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ENGLISH
Third Quarter – Module 4
Weeks 5 & 6

SDO TAGUIG CITY AND PATEROS

Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

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.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let’s Try before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. 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 deep understanding of the relevant competencies. You can do it!

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 Let’s Learn

Since the beginning of time, people have been telling stories and sharing responses
to stories they have told or written. Through reading and discussing literature, we
widen our horizon, expand our imagination, our sense of possibilities, and our ability
to empathize with others. In this module, you will improve your ability to read
critically and interpret texts while gaining appreciation for different literary genres
and theories of interpretation. This module was designed and written for students
to have a clear understanding of what a critique is and help them conduct a
systematic analysis of a literary selection and then to write a fair and reasonable
description of its strengths and weaknesses.
The module includes the following lessons:
▪ Critique defined and explained
▪ Various Approaches to Use in Writing a Critique
▪ How to write a critique

After going through this module, you are expected to:

1. conduct a close reading of a literary work;
2. identify the features and purposes of the different approaches in writing a
critique;
3. determine the different approaches used in writing a critique; and
4. write a critique of a literary work using a particular critical approach.

Let’s Try

Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper[A1].

1. It is a literary technique which critically evaluates a particular piece of

writing. A. essay B. thesis C. critique D. editorial

2. What is mainly the purpose of a critique?

A. summarize the original text
B. prove how weak the literary work is
C. evaluate the strength of a literary work
D. highlight both the shortcomings as well as strengths of a literary
piece or a work of art

3. Based on observations of the text, how must a critique be written?

A. Purposely C. subjectively
B. Objectively D. emotionally

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 4. What benefit does a critique give to the writer of the text being critiqued?
A. Critiques give the writer higher credibility.
B. Critiques help the writer make his work better.
C. Critiques motivate the writer to pursue a different career.
D. Critiques give the writer concrete concepts for another text.

5. Which of the following is considered a good critique?

A. One that is objective and does not have any bias
B. One that discusses only the strengths of the text
C. One that only dwells on the weak point of the text
D. One that analyzes even the smallest detail in the text

Let’s Recall
Directions: Arrange the jumbled letters to form the described writing techniques
discussed in the previous lesson.
1. ORFINVATIME - writing that is designed to inform the reader about
a given topic by using evidence and information
________________ from credible sources to support a focused and
logical explanation of the topic at hand. It aims to
educate the reader on the given topic without
including the writer’s own opinions.
2. SAVERIPEUS - writing where a writer takes a position FOR or
AGAINST an issue and writes to convince the
________________ reader to believe or do something.
3. GUARTAMINTEEV- The writer attempts to prove that his claim is true
by giving clear reasons and relevant evidence. He
_________________ convinces the reader to adopt the same viewpoint
by using a series of related statements.
Effective writing techniques are undeniably valuable tools to have in your toolbox. At
this stage of your academic life, you will learn to write a critique based on various
approaches and continue to regard writing as a crucial life skill.

Let’s Explore

Directions: Arrange the following words to form the famous philosophy of Socrates.
The unexamined worth
Is life not which
Is living
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 Your
answer:__________________________________________________________________[A2]
The popular quote from Socrates reminds us of the importance of
scrutinizing our life to make it an improved and fulfilled one. Read the text below
and study how the literary selection is examined by another writer.

The World is an Apple

by Alberto S. Florentino
Posted on November 18, 2011 by nicksiemouse

The World is an Apple is a clear example of a Marxist literature. We can see different
ideologies and class systems that affect human behavior. Classicism is distinctly seen
in the text, when Gloria emphasized to Mario that he should’ve not tried to bring home
an apple because they are not rich. Gloria has this belief that since they are poor they
should not be aspiring for better things. She believed that they could only have things
that are allotted for the poor (e.g. Lugaw). Injustice is also evident in the text, just by
stealing a single apple, Mario was fired out of his work. This points me to Economic
Power. The company where Mario worked was just waiting for him to make mistakes.
In this way they can throw men out without any reason and replace them with whom
they know or whom they want. This shows how status and power works in our society.
Mario can’t even complain because whatever he does these people who have the
authority will always win.
Religion is also reflected in the text. Gloria has this belief that God will provide for them
if they only believe and pray. She even pointed out that the financial crisis they are
experiencing at the moment is only a challenge by God. And that God will never leave
them. Rugged individualism is seen in the character of Pablo, wherein he lures Mario
to steal for a living. Pablo doesn’t think of what might happen to Mario if he comes
with him. Economic conditions and material circumstances mostly are reasons why
the poor are easily lured to commit illegal acts. That is how Pablo or the wealthy people
manipulate the poor. Pablo even said to Gloria to take the money as a gift, since they
cannot afford to pay for it. Pablo is showing not what his money can do for Tita but
what social status he is in. Consumerism is also seen in the text when Pablo flaunts
his money. He brags at Gloria that before, Mario can do many things. He experienced
a life of wealth.

Poverty is the main reason why Mario considers stealing as an option to make money.
Manipulation of Pablo is also a factor that affects Mario’s decisions. The text somehow
invites us to condemn and criticize socio- economic forces. It tries to open our eyes in
the reality that the poor have nothing to say because they are forced to be submissive
with those who are in power.

The text also shows how poor people, who only believe that God will help them,
struggle in their everyday living. How little food they eat, malnutrition happens, and
above all unemployment rates increase. Their only hope is religion- God. They still cling
to the belief that God will provide for them and that they should be contented with what
they have.

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In my opinion, there is a conflict in the function of religion in the text. Religion is the
ideology that states that people should be satisfied. Religion is revealed in the text
but it is used to persuade Mario not to commit illegal acts. Religion in the text also
gives us the lesson that problems cannot be solved in a bad way.

Aside from religion there are no other conflicts that I saw in the text. The World is an
Apple evidently shows how the poor struggle in order to survive their everyday living
and yet suffer for the injustices in our society.

nicksiemouse.wordpress.com
Answer the following questions[A3] on a separate sheet of paper.:
1. What is the title of the work under discussion?
_____________________________________________________________________
2. What is the main argument or purpose of the writer?
___________________________________________________________________________
_______________________________________________________________
3. Does the writer relate the work to a broader issue or context? How?
___________________________________________________________________________
_______________________________________________________________
4. How do you find the writer’s evaluation, is it positive, negative, or mixed?
Substantiate your answer.___________________________________
_____________________________________________________________________
5. What does the text above look
like?________________________________________________________________
6. What writing style does it use?
_____________________________________________________________________
7. Does it have a clear structure? If yes, describe the
structure.___________________________________________________________

Let’s Elaborate

WHAT IS A CRITIQUE?
A critique is a careful analysis of an argument to determine what is said, how well
the points are made, what assumptions underlie the argument, what issues are
overlooked, and what implications are drawn from such observations. It is a
systematic, yet personal response and evaluation of what you read. Please read
more from this link: https://www.hws.edu
A critique is

● a systematic analysis of a piece of literature that discusses its validity and

evaluates its worth
● the study, discussion, evaluation, and interpretation of literature

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 ● an evaluation of literary works including the classification by genre, analysis
of structure, and judgment of value. It asks what literature is, what it does,
and what it is worth.
● Its main purpose is not informational, but analytic and persuasive[D4]
● In analyzing the content and context within which the book (or article) was
written, the writer of a critique argues whether it is worth reading or not.
A CRITIC is a person who expresses a reasoned opinion on any matter especially
involving a judgment of its value, truth, righteousness, beauty, or technique.

Different Approaches to Use in Writing a Critique[A5]

The STRUCTURALIST/ FORMALIST APPROACH studies the form of the work

rather than the content. It focuses on the features of the text itself rather than on its
creation or its reception. It relates literary texts to a larger structure, which may be
a particular genre, a range of intertextual connections, a model of a universal
narrative structure, or a system of recurrent patterns or motifs.

The MORALIST APPROACH judges the value of the literature based on its moral
lessons or ethical teachings.

The MARXIST APPROACH is based on socialist and dialectic theories. Marxist

criticism views literary works as reflections of the social institutions from which they
originate. It also includes analyzing the class constructs demonstrated in the
literature.

The FEMINIST APPROACH examines the social, economic, and cultural aspects of
literary works, but takes a more in- depth look at what literature reveals about the
roles, positions, and influence of women both as writers and subjects within the text.

The HISTORICAL APPROACH relies heavily on the author and his world. In the
historical view, it is important to understand the author and his world to understand
his intent and to make sense of his work. In this view, the work is informed by the
author’s beliefs, prejudices, time and history, and to fully understand the work, we
must understand the author and his age. This approach involves understanding the
events and experiences surrounding the composition of the work, especially the life
of the author, and using the findings to interpret that work of literature.
The READER- RESPONSE APPROACH is concerned with how the work is viewed by
the audience. In this approach, the reader creates meaning. Not the author or the
work. This considers readers’ reactions to literature as vital to interpreting the
meaning of the text. A critic deploying reader- response theory can use a
psychoanalytic lens, a feminist lens, or even a structuralist lens.

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

● Describe: give the reader a sense of the writer’s overall purpose and
intent
● Analyze: examine how the structure and language of the text convey
its meaning
● Interpret: state the significance or importance of each part of the text
● Assess: make a judgment of the work’s worth or value

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Writing a Critique

A good critique should provide critical commentary on the quality of the literary
selection. It should contain the following parts:
1. An introduction that includes either a thesis or a premise from which your
thesis will later emerge
2. A middle section in which you give a brief synopsis of the work and develop
your arguments
3. Brief conclusion/ Author’s values and assumptions

Formatting a Critique
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
● Assessment of the value, worth, meaning, or significance of the work, both
positive and negative

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 one major concept is
covered
Conclusion

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 ● Overall interpretation
● Relationship of particular interpretations to subject as a whole
● Critical assessment of the value, worth, or meaning of the work, both
positive and negative positive and negative
www.hunter.cuny.edu

Let’s Dig In

Directions: Place the following items correctly in the outline by writing them in the
blanks or under the category where they belong.

• (A)Did the author build a logical argument?

• (B)Author’s name
• (C)Stating whether you agree with the author
• (D)Was the author successful in making his/ her point?
• (E)Back up your decisions by stating your reasons
• (F)Book/ article title and source
• (G)Give a general opinion of the work
• (H)Author’s thesis statement

INTRODUCTION
o Start your article with sentences giving the following information:
▪ 1._______________________________________________________
▪ 2._______________________________________________________
▪ 3._______________________________________________________
SUMMARY
Summarize the author’s purpose and main points/ evidence cited that
o
are used for back up.
REVIEW AND EVALUATE
To critically review the piece, answer the following questions:
o
▪ What are the credentials/ areas of expertise of 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?
▪ 4._______________________________________________________
▪ Is there other evidence that would support a counter- argument?
▪ Are the article and the evidence still valid or are they outdated,
leading to an invalid conclusion?
▪ 5._______________________________________________________
CONCLUSION

o Wrap up by:
▪ 6._______________________________________________________
▪ 7._______________________________________________________
▪ 8.______________________________________________________

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 Source:https://www.slideshare.net
How To Write A Critique
By Muhammad Fayyaz Ahmad

Let’s Remember
A. Complete the paragraph by supplying the missing words whose initial and
final letters are given as clues.

The purpose for writing a c_____________ e (1) of a literary selection is to

e_______________e (2) somebody’s work in order to increase the reader’s
understanding of it. A critical analysis is s_____________e (3) writing because it
expresses the writer’s o____________n (4) or evaluation of a text. A________________s
(5) means to break down and study the parts.
https://www2.southeastern.edu

B. Study the table below. Can you recognize the [D6]literary[D7] approach
[D8]described below? Identify these approaches.

STRENGTHS WEAKNESSES
APPROACH
● The reader does not need ● sees the text in isolation
structuralist additional knowledge, ● ignores the context of the
1.___________
/formalist other than what’s in the work and the author’s
_ approach text, for interpreting the intentions
literary work. ● assumes that readers can
● can be used without much refrain from investing
research emotionally in their
reading and can/ should
respond objectively to
texts.
● Recognizes the importance ● No one controls the
reader-resp of the reader and reading meaning of a text.
onse as an intellectual and ● There is no objective
approach active activity. party to assist the
2.___________ ● Gives readers the freedom readers if they don’t agree
to provide meaning to a with one another.
text, allowing for multiple ● There is no objective way
interpretations of a text. for people, such as
teachers to evaluate
responses fairly

● attempts to redress ● Often too theoretical

underrepresentation of ● Limited
feminist approach
women in the traditional ● Examines only one
3.___________ cannon element of the text
● Examines how women and
men are represented and
deals with the importance
of women in literature

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 ● Encourages a careful
reading of a text.
● Does not limit a reader to
Marxist approach view the text in isolation,
4.___________
but allows the reader to
think about the text in its
social, historical, and
current contexts.
• Works well for some works
historical which are obviously
5.___________
approach political in nature
● Examines only a limited
aspect of the text.
● Because it focuses on
ideology, it dismisses the
beauty of writing and
does not allow the reader
to simply enjoy the text.
• Art is reduced to the
level of biography rather
than universal.

• Useful in presenting an • Tends to be too

obvious moral philosophy “judgmental”
moralist ● Recognizes that literature
6.__________
approach can affect readers

Let’s Apply

Your Final Task

Directions: Read Jose Garcia Villa’s “Footnote to Youth” or any short story written by
any contemporary Filipino writer then critique it using any of the various
approaches discussed in this lesson and using the outline below.
I. Background information to help your readers understand the nature of
the work
A. Information about the work
1. Title
2. Author
3. Publication information
4. Statement of topic and purpose
B. Thesis statement indicating writer’s main reaction to the work.
II. Summary or description of the work
III. Interpretation and/ or evaluation
A. Discussion of the work’s organization[A9]
B. Discussion of the work’s style
C. Effectiveness
D. Discussion of the topic’s treatment
E. Discussion of appeal to a particular audience
Adapted from https://www2.southeastern.edu>crit...

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Remember
● Refrain from introducing your ideas by using “I think” or “in my opinion.” The
focus must be on the subject under analysis, not on the critic himself.
Identifying the critic’s opinions weakens them.
● Support your claim/thesis with detailed evidence from the text examined. Do
not forget to document quotes and paraphrases.

Rubrics for Writing a Critique[A10]

Score
CRITERIA 3 2 1

Introduction Introduction is well There is adequate Random background

and developed and explanation of the details unclear
Conclusion interesting.. Thesis background in the thesis and collection
states clearly the introduction, but lacks of information.
writer’s position. some detail. Thesis Conclusion is vague
Conclusion effectively states the topic, but key and does not
summarizes and repeats elements are missing. summarize main
the importance of the points.
thesis.

Main Points Main points are well Main points (three or Main points/ topics
developed and are more) are present, but are not well
directly related to the lack details. The explained. Ideas are
thesis. Concrete analysis shows events poorly developed.
supporting details are from the author’s point
given. Analysis is of view. Adequate
effectively developed descriptive language is
from the author’s point used.
of view and proficient
use of descriptive
language.

Organizatio Logical progression of Organization is clear. Writing is not

n ideas is evident. Transitions are present organized. The
Transitions are effective throughout the essay, transitions between
and vary throughout the but lacks variety. ideas are unclear.
paragraph.

Style Writing is clear, smooth, Writing is clear and Writing is confusing

and coherent. Sentences sentence variety is and hard to follow.
are strong and applied to make the Contains fragments
expressive with varied writing more and/ or run –on
structure. Diction is interesting.. Correct sentences.
consistent. choice of words is not
so consistent

Mechanics Punctuation, spelling, There are generally a Distracting errors in

and capitalization are all few errors in punctuation,
correct .

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 punctuation, spelling, spelling, and
and capitalization. capitalization.

modified from swaskiewicz.blogs.ccps.us Total Score ___

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Let’s Evaluate

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper[A11].

1. Which of the following follows the correct steps in writing a critique?

A. abdc B. abcd C. badc D. bacd

a. Read and understand the text.

b. Orient the reader regarding the text.
c. Review the ideas and their flow in the text.
d. State a conclusion as well as reasons for it.

2. Aimee is writing a critique, but she is having problem with how to begin it.
Which of the following should she do?

A. Start with observations about the text

B. Write down the good points of the text
C. Write down the weak points of the text.
D. Orient the readers about the work being critiqued

3. Andrei needs to write a critique of a poem, but he does not know how. Which
of the following should he do?

A. He should rewrite the poem.

B. He should analyze the short poem.
C. He should revise some parts of the poem.
D. He should write a continuation of the poem.

4. Matthew is critiquing an argumentative text. Which of the following should he

include in his critique?

A. Whether the text is interesting

B. Whether the arguments are logical
C. Whether the text is for kids or adults
D. Whether the text is based on emotions

5. What is basically the purpose of an evaluation?

A. To point out the flaws of the work

B. To recognize the strengths of the work
C. To gauge the usefulness or impact of a work in a particular field
D. To prove and disprove your assumptions of the work being evaluated

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 Let’s Extend

Directions: Critique this speech of Pres. Yoweri Museveni of Uganda. Employ

what you have learned from the lesson.

Ugandan President’s Address to His Nation

“In a war situation, nobody asks anyone to stay indoors. You stay indoors by choice.
In fact, if you have a basement, you hide there for as long as hostilities persist. During
a war, you don’t insist on your freedom. You willingly give it up in exchange for
survival. During a war, you don’t complain of hunger. You bear hunger and pray that
you live to eat again.
During a war, you don’t argue about opening your business. You close your shop (if
you have the time), and run for your life. You pray to outlive the war so that you can
return to your business (that’s if it has not been looted or destroyed by mortar fire).
During a war, you are thankful to God for seeing another day in the land of the
living. During a war, you don’t worry about your children not going to school. You
pray that the government does not forcefully enlist them as soldiers to be trained in
the school premises now turned military depot.
The world is currently in a state of war. A war without guns and bullets. A war
without human soldiers. A war without borders. A war without cease-fire
agreements. A war without a war room. A war without sacred zones.
The army in this war is without mercy. It is without any milk of human kindness.
It is indiscriminate- it has no respect for children, women, or places of worship. This
army is not interested in spoils of war. It has no intention of regime change. It is not
concerned about the rich mineral resources underneath the earth. It is not even
interested in religious ethnic or ideological hegemony. Its ambition has nothing to
do with racial superiority. It is an invisible, fleetfooted, and ruthlessly effective army.

Its only agenda is a harvest of death. It is only satiated after turning the world into
one big death field. Its capacity to achieve its aim is not in doubt. Without ground,
amphibious and aerial machines, it has bases in almost every country of the world.
Its movement is not governed by any war convention or protocol. In short, it is a law
unto itself. It is coronavirus. Also known as COVID-19 (because it announced its
destructive presence and intention in the year of our Lord 2019).
Thankfully this army has a weakness and it can be defeated. It only requires our
collective action, discipline and forbearance. COVID- 19 cannot survive social and
physical distancing. It only thrives when you confront it. It loves to be confronted. It
capitulates in the face of collective social and physical distancing. It bows before good
personal hygiene. It is helpless when you take your destiny in your own hands by
keeping them sanitized as often as possible.

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 This is not a time to cry about bread and butter like spoilt children .After all, the
Holy Book tells us that man shall not live by bread alone. Let’s obey and follow
the instructions of the authorities. Let’s flatten the COVID-19 curve. Let’s
exercise patience. Let’s be our brothers’ keeper. In no time we shall regain our
freedom, enterprise and socializing.”
In the midst of EMERGENCY, we practice urgency of service and the urgency of
love for others. God bless us all!

References
Critical Analysis. Retrieved from www2.southeastern.edu
Critique.pdf. Retrieved from www.hws.edu
erarydevices.net
home.olemiss.edu>spring97>litc
https://owl.purdue.edu>owl>feminist criticism
https://www. citewrite.qut.edu.au>
https//www.slideshare.net
Literary Criticism 101- A Useful Fiction. Retrieved from onehundredpages.wordpress.com
Literary Theories: A Sampling of Critical Lenses. Retrieved from www.mpsaz.org
lumenlearning.com
nicksiemouse.wordpress.com
Writing an Article Critique. Retrieved from https://writingcenter.ashford.edu
Writing a Critique- Hunter College. Retrieved from www.hunter.cuny.edu>invention
Writing Critiques- The Writing Center . University of North Carolina at Chapel Hill
writingcenter.unc.edu

Development Team of the Module

Writer: Maria Imelda N. Nollora
Editors:
Content Evaluator: Joyce V. Cueva
Language Evaluator: Doris G. Casinao
Reviewers: Name
Illustrator: Bernard Marc E. Codillo
Layout Artist: Michael N. Evans
Management Team: Dr. Margarito B. Materum, SDS
Dr. George P. Tizon, SGOD – Chief
Dr. Ellery G. Quintia, CID Chief
For inquiries, please
Mr. Noel T. Balubal, EPS- English write or call:
Dr. Daisy L. Mataac, EPS- LRMS/ALS Schools Division of
Taguig City and Pateros,
Upper Bicutan, Taguig
City
Telefax: 838-4251
Email Address:
sdo.tapat@deped.gov.ph

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