the word “critique” are analysis, evaluation and review.
______3. It is questioning the text, arguing with it, and delving into it for deeper meanings.
______4. Being a critique means you should be strict and mean.
______5. Criticism is important to improve one’s performance.

This module aims to broaden your mind on the steps of critiquing any selection and
composing independent critique of a chosen text.
When we critique a text, we interrogate it. Imagine the text, sitting on a stool under
a bright, dangling light bulb while you ask, in a demanding voice, “What did you
mean by having Professor Mustard wear a golden yellow fedora?”

Okay, seriously. When we critique, our own opinions and ideas become part of our
textual analysis.

What’s In
Activity 2
Directions: Write T if the statement about writing a critique of a selection is
true and F if the statement is not. Use separate sheet of paper.
_______1. It is important to know the author of the selection.
_______2. Getting the main idea of the text is a must.
 _______3. Emotional appeal doesn’t matter.
_______4. Need not to include the basic facts of the selection
_______5. Discussing what you like or not in the selection is not significant
in writing a critique.
What’s New
Activity 3
Directions: Read the paragraph below and complete the phrases.
Use separate sheet of paper

Laziness won’t get you anywhere

“In ancient times, a king had his men place a boulder on a roadway. He then hid
in the bushes, and watched to see if anyone would move the boulder out of the way.
Some of the king’s wealthiest merchants and courtiers passed by and simply walked
around it.
Many people blamed the King for not keeping the roads clear, but none of them
did anything about getting the stone removed.
One day, a peasant came along carrying vegetables. Upon approaching the
boulder, the peasant laid down his burden and tried to push the stone out of the way.
After much pushing and straining, he finally managed.
After the peasant went back to pick up his vegetables, he noticed a purse lying
in the road where the boulder had been. The purse contained many gold coins and note
from the King explain that the gold was for the person who removed the boulder from
the road.”

1. The author used language which is ___________________________________.

2. The theme of the short story is ______________________________________.
3. The story awakens my awareness in terms of __________________________.
4. From one to ten, I rate the story _______ because ______________________.

What is it
READ ME

CRITIQUING A TEXT

Here’s a new term: when we critique (crih-TEEK) a text, we evaluate it, asking
it questions. Critique shares a root with the word “criticize.” Most of us tend to think of
criticism as being negative or mean, but in the academic sense, doing a critique is not
the least bit negative. Rather, it’s a constructive way to better explore and understand
the material we’re working with. The word’s origin means “to evaluate,” and through our
critique, we do a deep evaluation of a text.
Here are some ideas to consider when critiquing a text:
• How did you respond to the piece? Did you like it? Did it appeal to you?
Could you identify with it?
• Do you agree with the main ideas in the text?
• Did you find any errors in reasoning? Any gaps in the discussion?
• Did the organization make sense?
• Was evidence used correctly, without manipulation? Has the writer used
appropriate sources for support?
• Is the author objective? Biased? Reasonable? (Note that the author might
just as easily be subjective, unbiased, and unreasonable! Every type of
 writing and tone can be used for a specific purpose. By identifying these
techniques and considering why the author is using them, you begin to
understand more about the text.)
• Has the author left anything out? If yes, was this accidental? Intentional?
• Are the text’s tone and language text appropriate?
• Are all of the author’s statements clear? Is anything confusing?
• What worked well in the text? What was lacking or failed completely?
• What is the cultural context* of the text?
*Cultural context is a fancy way of asking who is affected by the ideas and who
stands to lose or gain if the ideas take place. When you think about this, think of all
kinds of social and cultural variables, including age, gender, occupation, education,
race, ethnicity, religion, economic status, and so forth.
These are only a few ideas relating to critique, but they’ll get you started. When
you critique, try working with these statements, offering explanations to support your
ideas. Bring in content from the text (textual evidence) to support your ideas.

Source: https://openoregon.pressbooks.pub/wrd/chapter/critiquing-a-text/

Writing a Short Story Critique

A critique of a short story should include the following:

1. Introduction - In the introduction, you should include some basic facts about the
story, including the title, the author and the story genre. You should also say something
about your opinion of the story, along with your reasons for liking or disliking it.
2. Summary- Briefly summarize the story. Discuss the setting, the main character(s)
and the main events or problems that the characters experience. Do not give the ending
away!
3. Personal reflection- Discuss what you like or dislike about the story. Give reasons
to support your opinion. You may want to compare and contrast the story with other
stories you have read by the same author or in the same genre. You can also compare
the story to your own personal experience or a current event in the news.
4. Critical analysis - In the critical analysis, some questions to explore are:
What is the author’s purpose for writing the story? Is the author
successful in achieving this purpose?
What is the setting of the story? Is it appropriate to the genre?
How well are the characters developed? Do they think, feel,
speak and act in a believable way?
How well is the plot structured? Is the action suspenseful
enough? Are the events too predictable?
What is the theme, or the central idea, of the story?
Does the story have a ‘coda’, or a lesson? What is it?
Does the story have a ‘twist’, or an unexpected ending?
Does the author use any literary devices, such as metaphor,
simile, or alliteration?
5. Conclusion- In the conclusion, you should evaluate the story and either recommend
it or not recommend it to others, depending on whether you think it is worthwhile reading.

Before you begin writing the critique, make sure you read the story closely and take
good notes.
 What’s More
Activity 4
Directions: Read the selection carefully and complete the phrases below. Use separate
sheet of paper.
Don’t say something you regret out of anger
“There once was a little boy who had a very bad temper. His father decided to hand
him a bag of nails and said that every time the boy lost his temper, he had to hammer
a nail into the fence.
On the first day, the boy hammered 37 nails into that fence.
The boy gradually began to control his temper over the next few weeks, and the number
of nails he was hammering into the fence slowly decreased. He discovered it was easier
to control his temper than to hammer those nails into the fence.
Finally, the day came when the boy didn’t lose his temper at all. He told his father the
news and the father suggested that the boy should now pull out a nail every day he
kept his temper under control.
The days passed and the young boy was finally able to tell his father that all the nails
were gone. The father took his son by the hand and led him to the fence.
‘You have done well, my son, but look at the holes in the fence. The fence will never be
the same. When you say things in anger, they leave a scar just like this one. You can
put a knife in a man and draw it out. It won’t matter how many times you say I’m sorry,
the wound is still there.'”
Source: https://thoughtcatalog.com/january-nelson/2018/09/motivational-stories/

1. The short story is telling us about ______________________________________________.

2. The relationship of the father and his son is ______________________________________.
3. The author’s purpose in writing the story is ______________________________________.
4. A sentence that best summarizes the story is ______________________________________.
5. I like the story because _________________________ or I dislike the story
because__________________________________________.

What Have I Learned

Activity 5.1
Let’s wrap up!
Directions: The task below shows the basic format in writing a short story. Write its
characteristics on the space provided. No. 1 is done for you. Use another sheet of paper.
Parts Characteristics
1.Introduction One should include some basic facts about the
story, including the title, the author and the story
genre. Then, say something about your opinion of the
story, along with your reasons for liking or disliking it.
2.Summary
3.Personal Reflection
4. Critical Analysis
5. Conclusion

Activity 5.2 Directions: Below is an example of a “critique work” of Jack London’s

“The Law of Life”. Locate the details of each part. Introduction is done for you. Use
separate sheet of paper.
 What Does Jack London Teach Readers in The Law of Life?

To better understand London’s perspective of the story, it is important to know beforehand

a glimpse of his past, perceptions, beliefs, and ideals, which affect how he perceives the narration.
All these aspects come from his perspective when he created the story. It is worth noting that this
short story is from his second compilation, Children of the Frost (1902), where the judgment of the
laws to the nomadic tribes was brutal and ruthless.

The tale interprets the story of the elder Indian Old Koskoosh from the north, who was left
in the snow-filled forest by his tribe because he was too old to cope up with everyone. In the forest,
he sits beside a fire, knowing that any minute he will take his last breath. Koskoosh’s son obeyed
the practices of the tribe, to leave his father there, fully knowing the moment he leaves Koskoosh
in the forest is his end. Dermot MacManus described in his review that his son made a huge
sacrifice, but this event is to continue the cycle of their beliefs that elders who can no longer function
for everyone should be left out.

While Old Koskoosh was simply waiting for the last minutes of his life, he was thinking of
his childhood and remembering his early days, particularly about his experience encountering a
moose, where its flesh was fancied by the wolves when he watched it as it died. However, during
that moment in the snowy forest, it was he instead who was attacked by the wolves. He did not
resist. That time, he knew he had to give up; he was accepting of his death with no bitterness,
because to him, it was inevitable.

Jack London’s works are impressively strong with the intensity of emotions they bring to
readers. His ‘The Law of Life’ is not an exclusion. The author wants to show us that the most
important task of being human is to appreciate life.

In this ‘The Law of Life’ literary analysis sample, every student can consider that Jack
London demonstrates the negotiation of the norms of morality, because the only thing characters
want to save is their own lives. They even don’t regret the death of their relatives. Also, one of the
main themes is the human confrontation of the mind before death. On the one hand, people are
afraid of it because of the suspense of this phenomenon, but on the other, they understand that
there is nothing to fear. After reading it, people can realize that they lived really fair lives and can
face death without mourning.

From the interpretation of Hà Lê Thị Thanh of the story, “old Koskoosh accepted his fate as
something all living things in the world must undergo” (28). London may imply from his story that
all must be ready to face death in many ways. Koskoosh adopts the easy path and embraces his
fate. He accepted that his end had begun, even if it would be from the hand of the wolves.

As Mo Yan states in his novel, “Where there’s life, death is inevitable.” Life is for the living where
everybody is going to enjoy it. But death will eventually prevail over human flesh at the end. It is
inevitable.

Parts Details
Introduction To better understand London’s
perspective of the story, it is important to know
beforehand a glimpse of his past, perceptions,
beliefs, and ideals, which affect how he
perceives the narration. All these aspects come
from his perspective when he created the story.
It is worth noting that this short story is from his
second compilation, Children of the
Frost (1902), where the judgment of the laws to
the nomadic tribes was brutal and ruthless.
Summary

Personal Reflection
 Critical Analysis

Conclusion

What I Can Do
Activity 6
Read and Critique
Directions: Read the short story below and write a short critique using the
correct format.Use separate sheet of paper.
Love matters more than material items
“Some time ago, a man punished his young daughter for wasting a roll of gold wrapping
paper. Money was tight and he became angry when the child tried to decorate a box to put
under the Christmas tree.
Nevertheless, the girl brought the gift to her father on Christmas day and said, ‘This is for you,
daddy.’
The man became embarrassed by his overreaction a few days before, but his rage continued
when he saw that the box was empty. He yelled at her, ‘Don’t you know, when you give
someone a gift, there’s supposed to be something inside?’
The little girl looked up at her dad with tears in her eyes and cried; ‘Oh, daddy, it’s not empty at
all. I blew kisses into the box. They’re all for you, daddy.’
The father was devastated. He put his arms around his daughter, and begged for her
forgiveness.
A little while later, the girl died in an accident. Her father kept the gold box by his bed for many
years and, whenever he was feeling down, he would take out an imaginary kiss and remember
the love of the child who had put it there.”

My Critique Work
Introduction
___________________________________________________________
________________________________________________________________
________________________________________________________________.
Summary
___________________________________________________________
________________________________________________________________
________________________________________________________________.
Personal Reflection
___________________________________________________________
________________________________________________________________
________________________________________________________________.
Critical Analysis
___________________________________________________________
________________________________________________________________
_________________________________________________________________.
Conclusion
___________________________________________________________
________________________________________________________________.
Be guided with the following rubric:
4 3 2 1
Content and Very informative Somewhat Give some new Gives no new
Focus and well- informative and information but information and
organized. Well-organized. It poorly organized. very poorly
(50%) has four It has six organized.
misplaced ideas. misplaced ideas. It has eight
misplaced ideas.

Spelling and All spelling and It has 1-3 wrong It has 4-5 wrong It has 6 or more
Grammar (30%) grammar are spelling and 1-3 spelling and 4-5 wrong spelling
correct. errors in grammar errors in grammar and errors in
grammar

Word Count The critique work The critique work The critique work The critique work
(10%) has 350 or more has 300-349 has 150-299 has 149 below
words words words words.

Formatting Paper uses all 4 Paper uses 3 of Paper uses 2 of Paper uses 1 of
(10%) formatting the 4 formatting the 4 formatting the for 4
requirements requirements requirements formatting
requirements

Assessment
Activity 7
ASSESS WHAT YOU HAVE LEARNED
Directions: Read and analyze the following questions. Choose the correct
answer for each item. Use another sheet of paper.

1. Which of the following is not a description of critiquing a selection?

A. It includes evaluating and questioning. B. Author’s purpose is important.
C. The theme doesn’t seem a necessity. D. Word correctness matters.
2. Which part of writing a critique includes some basic facts about the story, the
title, the author and the story genre?
A. Conclusion B. Introduction C. Personal Reflection D. Critical Analysis
3. Which part does the writer evaluates the story and recommend it to others
depending on whether he/she thinks it is worthwhile reading?
A. Conclusion B. Introduction C. Personal Reflection D. Critical Analysis
4. Which part discusses the setting, the main character(s) and the main events or
problems that the characters experience?
A. Conclusion B. Introduction C. Summary D. Critical Analysis
5. Which is the correct steps/format in writing a critique of a short story?
A. Introduction, summary, personal reflection, critical analysis and
conclusion
B. Introduction, summary, critical analysis and conclusion
C. Introduction, body, conclusion, rubrics, critical analysis
D. introduction, body, conclusion, topic, critical analysis and reflection