WHOLE BRAIN LEARNING SYSTEM

OUTCOME-BASED EDUCATION

GRADE
ENGLISH 10

3
LEARNING QUARTER

MODULE WEEK 4

WBLS-OBE MELC-Aligned Self-Learning Module English 10 0

 MODULE IN
ENGLISH 10

QUARTER 3
WEEK 4

COMPOSE AN INDEPENDENT CRITIQUE

OF A CHOSEN SELECTION

Development Team
Writer: Mary Jane P. Leaño
Editor: Anthony M. Rafatan
Reviewer: Adelyn C. Domingo
Illustrator: Ronie P. Fiesta
Layout Artist: Ronie P. Fiesta
Management Team: Vilma D. Eda Arnel S. Bandiola
Lourdes B. Arucan Juanito V. Labao
Adelyn C. Domingo

WBLS-OBE MELC-Aligned Self-Learning Module English 10 1

 What I Need to Know

The world, as we know it, is constantly evolving. Concepts around us continue to

evolve that bring about innovations that would require a more complex skill in understanding.
The conventional basic skills of reading, writing, and rithmetic that we once knew as 3Rs, are
now but just a few important foundations of a greater and more critical skill in processing
language. Your previous lessons have equipped you with necessary information to grasp the
whole idea and mechanism of the innovative language communication process. In this
particular chapter of this quarter’s learning, you are expected to achieve the following:

MELCS: Compose an independent critique of a chosen selection

Learning Objectives:
1. Define critiquing.
2. Enumerate the purposes of writing a critique.
3. Identify the common structures of a critique.
4. Identify the patterns in writing a critique.
5. Enumerate the hints in writing a critique.

WBLS-OBE MELC-Aligned Self-Learning Module English 10 2

 What I Know

Pre-Test
The following are information that concern the topic on critiquing. Read and understand the
items below. Select the best answer for each item, then write your choice on a separate sheet.
Do not write anything on this module.

1. Which of the following best defines a critique?

A. It is a process of systematic inquiry that entails collection of data; documentation of
critical information; and analysis and interpretation of that data/information, in
accordance with suitable methodologies set by specific professional fields and
academic disciplines.
B. It is a published report of newly received or noteworthy information, especially about
recent or important events.
C. It is a systematic analysis to come up with a critical assessment of a piece of text or
selection on its validity and worth.
D. It is a written message from one person to another.

2. Which of the following information can be found in the critique’s introduction?

A. author, title, thesis statement
B. author’s purpose and main points
C. evidence and arguments
D. summary of points

3. Which of the following information can be found in the critique’s body?

A. author, title, thesis statement
B. overall interpretation of the elements studied
C. evidence and arguments
D. summary of points

4. Which of the following information can be found in the critique’s conclusion?

A. author, title, thesis statement
B. overall interpretation of the elements studied
C. evidence and arguments
D. detailed analysis

5. Which of the following titles is an example of a critique?

A. A diachronic study on the information provided by the research titles of applied
linguistics journals.
B. PH records over 9,000 new COVID 19 cases for 3 straight days
C. Harry Potter and the Philosopher’s Stone
D. Tom and Jerry Review: Beloved Duo Get a Screechingly Irritating Reboot

WBLS-OBE MELC-Aligned Self-Learning Module English 10 3

 Lesson COMPOSE AN INDEPENDENT
CRITIQUE OF A CHOSEN
1 SELECTION

Critical thinking is one of the highest forms of skills that needs to be developed in order
to make the communication process more effective. The ability to break down complex
information and analyze situations for better understanding is very significant. It does not only
promote your capacity to understand and process information, above all, but it will also very
much give you better judgement of what to do next or how to respond to the situation
accordingly. With the digital rise coupled with an open and more inclusive principles and ideas,
analyzing is the key to better understanding. Critical thinking unlocks the power to pass better
judgement and learning becomes more effective as it gears towards a higher level of thinking.

Reading, writing, and speaking skills may not come hand in hand nonetheless their
effectiveness relies on the same foundations. The competency of being able to compose a
critical assessment of a text based on certain criteria is crucial and a very significant move to
achieve successful language learning.

What’s In

Previously, you have learned how to use a variety of informative persuasive and
argumentative writing techniques. This time you will master the art of critically giving evaluation
on certain texts based on an acceptable set of criteria and guidelines through analysis and
critical thinking. You will be processing information presented in a text to be able to pass better
judgement to either persuade, inspire, or stimulate your readers into initiating necessary action
or just simply emphasizing certain principles. Your ability to break down complex information
will greatly affect your readers to critically understand the texts and at some point, may also
agree to your assessment hence making understanding towards one general idea about the
said text become unanimously clear to all readers.

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 Readers will be stimulated to participate in a constructive and intellectual argument
stimulated by your skill in analyzing given information and situations. Furthermore, articles of
rich varieties as to writing styles can be more effective and powerful that could influence and
persuade the readers to believe and to agree to the writer’s point of view.
The time has come to aim for higher thinking skills. Begin stimulating your curiosity
and start criticizing constructively.

What’s New

Activity 1. Be Judgmental!
DIRECTION: Below are pictures of house designs. Write your thoughts, comments,
observations, and assessment on each of the given pictures below. Write at least 4
sentences for each picture.

PICTURE A

AI Architecture Ideas Published on Nov 12, 2019

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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PICTURE B

@mulyadivau30 PINTEREST
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

What is it

CRITIQUE

This is a paper that gives a critical assessment of a chosen selection. It is a systematic

analysis of a piece of fiction or nonfiction that discusses its validity and evaluates its worth. Its main
purpose is not informational but analytic and persuasive in nature. In analyzing the content and
context within which the selection was written, the writer of a critique argues whether it is worth reading
or not. It is also otherwise termed as review.

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 To critique a piece of writing is to do the following:

a. describe - give the reader a sense of the writer’s overall purpose and intent
b. analyze - examine how the structure and language of the text convey its meaning
c. interpret - state the significance or importance of each part of the text

d. assess - make a judgment of the work’s worth or value

A good review should provide critical commentary on the quality of the selection. It contains
➢ the thesis and major argument
➢ the organization and style
➢ the author’s values and assumptions

The review should pay more attention to evaluating the strengths and weaknesses of the
selection. It should ultimately answer the question- Is this a good selection that is worth
reading? (http://www.hunter.cuny.edu/rwc/handouts/the-writing-process-1/invention/Writing-
a-CritiqueHunter RWC)

PURPOSE OF WRITING A CRITIQUE

The purpose for writing a critique is to evaluate somebody's work (a book, an essay,
a movie, a painting...) in order to increase the reader's understanding of it. A critical analysis
is subjective writing because it expresses the writer's opinion or evaluation of a text. Analysis
means to break down and study the parts. Writing a critical paper requires two steps: critical
reading and critical writing.

Critical reading

1. Identify the author's thesis and purpose.

2. Analyze the structure of the passage by identifying all main ideas.
3. Consult a dictionary or encyclopedia to understand material that is unfamiliar to you.
4. Make an outline of the work or write a description of it.
5. Write a summary of the work.
6. Determine the purpose which could be.
o To inform with factual material
o To persuade with appeal to reason or emotions
o To entertain (to affect people's emotions)
7. Evaluate how the author has accomplished his or her purpose.

• If the purpose is to inform, has the material been presented clearly, accurately, with
order and coherence?
• If the purpose is to persuade, look for evidence, logical reasoning, contrary evidence.

WBLS-OBE MELC-Aligned Self-Learning Module English 10 7

 • If the purpose is to entertain, determine how emotions are affected: does it make you
laugh, cry, angry? Why did it affect you?

Consider the following questions:

➢ How is the material organized?
➢ Who is the intended audience?
➢ What are the writer's assumptions about the audience?

➢ What kind of language and imagery does the author use?

https://www2.southeastern.edu/Academics/Faculty/elejeune/critique.htm

STRUCTURES OF A CRITIQUE
Here are two structures for critiques, one for nonfiction and one for fiction/literature.

The Critique Format for Nonfiction

Introduction
➢ name of author and work
➢ general overview of subject and summary of author's argument
➢ focusing (or thesis) sentence indicating how you will divide the whole work for
discussion or the particular elements you will discuss

Body
➢ objective description of a major point in the work
➢ detailed analysis of how the work conveys an idea or concept
➢ interpretation of the concept
➢ repetition of description, analysis, interpretation if more than one major concept is
covered

Conclusion
➢ overall interpretation
➢ relationship of interpretations to subject as a whole
➢ critical assessment of the value, worth, or meaning of the work, both negative and
positive

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The Critique Format for Fiction/Literature

Introduction
➢ name of author and work
➢ brief summary/description of work as a whole
➢ focusing sentence indicating what element you plan to examine
➢ general indication of overall significance of work
Body
➢ literal description of the first major element or portion of the work
➢ detailed analysis
➢ interpretation
➢ literal description of second major element
➢ detailed analysis
➢ interpretation (including, if necessary, the relationship to the first major point)
and so on
Conclusion
➢ overall interpretation of the elements studied
➢ consideration of those elements within the context of the work as a whole
➢ critical assessment of the value, worth, meaning, or significance of the work, both
positive and negative

STRUCTURE OF A CRITIQUE
Once you know what you want to say, follow this pattern: ·
Introduction

Introduce the work by stating the author, title, and source along with the date of
publication. Polish the one- to two-sentence summary of the work that you developed earlier
and add it to the introduction, leading up to your thesis statement.

Body

Use about three to five points to support your thesis statement. The questions you
answered as you read should serve as a guide to help you select your points.
For example, you can discuss the author’s credentials or lack of credentials; the
audience he or she aims at and the appropriateness of the vocabulary; the amount and kinds
of support used to back up his or her major ideas; the use and correct identification of outside
research; how the author handles any biases or opposing opinions; the logic of the argument;
how the author’s ideas correlate with knowledge you already have.

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 Use evidence from the work to demonstrate the point you are making. You can either
paraphrase or quote directly. Also explain why the evidence supports your point. For example,
you might say: The author uses many statistics to prove his point, but he fails to indicate his
source. Should the reader trust that the statistics are accurate, or could they be the author’s
invention because he is opposed to the idea presented in the selection? If no sources are
acknowledged for statistics, the author casts doubt on his entire argument. Each of your
paragraphs should include these three elements: your point, evidence from the work, and
explanation of why the evidence supports your point.
To critically review the piece, answer the following questions:
➢ What are the credentials/ areas of expertise by the author?
➢ Did the author use appropriate methods to gather the evidence?
➢ Was the evidence used by the author accurate?
➢ Does the author’s use and interpretation of this evidence lead the reader to the same
conclusion?
➢ Did the author build a logical argument?
➢ Is there other evidence that would support a counterargument?
➢ Are the article and the evidence still valid or are they outdated leading to an invalid
conclusion?
➢ Was the author successful in making his/her point?

Conclusion

Here you can summarize your main points, restate your thesis statement in fresh
words, and discuss the success or failure of the author to convince the reader. Is his or her
work significant? How does it impact readers? This is where you wrap up by stating whether
you agree with the author. Back up your decision by stating your reasons. Give a general
opinion of the work. Critiques are usually written in third person point of view (HunterRWC
http://www.hunter.cuny.edu/rwc/handouts/the-writing-process-1/invention/Writing-a-Critique)

SOME KEY WORDS TO USE IN A CRITIQUE

logical expert
statistics appeals facts opinions emotional
opinions
appeals

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 representative examples evidence ethical accurate
appeals

reasonable logical fallacies flawed relevant

HINTS IN WRITING A CRITIQUE

If you are asked to write a critique of an article or an essay, you analyze the reading,
identify your personal reaction to it, and develop a clear, concise explanation of support for
your reaction. Your knowledge of the discipline in which you are working is the basis on which
you build the explanation. Successful critiquing begins with the READING.
➢ Read the entire article, trying to identify the writer’s main point. Underline any
unfamiliar words as you read, but do not stop to look them up until you have finished reading.

➢ Look up the unfamiliar words, and then carefully and slowly read the article
again. This time look for the ideas the author uses to support the main point.

➢ Summarize the article in your own words, using just one or two sentences.
➢ Check out the author’s credentials and the reliability of the sources. Is this a
reliable author? Can he or she be considered an authority on the subject? Are
the sources upon which the article is based clearly and accurately indicated?
➢ Read the article one more time to analyze how the author has supported his
or her ideas. Are there examples, facts, or opinions? What is the author’s
bias? Are opposing arguments addressed competently? Are you convinced or
unconvinced about the author’s main point? Why? Will you incorporate the
information you read into your life or do you reject it? Why? (You may agree
with some points and disagree with others (https://www.jmu.edu/uwc/files/link-
library/CritiqueHandout.pdf; The Academic Support Center
www.chesapeake.edu/asc/ Chesapeake College 410-827-5854).

Now that you have thoroughly read and analyzed the work, you are ready to plan how
you will WRITE about it. The key is to identify what you want to say about the article in an
effective thesis statement.

WBLS-OBE MELC-Aligned Self-Learning Module English 10 11

 What’s More

To further understand, here is an example of a movie review for your reference:

RAYA AND THE LAST DRAGON REVIEW

– A GORGEOUS BUT FORMULAIC ADVENTURE
by: Tom Barnard, 08 Mar 2021

These days, every new addition to the Disney Princess movie canon arrives with the
approximation of “doing better.” Better, more progressive female characters; better
representation of people of colour; a better understanding of how to translate elements from
other cultures to the animated form. Less hackneyed cultural appropriation, more authentic
inspiration. At least, that's the idea.

With its distinct south-east Asian setting, taking influence from countries as diverse as
Thailand, Burma, and Indonesia, with Asian writers (Qui Nguyen, Adele Kim) and a voice cast
of predominately Asian descent (Kelly Marie Tran, Awkwafina, Gemma Chan), Disney is
clearly looking to redefine their relationship with other cultures with their fifty-ninth film, Raya
and the Last Dragon. To top it off, we have a strong, independent female character who
never loses her agency, but is empowered as a hero right from the very start without any
pandering or talking down. Great!

https://we-love-cinema.com/reviews/raya-and-the-last-dragon/

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 Raya is also gorgeously rendered, packed with what at times feels like an impossible
amount of detail displaying the studio’s intricate, intimate, and well-publicised research
process; the fictional land of Kumandra absorbs elements of Thailand's night markets,
architecture from Cambodia's Angkor Wat, a river based on the Mekong.

Whether the idea of a fictional south-east Asia-like world is actually better than a film
set plainly in the real region will depend on the viewer, but there's no denying Kumandra is an
evocative and magical place – even if the names of its divided lands, named after dragon
parts, are not (“Tail”? Come on!).
Where Raya and the Dragon feels less inspired, though, is the story itself. How many
times do we really need to watch a vague mass of “badness” – this one called “the Druun” –
as it sets out to consume the landscape? At least once more, Raya argues. Shouldn't these
faceless, abstract entities be a last resort for any blockbuster movie baddie, though? Surely
any actual, breathing villain is better than the anonymous force of darkness that Hollywood
filmmakers continually fall back on, time and time again?

This quest, we’ve seen, and Raya sorely misses an interesting narrative to match its
visual invention and intimate research. We should ask why. Disney is operating at a point
where they can afford to experiment and innovate and redefine what an animated film means
in 2021. Here the narrative – essentially a two-hour fetch quest – has Raya moving from land-
to-land collecting crystal shards in hope that she can bring back a population of people who
have been tuned to stone, restore some dragons, and banish an ancient evil. But there are
too many familiar elements at play, the plot unnecessarily convoluted and quickly leaning on
an overcomplicated narration to untangle itself right from the word go. In Frozen, now eight
years old, the story ideas at work felt fresh and progressive; like a studio coming to terms with
its own complicated legacy. Raya’s sense of independence is undoubtably modern, but the
events she’s dealing with feel as old as time itself.

https://we-love-cinema.com/reviews/raya-and-the-last-dragon/

WBLS-OBE MELC-Aligned Self-Learning Module English 10 13

 The movie is excessive in its number of characters, too, as a ragtag crew – including
a “Con Baby” and a giant armadillo – take to a river boat, like in Apocalypse Now, encountering
obstacles along the way. But the toy-ready nature of these characters has never seemed so
transparent. They’re affable enough – but somehow less memorable than Moana’s lone
chicken. Where this movie really thrives is in the voice work, especially in lead Kelly Marie
Tran, who was shortchanged by Disney in Star Wars: Rise of Skywalker but takes to voice
acting like a pro – her tone feels perfectly weighed, balancing gusto and empathy with a real
likeability. She's a natural. Awkwafina, too, makes a compelling sidekick as talking dragon
Sisu, a sort of composite of Aladdin’s Genie and Mulan’s Mushu – but with less effective (or
funny) material at her disposal. This is, undoubtedly, a movie that could have done with a few
more good jokes. Many will likely find that the biggest draw is the action itself. The fight scenes,
fast-paced and intricate, most of them relying on the clashing of swords or edged weapons,
unfold with a clear influence of Chinese wuxia cinema, and have a kind of compulsive, kinetic
energy that is unquestionably thrilling to watch. These moments are standout, and make for
the most original sections in what amounts to a very watchable but ultimately formulaic
animation.

Raya and the Last Dragon is one hell of a looker – it's just a shame the story isn’t as
fine-tuned as its heroine's intricate swordplay ( https://we-love-cinema.com/reviews/raya-
and-the-last-dragon/)

Activity 2. Sharing insights

Complete the following phrase to share your understanding and insights about the given movie
review.

1. The author used language which is ___________________________________________.

2. The story is _____________________________________________________________.
3. It has __________________________________________________________________.
4. The story awakens my awareness in terms of __________________________________.
5. It helped me realize that ___________________________________________________.
6. From 1 to 10, based on this review, I rate the movie _______ because _______________.

That now makes you a step closer into becoming a critic!

WBLS-OBE MELC-Aligned Self-Learning Module English 10 14

 What I Have Learned
Activity 3. Beyond Word Meaning
Give the meaning of the following words using a dictionary or thesaurus.

1. expert 2.
statistics opinions

ethical 3. emotional
4.
appeals appeals

logical
5.

Activity 4: What Part Am I?

Direction: Identify whether the following sentences is a part of the Introduction, Body, or
Conclusion. Write your answer on your paper.

__________1. “The author has very fine writing in this book. And he presented a persuasive
argument. He also did a great job of expressing his personality through his
choice of words and examples.”
https://www.artfuleditor.com/sample-critique

__________2. “In his book, Hamlet: Poem Unlimited, Harold Bloom declares William
Shakespeare’s Hamlet as “unlimited,” coming “of no genre,” because its
greatness “… competes only with the world’s scriptures.” This amazing
significance cannot emerge from a work, which is about tendentious and
politicized things.
https://literarydevices.net/critique/

__________3. “The purpose of the study was to determine possible differences in leadership
behaviors, using the Revised Leadership for Sport Scale (RLSS), between
male and female coaches and among different coaching levels. The
researchers submitted two hypotheses.”
https://www.westga.edu/~kielborn/studentexample.html

__________4. “The short story “Who‘s Passing for Who” by Langston Hughes was influenced
by Hughes’ background in his society.”
https://www.bartleby.com/essay/Short-Story-Critique-PKJ7YE43VC

__________5. “The bunnies are adorable. The rhymes are exquisite. I found it pretty fun, but
possibly a little dated given many of those things aren't normal routines
anymore. But the lessons to take from it are still powerful. Loved it! I want to
sample some more books by this fine author and her illustrators.”
https://reedsy.com/discovery/blog/book-review-examples

WBLS-OBE MELC-Aligned Self-Learning Module English 10 15

 What I Can Do

Here is a poem recited by the first youth

Poet Laureate of the United States of America,
Amanda Gorman during the inauguration
ceremony of US President elect Joe Biden
last January 21,2021

The Hill We Climb

Inaugural poet Amanda Gorman
Delivered during the Inauguration of US
President elect Joe Biden
January 21, 2021

When day comes we ask ourselves where can

we find light in this never-ending shade,
The loss we carry a sea we must wade.
We have braved the belly of the beast.
We have learned that quiet isn't always peace,
And the norms and notions of what just is isn't always justice.
And yet, the dawn is hours before we knew it.
Somehow we do it.
Somehow we have weathered and witnessed a nation that isn't broken but simply
unfinished.
We, the successors of a country in a time where a skinny black girl descended from slaves
And raised by a single mother can dream of becoming president,
Only to find herself reciting for one.
And yes, we are far from polished, far from pristine
But that doesn't mean we are striving to form a union that is perfect.
We are striving to forge our union with purpose,
To compose a country committed to all cultures, colors, characters and conditions of man.
And so we lift our gazes, not to what stands between us, but what stands before us.
We close the divide because we know to put our future first
We must first put our differences aside.
We lay down our arms so we can reach out our arms to one another.
We seek harm to none and harmony for all.
Let the globe if nothing else, say this is true,

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That even as we grieved, we grew.
That even as we hurt, we hoped.
That even as we tired, we tried that we will forever be
tied together.
Victorious!
Not because we will never again know defeat, but
because we will never again sow division.
Scripture tells us to envision that everyone shall sit
under their own vine and fig tree,
And no one shall make them afraid.
If we are to live up to our own time, then victory won't
lighten in the blade,
But in all of the bridges we have made.
That is the promise to glade, the hill be climbed.
If only we dare it because being American is more than a pride we inherit.
It is the past we step into and how we repair it.
We have seen a force that would shatter our nation rather than share it,
Would destroy our country if it meant delaying democracy.
And this effort very nearly succeeded.
But while democracy can be periodically delayed,
It can never be permanently defeated.
In this truth, in this faith we trust.
For while we had our eyes on the future, history has its eyes on us.
This is the era of just redemption. We feared it at its inception.
We did not feel prepared to be the heirs of such a terrifying hour,
But within it, we found the power to author a new chapter.
To offer hope and laughter to ourselves.
So, while once we asked how could we possibly prevail over catastrophe,
Now we assert, how could catastrophe possibly prevail over us?
We will not march back to what was but move to what shall be.
A country that is bruised, but whole. Benevolent, but bold. Fierce and free.
We will not be turned around or interrupted by intimidation,
Because we know our inaction and inertia will be the inheritance of the next generation.
Our blunders become their burdens.
But one thing is certain, if we merge mercy with might and might with the right,
Then love becomes our legacy and change our children's birthright.
So let us leave behind the country better than the one we were left,

WBLS-OBE MELC-Aligned Self-Learning Module English 10 17

With every breath in my bronze-pounded chest,
We will raise this wounded world into a wondrous one.
We will rise from the gold limbed hills of the west.
We will rise from the windswept northeast where our forefathers first realized revolution.
We will rise from the lake rimmed cities of midwestern states.
We will rise from the sunbaked south.
We will rebuild, reconcile, and recover in every known nook of
our nation
And every corner called our country.
Our people diverse and beautiful will emerge battered and
beautiful.
When day comes, we step out of the shade aflame and
unafraid.
A new dawn looms as we free it,
For there is always light, if only we are brave enough to see it,
If only we are brave enough to be it.
(https://youtu.be/Wz4YuEvJ3y4)

CLAIM-EVIDENCE-REASONING STRUCTURED CONSTRUCTED RESPONSE TEST

LEARNING COMPETENCY: Compose an independent critique of a chosen selection

Direction: Based on the above given text. Read, analyze, and answer the given question.
Then provide what is asked in the succeeding items.
Question: What are the 3 foremost ideas or concepts that are presented in the poem?
1st CLAIM:
Cite from the article two evidence that support your claim:
EVIDENCE 1:
EVIDENCE 2:
Explain how your evidence support your claim.
REASONING:
2nd CLAIM:
Cite from the article two evidence that support your claim:
EVIDENCE 1:
EVIDENCE 2:
Explain how your evidence support your claim.
REASONING:

WBLS-OBE MELC-Aligned Self-Learning Module English 10 18

 CLAIM-EVIDENCE-REASONING ANALYTIC RUBRIC
2 1 0
Component Acceptable Partially Not Acceptable Rating
Acceptable
Claim Gives a correct Gives a correct Gives an
A statement that and complete but incomplete incorrect
answers the answer answer answer or does
question posed not give any
answer at all.
Provides Provides Does not provide
Evidence appropriate and appropriate but any
Text from poem sufficient text insufficient text text from poem
cited to support from poem from that supports
the claim that poem that the claim
supports the supports the
claim claim. May
also include some
inappropriate
evidence
Provides Provides partial or Does not provide
Reasoning explanation that incomplete any explanation
Explanation of shows the explanation that about how or why
how or why the connection or shows the evidence are
cited texts relationship of connection or related to the
support the evidence to the relationship of claim. Or
claim claim. evidence to the provides
claim. explanation not
related to the
claim

WBLS-OBE MELC-Aligned Self-Learning Module English 10 19

 Assessment

The following are information that concern the topic on critiquing. Read and understand
the statement. Write TRUE if the statement is true as discussed in this module. Write FALSE
if it is the other way around. Do not write anything on this module.

___________1. Successful critiquing begins with the READING.

___________2. The Introduction of the critique Introduces the work by stating the author,
title, and source along with the date of publication.

___________3. Arguments, evidence, and detailed analysis of the selection or text can be
written on the conclusion part.

___________4. The purpose for writing a critique is to evaluate somebody's work in order to
increase the reader's understanding of it.

___________5. Critiquing involves critical analysis which is subjective writing. Analysis

means to put together the parts to be able to come up with the whole.

WBLS-OBE MELC-Aligned Self-Learning Module English 10 20

 Answer Key

PRETEST
1. C
2. A
3. C
4. B
5. D

Activity 1: Be Judgmental
(Answers vary)

Activity 2: Sharing Insights

(Answers vary)

Activity 3: Beyond Word Meaning

1. STATISTICS
- numerical facts or data
2. EXPERT OPINIONS
- a belief or judgement about something given by an expert on the subject.
3. ETHICAL APPEAL
- convinces an audience of the authors credibility or character
4. EMOTIONAL APPEAL
- the use of words that have a lot of emotions and manipulation od
emotions to persuade or win an argument.
5. LOGICAL
- reasonable

Activity 4: What Part Am I?

1. BODY
2. INTRODUCTION
3. CONCLUSION
4. INTRODUCTION
5. BODY

Activity 5: Written Work

Answers vary)

ASSESSMENT
1. TRUE 2. TRUE 3. FALSE 4. TRUE 5. TRUE

WBLS-OBE MELC-Aligned Self-Learning Module English 10 21

 References

Amanda Gorman recites stunning poem at Biden inauguration.

https://youtu.be/whZqA0z61jY

Celebrating Diversity Through World Literature. Grade 10, English Learners’ Material, p. 388

Formatting a Critique http://www.hunter.cuny.edu/rwc/handouts/the-writing-process-

1/invention/Writing-a-Critique

“Helpful Hints for Writing A Critique”. The Academic Support Center

www.chesapeake.edu/asc/ Chesapeake College 410-827-5854

https://www.jmu.edu/uwc/files/link-library/CritiqueHandout.pdf

Hunter RWC “The purpose for writing critique. ”https://www2.southeastern.edu

/Academics/Faculty/elejeune/critique.htm

“Patterns in Writing a Critique”. The Academic Support Center

www.chesapeake.edu/asc/ Chesapeake College 410-827-5854

Transcript of Amanda Gorman's inaugural poem. BY THE HILL STAFF - 01/20/21 01:32
PM EST. https://thehill.com/homenews/news/535052-read-transcript-of-amanda-
gormans-inaugural-poem

WBLS-OBE MELC-Aligned Self-Learning Module English 10 22

 For inquiries or feedback, please write or call:

Department of Education-Schools Division of Laoag City

Curriculum Implementation Division (CID)

Brgy. 23 San Matias, Laoag City 2900

Contact Number: (077)771-3678

Email Address: laoagcity@deped.gov.ph