Senior

High School

Creative Nonfiction
Module 1: Week 1
Quarter 2
Critiquing Nonfiction
Marie Mahogany B. Ogoc
Jeah J. Zamora
Ridge C. Balolong

A Joint Project of the

SCHOOLS DIVISION OF DIPOLOG CITY
and the
DIPOLOG CITY GOVERNMENT
Creative Nonfiction
Module 1, Week 1: Critiquing Nonfiction
First Edition, 2023

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 the 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 book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor
Undersecretary:

Development Team of the Module

Author: Marie Mahogany B. Ogoc, Jeah J. Zamora, Ridge C. Balolong

Editors:
Reviewer:
Illustrator:
Layout Artist:
Management Team:

Published by the Department of Education – Division of Dipolog

City Office Address : Farmers, Olingan, Dipolog City
Telephone Nos. : (065) 212 6986 and (065) 212-5818
E-mail Address : dipolog.city@deped.gov.ph
Website : depeddipologcity
 Senior High School

Creative Nonfiction
Week 1 – Module 1
Quarter 2
Critiquing Nonfiction
Introductory Message

For the facilitator:

This module was collaboratively designed, developed and reviewed by educators from
both public and private institutions to assist you, the teacher or facilitator in helping
the learners to meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

ii
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentences/paragraphs to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity that will help

you transfer your new knowledge or skill into
real-life situations or concerns.

Assessment This is a task that aims to evaluate your level

of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends to the
retention of learned concepts.

Answer Key This contains answers to all activities in the

module.

iii
At the end of this module, you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Handle this module with extra care. Do not put unnecessary mark/s on any
part of the module.
2. Use a separate sheet of paper in answering the exercises.
3. DO NOT forget to answer What I Know (Pre-Test) before moving on to the other
activities included in the module.
4. Read the instruction carefully before doing each task.
5. Observe honesty and integrity in doing the tasks and checking your answers.
6. Finish the task at hand before proceeding to the next.
7. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, DO NOT
hesitate to consult your teacher or facilitator. Always bear in mind that you ARE
NOT ALONE.

We hope that through this material, you will experience meaningful learning and
gain a deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

You will mould letters into words and words into stories in this module.
Writing, like a duplicate of human speech to which we "lend our ears,"
attempts to borrow the reader's eyes. What the readers see is the result of our
efforts. Your hands reach for a pen and paper to begin writing. Your hands
type letters into the computer, which runs the word processor as its default
program. Let’s look at the eyes that make us read.
In order for you to be guided, you need to familiarize yourself to our
competency and our objectives.
HUMSS_CNF11/12-IId-e-18- Present a commentary/critique on a chosen
creative nonfictional text representing a particular type or form
(Biography/Autobiography, Literary Journalism/Reportage, Personal
Narratives, Travelogue, Reflection Essay, True Narratives, Blogs, Testimonies,
Other Forms)
At the end of this module, you are expected to:
Knowledge: Define and distinguish between different types and forms of
creative nonfiction.
Skills: Develop a clear and structured commentary or critique.
Attitude: Appreciate the importance of critiquing nonfiction text.

What I Know

Below is a paragraph that is full of errors. There may be spelling, punctuation,

capitalization, or grammar errors. Rewrite the paragraph correcting all the errors.

At the start of school Dora was afrad of her new Teacher. Mrs. Davis
seamed nice, but she had so manny rules for the class to folow. Scare
someone to pieces. As the school year cotinued, Dora begun to understan
how the Teacher come up with the rules The rules were their so students
would be respecful of theyselves and each other. By the end of the year,
Dora though Mrs. Davis was the best Teacher she evere had!
 Lesson
Critiquing Nonfiction
1
When determining which words to keep or discard, You must learn how to
critique. This is the method of systematically evaluating a printed word. Critique, a
French word originating from the Greek word kritiké, refers to the ability to assess
the worth of anything. It is a form of feedback and personal evaluation of what you
read. It is a better method to help fellow writers improve than to be a critic.

What’s In

Below are words that can be found in the story. Identify the meaning of the
italicized words by writing the letter in your notebook.

1. A person who is viable of work can work successfully.

a. capable b. hardworking c. incapable

2. The music is rhythmically composed. A lot of people like to listen to it.

a. with rhythm b. with rhyme c. with music

3. Her performance will be evaluated whether good or bad.

a. checked b. assessed c. monitored
4. He likes to critique the lesson in a detailed and analytical way.

a. double check b. evaluate c. feedback

5. He is a critic. He likes to give comments and feedbacks about the article.

a. a person who judges the merits of literary, artistic, or musical

works, especially one who does so professionally.
b. a person who possesses the merits of literary, artistic, or musical
works, especially one who does so professionally.

c. a person who acquires the merits of literary, artistic, or musical

works, especially one who does so professionally.
 What’s New

Read and understand the story below.

On Being a Critiquer (an excerpt)

My first experience with a critique group was over twenty years ago. It was a unique
experience, so let me tell you what happened.

I was seated with an old, musty classroom, when my Drill Sergeant begin passing
out booklets. “This is a copy of the Newest Air Defense Artillery Manual”, he barked
while rhythmically placing the books on each desk. “You will review this document,
evaluate its contents and provide viable input for possible revisions. The words are
simple, so even pea-brains like you can understand them”.
Some poor private made the mistake of commenting that the manual started off
incorrectly and had to be completely rewritten. His critique was met by the full facial
screams of the Drill Sergeant.
“Private, the Army has spent thousands of dollars and man hours to produce this
document. Do you get my message, Soldier?”

“Obviously some of you have forgotten what I told you. You will evaluate its content,
not judge. Do I make myself clear?”

In the tradition of the military, we all shouted I unison, “Yes, Drill Sergeant!”

Taking a deep breath, I jumped to my feet and snapped to ‘parade rest’. “Drill
Sergeant”. My voice echoed in the room. He shot me a menacing look.

“Yes, Private Bolk?”

“I have evaluated this chapter.”

“Do you have a problem with it?” He scowled.

“Yes, Drill Sergeant”, I shouted. “Although it was a well-written technical manual, I

believed if the second and fifth paragraphs were reversed, the flow of events would
be more realistic. Also it appears to me as if the author is attempting to show his
advanced expertise with the piece of equipment by giving a complete description of
the radar set when it would best be infused gradually in each section pertaining to
the material at hand. ”

He folded his arms and began slowly nodding his head. Taking a deep breath he
looked around the room. “That, gentlemen, is a critique. Don’t just tell me what’s
wrong. Tell me how to fix it easily, and without rewriting the entire book.”

At that point I realized the difference between a critique and a critic. One provides
input, where the other judges. Also it is necessary to point out flaws to improve the
story without trying to completely re-write it.
I found out that critiquing is an art performed in a positive manner. When I critique,
I always compliment the work by mentioning a part that grabbed my interest. I try
to make good recommendations and back them up with reasons for the possible
change. I always try to evaluate and recommend rather than to judge. After all, I’m a
critique, not a critic.
Check your understanding: Write your answers in your notebook.

1. Who are the characters in the story?

2. What problem was encountered by the Drill Sergeant?
3. What was the first comment about the copy of the Newest Air Defense Artillery
Manual?
4. How did the Drill Sergeant feel about it?
5. What was the writer’s (Private Bolk) suggestion?
6. How did the Drill sergeant feel about the suggestion?
7. What is the difference between a critique from critic?

What is It

These definitions provide an overview of the diverse landscape of creative nonfiction,

showcasing the various ways writers use real-life experiences, research, and
storytelling techniques to engage readers in meaningful narratives. Each form has
its unique characteristics and purposes, contributing to the richness of the
nonfiction genre.

1. Biography: A biography is a nonfiction narrative that tells the life story of a

person, typically focusing on their achievements, experiences, and significant
events. It is written by someone other than the subject.
2. Autobiography: An autobiography is a nonfiction work where the author
writes their own life story, offering insights into their personal experiences,
thoughts, and reflections.
3. Literary Journalism/Reportage: Literary journalism, also known as
reportage, is a form of nonfiction that employs storytelling techniques to
convey factual information. It often involves in-depth research, interviews, and
immersive reporting to present real-life events and issues in a compelling,
narrative style.

4. Personal Narratives: Personal narratives are nonfiction stories that focus on

the author's own experiences, emotions, and perspectives. They often explore
personal growth, challenges, or significant life moments.
5. Travelogue: A travelogue is a form of creative nonfiction that documents a
writer's journey or travels. It combines personal observations, cultural
insights, and descriptions of places visited, providing readers with a vivid
sense of the travel experience.
 6. Reflection Essay: A reflection essay is a personal exploration of a specific
topic, idea, or event. It involves the author's thoughts, feelings, and insights
as they analyze and reflect upon a particular subject matter.

7. True Narratives: True narratives encompass various nonfiction works that

recount real-life events, often with an emphasis on accuracy and factual
reporting. This category can include historical accounts, true crime stories,
and other fact-based narratives.

8. Blogs: Blogs are online platforms where individuals or organizations regularly

publish personal thoughts, opinions, experiences, or information on various
topics. They can range from personal diaries to informative and educational
content.
9. Testimonies: Testimonies are firsthand accounts of personal experiences,
often in the context of legal proceedings, historical events, or personal
testimonies of overcoming challenges. They are typically given by individuals
who have direct knowledge or involvement in a situation.

10. Other Forms: This category includes a wide range of creative nonfiction texts
that don't fit neatly into the above categories. It may encompass experimental
or hybrid forms, such as graphic novels, lyric essays, and unconventional
narrative structures.
You evaluate when you critique. As a reader and critic, you should not pass
judgment, point out flaws, and blame the author. Instead of criticizing, suggest ways
to make those flaws successful. The goal of the critique is to improve the writing.
The opposite of this is a critic who merely points out the flaws and does not
provide any recommendations for improvement. Can you provide feedback?

The most important guideline for a critique is to give an honest, constructive, and
polite assessment of the writing. All comments should be about the content being
written, not about the person writing them. Here are the steps to follow when doing
a thorough critique of nonfiction:
1. Overall Impressions: Evaluate the total work. The critique must consider the
whole write-up, rather than just its details or just portions of the work. Here
are what need to be evaluated:
a. Content: Does it open with something that captures your attention and
that makes you want to keep on reading? Is the pace appropriate for the
type of information being covered? Can you clearly identify the subject or
main idea? Is the main idea supported by evidence, anecdotes, interviews,
viewpoints, or some other method?

b. Audience: Is it clear who the target audience is for the book, article, or
essay? Is the tone, language, and reading level appropriate for that
audience?

c. Format: Is it following standard submission guidelines for that type of work,

or is it tailored towards guidelines of a specific market? Is it organized logically,
so the reader can follow the development of the topic or progression of the
events.
 2. The Mechanics: Evaluate the work for structural strengths and weaknesses.
Below are the mechanics to consider:
a. Structure: Were paragraphs and sentences appropriate in length for the
type of information presented? Would varying their length add interest or
adjust the pace more effectively? Does the choice of words feel appropriate?
Is the information presented in a way that the target audience will find
easy to understand? Does the conclusion summarize the main points
effectively, or bring the work to a satisfying end?

b. Grammar: Are there obvious mistakes in grammar and spelling? Are there
too many clichés in the narrative or dialog?

c. Extras: If there are sidebars, charts, graphs, pictures, or other supporting

documents, do they support the premise, theme, arguments, or
hypothesis? Are they formatted properly and annotated in the body of the
work?

What’s More

Every piece of writing has a point to express. Your criticism must also make
sense. Based on the elements presented, compose a 300-word analysis of the
MEMOIR below. The argument must be supported by your critique. Make the main
title of your critique the argument, and the subtitle should be the memoir's title. Put
this in your notebook. To give your critique, however, take into account the rubric
before writing.

Needs
Criteria Excellent (4) Proficient (3) Adequate (2) Improvement (1)

Overall
Impression

Content The content is The content is The content is The content lacks
highly informative, informative and somewhat clarity, depth,
insightful, and demonstrates a informative but and engagement.
demonstrates a good may lack depth or It is insufficiently
deep understanding of clarity. It requires informative and
understanding of the subject additional does not provide
the subject matter. It evidence and adequate
matter. It engages effectively conveys examples to
 Needs
Criteria Excellent (4) Proficient (3) Adequate (2) Improvement (1)

the reader with key ideas with enhance evidence or

compelling ideas, supporting understanding. examples.
evidence, and evidence and
examples. examples.

Audience The writing is The writing is The writing is The writing is not
perfectly tailored well-suited to the somewhat aligned aligned with the
to the intended intended with the intended intended
audience, audience, audience but may audience, making
demonstrating a addressing their require minor it challenging for
keen awareness of needs and adjustments to readers to
their needs, interests. It better meet their connect with the
interests, and engages the needs and content.
knowledge level. It audience interests. Significant
effectively engages effectively. Engagement could adjustments are
and persuades the be improved. needed.
audience.

Format The writing The writing The writing The writing

adheres to the follows the generally adheres significantly
prescribed format prescribed format to the format or deviates from the
or genre with or genre genre but may prescribed format
exceptional effectively, with have some or genre, affecting
precision. It only minor noticeable clarity and
demonstrates deviations. deviations. presentation.
mastery in Formatting Formatting Formatting
utilizing elements are well- elements are elements are
formatting employed. somewhat often ignored.
elements inconsistent.
effectively.

The
Mechanics
 Needs
Criteria Excellent (4) Proficient (3) Adequate (2) Improvement (1)

Structure The writing is The writing is The writing is The writing lacks
exceptionally well- well-structured, somewhat effective
structured, with a with logical structured but structure, making
clear and logical organization and may have it challenging for
organization of mostly smooth occasional lapses readers to follow
ideas. Transitions transitions that in organization the flow of ideas.
are seamless and aid and transitions. Transitions are
enhance comprehension. Improved abrupt or
comprehension. structure would missing.
enhance
comprehension.

Grammar The writing is The writing The writing has The writing is
virtually free of contains only noticeable errors riddled with
errors in minor errors in in grammar, errors in
grammar, grammar, punctuation, grammar,
punctuation, punctuation, spelling, or syntax punctuation,
spelling, and spelling, or syntax that occasionally spelling, or
syntax. It that do not hinder syntax, severely
consistently significantly comprehension. impeding
follows detract from Consistency in comprehension.
conventions and comprehension. It following Conventions are
enhances generally follows conventions could disregarded.
readability. conventions. be improved.

Extras The writing goes The writing The writing The writing lacks
(Creativity, beyond displays creativity includes some creativity, style,
Style) expectations by and style that creative elements and additional
demonstrating enhance the and style but may elements that
exceptional reader's lack consistency could have
creativity, style, experience. It or depth in enriched the
and extra includes some enhancing the reader's
elements that additional reader's experience.
enhance the elements that add experience.
reader's value.
experience.
 Needs
Criteria Excellent (4) Proficient (3) Adequate (2) Improvement (1)

Overall The writing excels The writing is The writing is The writing needs
Assessment in all aspects, proficient in all adequate in all substantial
offering aspects, meeting aspects, though improvement in
outstanding the expected there is room for multiple aspects
content, audience standard for improvement in to meet the
engagement, content, audience some areas. expected
format, structure, engagement, standard.
grammar, and format, structure,
extras. grammar, and
extras.

Memoirs of My Life and Writings (an excerpt) by Edward Gibbon

As soon as the use of speech had prepared my infant reason for the admission
of knowledge, I was taught the arts of reading, writing, and arithmetic. So remote is
the date, so vague is the memory of their origin in myself, that, were not the error
corrected by analogy, I should be tempted to conceive them as innate. In my
childhood I was praised for the readiness with which I could multiply and divide, by
memory alone, two sums of several figures; such praise encouraged my growing
talent; and had I persevered in this line of application, I might have acquired some
fame in mathematical studies.

After this previous institution at home, or at a day school at Putney, I was

delivered at the age of seven into the hands of Mr. John Kirkby, who exercised about
eighteen months the office of my domestic tutor. His learning and virtue introduced
him to my father; and at Putney he might have found at least a temporary shelter,
had not an act of indiscretion driven him into the world. One day reading prayers in
the parish church, he most unluckily forgot the name of King George: his patron, a
loyal subject, dismissed him with some reluctance, and a decent reward; and how
the poor man ended his days I have never been able to learn. Mr. John Kirkby is the
author of two small volumes; the Life of Automathes (London, 1745), and an English
and Latin Grammar (London, 1746); which, as a testimony of gratitude, he dedicated
(Nov. 5th, 1745) to my father. The books are before me: from them the pupil may
judge the preceptor; and, upon the whole, his judgment will not be unfavourable.
The grammar is executed with accuracy and skill, and I know not whether any better
existed at the time in our language: but the Life of Automathes aspires to the honours
of a philosophical fiction. It is the story of a youth, the son of a ship-wrecked exile,
who lives alone on a desert island from infancy to the age of manhood. A hind is his
nurse; he inherits a cottage, with many useful and curious instruments; some ideas
remain of the education of his two first years; some arts are borrowed from the
beavers of a neighbouring lake; some truths are revealed in supernatural visions.
With these helps, and his own industry, Automathes becomes a self-taught though
speechless philosopher, who had investigated with success his own mind, the
natural world, the abstract sciences, and the great principles of morality and religion.
The author is not entitled to the merit of invention, since he has blended the English
story of Robinson Crusoe with the Arabian romance of Hai Ebn Yokhdan, which he
might have read in the Latin version of Pocock. In the Automathes I cannot praise
either the depth of thought or elegance of style; but the book is not devoid of
entertainment or instruction; and among several interesting passages, I would select
the discovery of fire, which produces by accidental mischief the discovery of
conscience. A man who had thought so much on the subjects of language and
education was surely no ordinary preceptor: my childish years, and his hasty
departure, prevented me from enjoying the full benefit of his lessons; but they
enlarged my knowledge of arithmetic, and left me a clear impression of the English
and Latin rudiments.
My studies were too frequently interrupted by sickness; and after a real or
nominal residence at Kingston School of near two years, I was finally recalled (Dec.,
1747) by my mother's death, in her thirty-eighth year. I was too young to feel the
importance of my loss; and the image of her person and conversation is faintly
imprinted in my memory. The affectionate heart of my aunt, Catherine Porten,
bewailed a sister and a friend; but my poor father was inconsolable, and the transport
of grief seemed to threaten his life or his reason. I can never forget the scene of our
first interview, some weeks after the fatal event; the awful silence, the room hung
with black, the mid-day tapers, his sighs and tears; his praises of my mother, a saint
in heaven; his solemn adjuration that I would cherish her memory and imitate her
virtues; and the fervor with which he kissed and blessed me as the sole surviving
pledge of their loves. The storm of passion insensibly subsided into calmer
melancholy. At a convivial meeting of his friends, Mr. Gibbon might affect or enjoy a
gleam of cheerfulness; but his plan of happiness was for ever destroyed: and after
the loss of his companion he was left alone in a world, of which the business and
pleasures were to him irksome or insipid. After some unsuccessful trials he
renounced the tumult of London and the hospitality of Putney, and buried himself
in the rural or rather rustic solitude of Beriton; from which, during several years, he
seldom emerged.

The curiosity, which had been implanted in my infant mind, was still alive and
active; but my reason was not sufficiently informed to understand the value, or to
lament the loss, of three precious years from my entrance at Westminster to my
admission at Oxford. Instead of repining at my long and frequent confinement to the
chamber or the couch, I secretly rejoiced in those infirmities, which delivered me
from the exercises of the school, and the society of my equals. As often as I was
tolerably exempt from danger and pain, reading, free desultory reading, was the
employment and comfort of my solitary hours. At Westminster, my aunt sought only
to amuse and indulge me; in my stations at Bath and Winchester, at Beriton and
Putney, a false compassion respected my sufferings; and I was allowed, without
controul or advice, to gratify the wanderings of an unripe taste. My indiscriminate
appetite subsided by degrees in the historic line: and since philosophy has exploded
all innate ideas and natural propensities, I must ascribe this choice to the assiduous
perusal of the Universal History, as the octavo volumes successively appeared. This
unequal work, and a treatise of Hearne, the Ductor historicus, referred and
introduced me to the Greek and Roman historians, to as many at least as were
accessible to an English reader.
All that I could find were greedily devoured, from Littlebury's lame Herodotus,
and Spelman's valuable Xenophon, to the pompous folios of Gordon's Tacitus, and a
ragged Procopius of the beginning of the last century. The cheap acquisition of so
much knowledge confirmed my dislike to the study of languages; and I argued with
Mrs. Porten, that, were I master of Greek and Latin, I must interpret to myself in
English the thoughts of the original, and that such extemporary versions must be
inferior to the elaborate translations of professed scholars; a silly sophism, which
could not easily be confuted by a person ignorant of any other language than her
own. From the ancient I leaped to the modern world: many crude lumps of Speed,
Rapin, Mezeray, Davila, Machiavel, Father Paul, Bower, &c., I devoured like so many
novels; and I swallowed with the same voracious appetite the descriptions of India
and China, of Mexico and Peru.

What I Have Learned

1. I have learned that ___________________

2. I have realized that ___________________
3. I will apply ___________________________
 What I Can Do
Pick a biography, autobiography, personal essay or another
memoir from the library, a bookstore, or the internet. Then write
a 500-word critique based on the following elements:

1. Overall impression.
2. Mechanics

Follow the same rubric stated above. Write the output in the journal.

Assessment

Identify what’s asked for in the following statements. Write your

answer on your activity notebook.
1. It is the Latin word for “Critique”.
2. It means the ability to discern the worth of something.
3. It is not to judge and point out failings but to make the writing
better.
4. It judges and points out the weakness of the writer.
5. It considers the whole rather than just the details of a written work.
6. It checks if sidebars, charts, graphs, pictures, or other supporting
documents, are formatted properly and annotated in the body of the
work.
7. It evaluates the work for structural strengths and weaknesses.
8. It checks if the paragraphs and sentences are appropriate in length
for the type of information presented.
9. It evaluates if there are obvious mistakes in grammar and spelling.
10.It assesses if the written work captures readers’ attention and
makes them want to keep reading.
11. A form of creative nonfiction that documents a writer's journey or
travels.
12. A nonfiction work where the author writes their own life story,
offering insights into their personal experiences, thoughts, and
reflections.

13. Online platforms where individuals or organizations regularly

publish personal thoughts, opinions, experiences, or information
on various topics.

14. Firsthand accounts of personal experiences, often in the context of

legal proceedings, historical events, or personal testimonies of
overcoming challenges.

15. A personal exploration of a specific topic, idea, or event.

 Additional Activities

Directions. On a one (1) whole sheet of paper, write a 200-words

Personal Narrative about your personal growth, challenges, or
significant life moments.

Summary

• The goal of the critique is to improve the writing. The opposite of this is a
critic who merely points out the flaws and does not provide any
recommendations for improvement.
• The different form of nonfiction text are the following: Biography,
Autobiography, Literary Journalism/Reportage, Personal Narrative,
Travelogue, Reflection Essay, True Narratives, Blogs, and Testimonies.
• The steps to follow when doing a thorough critique of nonfiction:
1. Overall Impression: Content, Audience, and Format
2. The Mechanics: Structure, Grammar, and Extras

Answer Key

15.Reflection Essay
A 5. Answers may vary. 14.Testimonies
B 4. 13.Blog
B 3. What’s More 12.Autobiography
A 2. 11. Travelogue
A 1. 10.Audience
Answers may vary. 9. Grammar
What’s In 8. Structure
What I Have Learned
7. Mechanics
6. Extras
5. Overall Impression
Answers may vary. 4. Critic
3. Critique
What I Can Do
2. Critique
1. kritiké
Assessment
References
Carol Benedict. “Guidelines for Nonfiction Critiques.” September 28, 2009. Retrieved
from https://thewritingplace.wordpress.com/2009/09/28/guidelines-for-
nonfiction-critiques/

Edward Gibbon. “Memoirs of My Life and Writings (An Excerpt). Retrieved from
https://canvas.harvard.edu/courses/8371/files/1798368/download?verifier=OrQ
PnQxT9FpwiKvL3j11hUcMTUaR4jMytywnc33i&wrap=1

Zining Mok. “10 Types of Nonfiction Books and Genres.” (January 25, 2022).
Retrieved from https://writers.com/types-of-nonfiction

K12Reader Reading Instruction Resources. “Correct the Paragraph.” Retrieved from

https://www.k12reader.com/worksheet/correct-the-paragraph/
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