Senior High School

Grade 11

English for Academic and Professional Purposes

ENGLISH LEARNING KIT

First Semester – Week 7

Writing a Review
or a Critique

Grade 11-English for Academic and Professional Purposes

Competency: Writefor
Grade 11-English anAcademic
objective/balanced review Purposes
and Professional or critique of a work of art, an event, or
program. (CS_EN11/12A-EAPP-1d-f-18)
Competency: Write an objective/balanced review or critique of a work of art, an event, or
program. (CS_EN11/12A-EAPP-1d-f-18)
 English – Grade 11
English Learning Kit
Writing a Review or a Critique
First Edition, 2020

Published in the Philippines

by the Department of Education
Schools Division of Iloilo
Luna Street, La Paz, Iloilo City

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the payment of royalties.

This English Learning Kit is published to be utilized by the Schools Division

of Iloilo.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the Schools Division of Iloilo.

Development Team of English Learning Kit

Writers: Pearl Joy T. Bañes, Rocky A. Prudente, Mary Ronette V. Magtulis

Illustrators: Armand Glenn S. Lapor, Mark T. Dasa

Layout Artists: Lilibeth E. Larupay, Jun Victor F. Bactan

Ricky T.Salabe, Merlo Ceasar O. Francisco

Division Quality Assurance Team:

Lilibeth E. Larupay, Dr. Ruby Therese P. Almencion
Armand Glenn S. Lapor, Ma. Jonalyn O. Gegato
Bonafe T. Davasol

Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason, Jr.

Dr. Lilibeth T. Estoque, Dr. Azucena T. Falales
Ruben S. Libutaque, Lilibeth E. Larupay
Dr. Ruby Therese P. Almencion

Grade 11-English for Academic and Professional Purposes

Competency: Write an objective/balanced review or critique of a work of art, an event, or
program. (CS_EN11/12A-EAPP-1d-f-18)
 Writing a Review or a Critique

BEGIN

Expressing one’s feelings and judgments may be

done in different ways. It could be a simple hitting of “like”
in a Facebook post, a comment about your friend’s good
and bad traits, or pointing out a mistake done by
someone. In the academic setting, expressing feelings
and judgements can be done through a reaction paper,
review, or critique.
Reaction writing can be done in art, be it
performance art or exhibits, in designs, such as furniture
or fashion design, and graphic design, such as
commercials or digital media.
In school, we are usually asked to watch a movie
or read a book and give out opinions, reactions or reviews
about the material watched or read in class. Knowing how
to write a reaction paper, review, or critique of a book,
article, event, or art in the academic and professional
setting will help you analyze and understand these things
better.
This module will let you have a glimpse of the
important concepts and parts of reaction paper, review, or
critique and how to write an objective/balanced one. Enjoy
learning!

TARGET

At the end of this lesson, you should be able to:

1. Write an objective/balanced review or critique of a work of art, an
event, or program. (CS_EN11/12A-EAPP-1d-f-18)

Grade 11-English for Academic and Professional Purposes 1

Competency: Differentiates language used in academic texts from various disciplines –
CS_EN11/12A-EAPP-Ia-c-2
 TRY THIS

Activity 1. MATCHING TYPE

Directions: Below are information which can be found on specific sections of a
reaction paper, review, or critique. Classify the information by putting
them inside the appropriate box. Write your answer in your activity
notebook.
• Title of the book/article/work • Writer’s name
• Objective or purpose • Methods used (if applicable)
• Overall impression of the work • Sufficiency and soundness of
• Theoretical soundness, coherence of explanation in relation to other
ideas available information and experts
• Others perspective in explaining the • Benefits to the intended audience or
concept and ideas field
• Major findings, claims, ideas, or • Appropriateness of methodology to
messages support the arguments or
• Thesis statement appropriateness of mode of
• Scholarly or literary value of the presentation
reviewed article, book, or work
• Suggestion for future direction of
research

Introduction Summary Review/Critique Conclusion

DO THIS

Activity 2. READ TO ANSWER

Directions: Read the passage below and answer the question that follows. Write
your answer in your activity notebook.

Grade 11-English for Academic and Professional Purposes 2

Competency: Differentiates language used in academic texts from various disciplines –
CS_EN11/12A-EAPP-Ia-c-2
 The world is currently facing a pandemic caused by the Corona Virus, otherwise
known as COVID-19. One of the most affected country in the Southeast Asia is the
Philippines. Due to this, the government imposed strict quarantine rules to contain the
virus and lessen the number of affected individuals. Physical distancing was
emphasized and “new normal” was adapted.

As a result, the Department of Education decided that there would be no face-

to-face instruction until there is a vaccine for the said virus. It suggested different
learning modalities that would help teachers deliver their lessons effectively. These
modalities are; a) online, where learning delivery model takes place with the use of ICT
tools and the equipment of internet, b) offline, which uses digital program that contains
teaching, learning, and research materials in the classroom instruction without internet
connectivity and advanced facilities, c) modular, where students learn specific
competencies at his own pace and in his own learning environment through the use of
quality modules, and, d) blended, which combines online and offline learning modality
using ICT tools, internet, digitized, modules, etc. Schools all over the country should
use these modalities to ensure the students’ safety.

As a student, what is your reaction about the DepEd’s learning modalities?

EXPLORE
E

Very well! Great job in sharing your

reaction about the situation given in the first
activity. This time, try to connect your reaction to
the questions that follow.

1. How do you find the first activity?

2. What feelings and judgments do you have regarding the passage read?
3. What are the factors you considered in order to arrive in such reactions?

KEEP THIS IN MIND

WHAT ARE REACTION PAPERS, REVIEWS, AND CRITIQUES?

A reaction paper, a review, and a critique are specialized forms of writing in
which a reviewer or reader evaluates a scholarly work (e.g., academic books and
articles), a work of art (e.g., performance art, play, dance, sports, film, exhibits),

Grade 11-English for Academic and Professional Purposes 3

Competency: Differentiates language used in academic texts from various disciplines –
CS_EN11/12A-EAPP-Ia-c-2
 designs (e.g., industrial designs, furniture, fashion design), and graphic designs (e.g.,
posters, billboards, commercials, and digital media).1
Reaction papers, reviews, and critiques usually range in length from 250 to 750
words. They are not simply summaries but are critical assessments, analyses, or
evaluation of different works. As advanced forms of writing, they involve skills in critical
thinking and recognizing arguments. However, you should not connect the word
critique to cynicism, which believes that people are generally selfish and dishonest,
and pessimism, a feeling that bad things will happen in the future.
Reviewers do not simply rely on mere opinions; rather, they use both proofs
and logical reasoning to substantiate their comments. They process ideas and
theories, revisit and extend ideas in specific field of study, and present an analytical
response to a book or article.
STRUCTURE OF A REACTION PAPER, REVIEW, OR CRITIQUE
In writing a reaction, review, and critique, you have to follow a logical
organization and structure to be able to present your critical evaluation effectively.
STRUCTURE FOR CRITIQUES OF ACADEMIC RESEARCH AND ARTICLES
I. Introduction (around 5% of the paper)
a. Title of the book/article/work
b. Writer’s name
c. Thesis statement

II. Summary (around 10% of the paper)

a. Objective or purpose
b. Methods used (if applicable)
c. Major findings, claims, ideas, or messages

III. Review/Critique (in no particular order and around 75% of the paper)
a. Appropriateness of methodology to support the arguments (for books
and articles) or appropriateness of mode of presentation (other works)
b. Theoretical soundness, coherence of ideas
c. Sufficiency and soundness of explanation in relation to other available
information and experts
d. Other perspectives in explaining the concepts and ideas
e. It is best to ask the following questions during this part:

▪ Does the writer explicitly state his/her thesis statement?

▪ What are the assumptions (i.e., a scientific/logical/literary explanation
without evidence) mentioned in the work? Are they explicitly discussed?
▪ What are the contributions of the work to the field where it belongs?
▪ What problems and issues are discussed or presented in the work?
▪ What kinds of information (e.g., observation, survey, statistics, historical
accounts) are presented in the work? How are they used to support the
arguments or thesis?

1 Jessie Barrot and Philippe John Sipacio, Communicate Today: English for Academic and Professional Purposes for
Senior High School (Quezon City, Philippines: C&E Publishing, Inc, 2016), 139, 143-145.

Grade 11-English for Academic and Professional Purposes 4

Competency: Differentiates language used in academic texts from various disciplines –
CS_EN11/12A-EAPP-Ia-c-2
 IV. Conclusion (around 10% of the paper)
a. Overall impression of the work
b. Scholarly or literary value of the reviewed article, book, or work
c. Benefits for the intended audience or field
d. Suggestion for future direction of research
For other types of reviews, there is no prescribed structure, but the following
sections are almost always present.
I. Introduction
a. Basic details about the material, such as its title, director or artist, name
of exhibition/event, and the like
b. Main assessment of the material (for films and performances)

II. Plot Summary /Description

a. Gist of the plot
b. Simple description of artwork

III.Analysis/Interpretation
a. Discussion and analysis of the work (you may employ the critical
approaches here)
b. It is best to ask the following:
▪ What aspect of the work make you think it is a success or failure?
▪ Were there unanswered questions or plot lines? If yes, how did they
affect the story?
▪ How does the work relate to other ideas or events in the world
and/or in your other studies?
▪ What stood out while you were watching the film or the
performance?

IV. Conclusion/Evaluation
a. Reinforcement of main assessment
b. Comparison to a similar work
c. Recommendation of the material (if you liked it)

SUM UP

• Reaction paper, review, or critique are specialized form of writing which

allows the reviewer or reader to evaluate and analyze a scholarly work,
an art, a design, and a graphic design.
• Reaction paper, review, or critique usually employ 250 to 750 words.

Grade 11-English for Academic and Professional Purposes 5

Competency: Differentiates language used in academic texts from various disciplines –
CS_EN11/12A-EAPP-Ia-c-2
 • They are not simply summaries but include critical assessments,
analyses, and evaluation if different works.
• It follows logical organization and structure to present critical evaluation
effectively.
• Structure for critiques of academic researches and articles includes
Introduction, Summary, Review/Critique, and Conclusion where
Review/Critique makes up 75% of the whole paper.

APPLY WHAT YOU HAVE LEARNED

Activity 3. WRITE YOUR REACTION

Directions: Look for a recent development on your area of specialization or major.
Make a review regarding the said development following the format
discussed. Write your answer in a one whole sheet of paper.

REACTION PAPER

I. Introduction

II. Summary

III. Analysis/Review/Interpretation

IV. Conclusion

REFLECT
REFLECT

Directions: Look back to the topic discussed and activities presented. Reflect and
supply the information being asked. Write your answers in your activity
notebook.

I learned that

I want to know more about

Grade 11-English for Academic and Professional Purposes 6

Competency: Differentiates language used in academic texts from various disciplines –
CS_EN11/12A-EAPP-Ia-c-2
 I realized that

ASSESS WHAT YOU HAVE LEARNED

I. Directions: Read the questions carefully and write the letter of your answer in your
activity notebook.

1. Which of the following can be found in the conclusion of a reaction paper,

review, or critique?
A. Thesis statement
B. Simple description of the work
C. Scholarly and literary value of the reviewed material
D. Appropriateness of methodology to support the arguments

2. Which of the following statement is NOT true

A. Reaction paper, review, and critique ranges from 250 – 750 words.
B. Reaction paper, review, and critique are simply summaries of books or
article read.
C. Reviewers use both proofs and logical reasoning to substantiate their
comments.
D. Writing a reaction paper, review, and critique involves critical thinking and
recognizing arguments.
II. Directions: For items 3 – 5. True or False. Write T if the statement is correct and
F if it is wrong.
3. Reaction paper, review, and critique is limited to academic books
and articles only.
4. When critiquing, you should presume that the reader has not yet
seen the material you are reviewing.
5. You can just write freely and do not have to follow a logical organization
and structure when writing a reaction paper, review, and critique.
III. Directions: For items 6 – 10. Think of a situation where you can give a reaction,
a review, or a critique. Explain how giving a reaction, a review, or a critique
would help you in the chosen situation.

Grade 11-English for Academic and Professional Purposes 7

Competency: Differentiates language used in academic texts from various disciplines –
CS_EN11/12A-EAPP-Ia-c-2
 REFERENCES

Jessie Saraza Barrot and Philippe John Fresnillo Sipacio, “Writing a Reaction
Paper,” in Communicate Today- English for Academic and Professional
Purposes for Senior High School, ed. Leonora Dimagiba, et.al (Quezon City,
Philippines: C & E Publishing, Inc., 2016), pp. 139, 143 – 145.

Miciano M. Z. & Miciano R.Z. (2016). Writing Critiques and Reaction Papers.
Enhanced English Engagements English for Academic and Professional
Purposes Senior High School. (p 35). Makati: Don Bosco Press.

Grade 11-English for Academic and Professional Purposes 8

Competency: Differentiates language used in academic texts from various disciplines –
CS_EN11/12A-EAPP-Ia-c-2