10

English
Reviewer for Tests
Third Quarter

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10 - EMERALD
English – Grade 10
Reviewer for Tests – Third Quarter

LESSONS
THIRD QUARTER
Lesson 1 Argumentation
• Compose an argumentative essay
• Use a variety of argumentative writing techniques
Lesson 2 Informative Writing Techniques
Lesson 3 Persuasive Writing Techniques
Lesson 4 Independent Critiquing
Lesson 5 Critiquing using Literary Approaches
• Structuralist/Formalist
• Readers Response
• Feminist
• Marxist
• Historical
• Moralist (Moral-Philosophical)
Quarter 3
LESSON 1

Argumentation

Argumentation
• is the process of forming reasons, justifying beliefs, and drawing conclusions with
the aim of influencing the thoughts and/or actions of others.

Argumentative Writing
• is the process of forming reasons, justifying beliefs, and drawing conclusions with
the aim of influencing the thoughts and/or actions of others.

Elements of an argumentative essay:

Issue – an idea about which the opinions of people are different.
Claim – a statement by an author about an issue. A claim has a significant amount of
disagreement about it. A claim needs supporting arguments. A claim is also called a
position, stand, or point of view.
Argument – an idea that supports the claim. An argument needs supporting evidences.
Evidence – facts in the real world that can be used to support an argument.

Examples of evidences are statistics, data from studies, historical events,

habitual practices, and other facts that can support an argument.

Counterargument – an idea given by the opposing side against the claim given in the
argumentative essay.
Rebuttal – the response to the counterargument
Pro – an argument in favor of a claim or advantage regarding something
Con - an argument against a claim or disadvantage regarding something

Components of an Argumentative Essay

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INTRODUCTION – it is an introductory paragraph; it is in the start of the essay.
- this is called the “gateway” of an essay.
- it is because it attracts the attention of readers to the essay
and gives the readers background information about the topic.
- it also introduces the thesis statement of the essay, which is
the heart of an essay, and tells what to be discussed in the
body paragraphs.

BODY – it is the body paragraph where facts of the given thesis statements of the essay
are written.
- it is where the arguments are written to support the statements.

REFUTATION/COUNTERARGUMENT – it is the argument to refute earlier arguments

and give weight to the actual position.

CONCLUSION – it is rephrasing the thesis statement, major points, call attention, or just
having the concluding remarks. It even has some recommendations.

Language Features of an Argumentative Text

1. Modals
The use of modal verbs like should and must express suggestion and obligation,
respectively, contributes to the achievement of sentences that provide support to the
main argument.

2. Adverbs
The use of adverbs also contributes to the attainment of the author’s purpose for
writing. These linguistic particles help indicate the mood or attitude of the writer with
respect to the ideas being presented.

3. Evaluative Language
The use of evaluative language, usually in the form of adjectives, reflects the
writer’s attitude towards a certain idea. These words express feelings, opinions, or
judgments on what they are describing. Evaluative words, including the ones listed
below, can have positive or negative effects on an idea.

4. Transitional Words
The use of appropriate transitional devices plays a great part in maintaining the
smooth flow of ideas in an argumentative text. Depending on the need to bridge one idea
to the others, these words, also known as connectives, help achieve coherence in
writing. Through these words, the danger of the essay sounding like a group of disjointed
opinions can be avoided.

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 Aside from those mentioned above, the use of these linguistic elements, such as:
(1) declarative statements,
(2) rhetorical questions, and
(3) passive construction, may also help in writing compelling argumentative texts.

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Quarter 3
LESSON 2

Informative Writing Techniques

Informative Text
• An informative text educates readers about a topic or subject. It is meant to
• inform others using credible sources as evidence – facts, statistics, and other
research data.
• Informative texts usually answer the five Ws: who, where, when, what, and why.
Sometimes, they also describe “how” to do or accomplish something.

When choosing a topic for informative writing:

• Focus on a specific topic.
• Consider the topic that is not too broad or too narrow.
• Select a topic that is popular or somewhat interests you.

Structure of An Informative Text

The Introduction
Grabbing the attention of readers is part of the beginning - formally known as
introduction. It is where the thesis statement is found.
Thesis Statement
• known as the road map of an informative text because the whole essay is built
around it
• a sentence that summarizes the entire essay.

Aside from stating the thesis statement, writers introduce the main idea, provide
definition for difficult words/concepts, and give a short description on
what will be discussed.

The Body
The body or the middle part is where the thesis statement is fully explained.
Evidence such as facts, statistics, statements from experts, and other supporting
details are found in this section. This section requires citing sources of information.
The evidence presented will be the basis if the information is reliable, accurate, and
unbiased.

The Conclusion
The conclusion reiterates the thesis statement and summarizes the main
points of the informative text. No new evidence must be presented at this point
because all ideas must have already been discussed in the body.

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Tone, clarity (being clear) and transition words
Aside from the structure, other features, and techniques of informative writing
need to be considered.
First is tone or attitude of the author toward the topic. The attitude of the author
toward the topic should always be formal, objective, and neutral. As mentioned above,
informative writing is fact-based - biased information is unacceptable. The writer’s
opinion and beliefs do not have a place in informative writing.
Second, always be specific. Provide clear answers to the five Ws and one H of the
topic you are writing about. Employ language that is clear, formal, and unbiased. Also,
do not forget to use transitional words (discussed in previous modules) for organized
and smooth flow of ideas. In doing so, readers can get a better understanding of the
information they read.

Below are some of the best tips/techniques to help you write an excellent informative
text:
1. Open with an attention grabber and conclude with a summary of the main
points of the essay.
2. Use appropriate transitional words to ensure the logical flow of ideas.
3. Observe formal tone.
4. Utilize proper language and applicable vocabulary to the topic. Similarly, avoid
biased language.
5. Make use of formatting, nonlinear texts such as flowcharts, graphs, graphic
organizers, and digital texts with hyperlinks when needed.

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Quarter 3
LESSON 3

Persuasive Writing Techniques

Persuasive Writing
• a type of writing that aims at convincing people to think, feel, or to act in the
writer’s way.
• Persuasive texts may be in the form of essays in books, articles in newspapers
and magazines, posters and, of course, advertisements. All these forms of
persuasion try to get the readers to agree or to take an action.

A persuasive writing usually contains:

a) the writer’s opinion, which he/she wants the readers to accept;
b) evidence or information to support the writer’s opinion;
c) the action that the writer wants the readers to do.

Here are some of the effective and commonly used persuasive techniques used
by writers to achieve their purpose.
1. Rhetorical Question. This is a question that is not intended to be answered.
Instead, it is meant to state the obvious, or to challenge the readers and to
make them think.
2. Repetition. Repeating key words or phrases will likely make readers
remember them.
3. Bandwagon. This is the technique that would convince a reader to believe
in an idea because the majority or everybody else believes it’s true.
4. Appeal to Emotion. The use of emotive language can help sway the readers
to side with the writer or to do what he says. For example: Be thankful that
you have more than what you need. Others children do not even have a
roof above their head, but they study harder than anyone.
5. Appeal to Authority. The writer needs to establish himself as an authority
in the topic he is writing about by using facts, figures, and other proofs
that would support his opinions or claims.

From these techniques mentioned, it is evident that the writer would usually use a
passionate, personal, or emotional tone when addressing the readers. Take note also,
that writers usually use two or more of these techniques when composing a
persuasive text to add impact to their statements, but they should first know their
audience or target readers in order to identify the best techniques that would work.
For instance, when writing to persuade a group of professionals, emotive language may
not work as effective as it would to a group of teenagers.

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Structure of Persuasive Writing

d
f
f
r
Persuasive vs Argumentative Writing
Characteristics Persuasive Argumentative
Goal To get reader to agree with To get reader to acknowledge
you/your point of view on a that your side is valid and
particular topic. deserves consideration as
another point of view.
General technique Blends facts and emotion in Offers the reader relevant
attempt to convince the reader reasons, credible facts, and
that the writer is “right.”(Often sufficient evidence to support
relies heavily on opinion.) that the writer has a valid and
worthy perspective.
Viewpoint Writer presents one side— his Writer presents multiple
side. perspectives, although is clearly
(Persuasive writing may include for one side.
ONE opposing point, it is then
quickly
dismissed/refuted.)
Audience Needs intended audience. Doesn’t need an audience to
Knowing what they think and convince. The
believe, the writer “attacks” writer is content with simply
attempting to persuade them to putting it out
his side. there
Attitude Persuasive writers want to gain Simply to get the reader to
another “vote” so they “go after” consider you have an idea
readers more aggressively. worthy of listening to. The writer
Persuasive writing is more is sharing a conviction, whether
personal, more passionate, the audience ends up agreeing
more emotional. or not.

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Quarter 3
LESSON 4

Independent Critiquing

Critique
• An in-depth evaluation of a story, novel, film, or other reading/viewing materials
for the purpose of giving the public an insight into the text.
• It is a systematic analysis of a piece of literature that discusses its validity and
evaluates its worth.
• Its main purpose is not informational but analytic and persuasive.
• In analyzing the content, the writer of a critique argues whether it is worthy or not.

Critiques contain a careful evaluation mainly on the following elements of a

narrative: characterization, setting, conflict, plot, dialogue, theme, and style.

In assessing the said elements, there are certain questions that the critic should
ask. David Farland (2017) and other critics enumerated some questions on might use to
judge a story or other narratives:

Setting:
• How well was the setting developed?
• Does it appeal to more than one of the senses?
• Does it inform or connect to other aspects of the story such as character
development and narrative style?
Characterization:
• How well-drawn are the characters in the story?
• Do we know enough about them (life, attitudes, some type of history, etc.) to
make them interesting and relatable?
• Are there unnecessary characters?
Conflict and Plot:
• Is there a conflict in the story?
• Is the plot interesting, original and well-developed?
• Are there unnecessary and confusing subplots?
Theme:
• How well does the story speak to the readers?
• Does it raise questions about life, or provide profound insights?
Style:
• How distinctive or unique is the writing style?
• Are there literary devices or techniques used?
• Is it purposeful?
• Does the style remind you of any other authors you have read?

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Steps To Write an Article Review
• Begin by watching/ reading the literature and annotate as you read/watch
• Note the author’s main point/ thesis statement
• Divide the literature into selections of thought and write a brief summary of each
thoughts in your own words

Introduction
• Name the work being critiqued as well as the date it was made and the author’s
name.
• Describe the main idea or purpose of the work
• Explain the context of the work being critiqued
• Have a concluding sentence that preempts what your evaluation of the work will
be.
Summary
• Summarize the author’s purpose and main point/ evidence cited that are used for
back up.
Review and Evaluation
To critically review the literature, answer the ff:
• 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?
• Did the author build logical arguments?
• Is there other evidence that would support counterargument?
• Are the article and the evidence still valid or are they outdated, leading to invalid
conclusion?
• Was the author successful in making his point?
Conclusion
Wrap up by:
• Stating whether you agree with the author
• Back up your decisions by stating your reasons
• Give general opinion of the work.

• Don’t forget to include all resources cited in your critique (Reference List)

Checklist for Critique

✓ 1. Mentioned the name of the work the date of creation and the name of creator
✓ 2. Accurately summarized the work being critique
✓ 3. Mainly focused on the critical evaluation of the work
✓ 4. The critique is systematically outlined to achieved the overall purpose
✓ 5. Used evidences, from the work itself as other sources, to support and illustrate
the assessment
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 ✓ 6. Formed an overall evaluation of the work based on critical reading
✓ 7. Used a well-structured intro, body, conclusion
✓ 8. Used correct grammar, spelling, punction, and appropriate referencing style

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Quarter 3
LESSON 5A

Critiquing using Literary Approaches -

Structuralist/Formalist

Etymology: The word ‘formalism’ derived from the word ‘form’ or structure. The ‘ism’
is a belief or an approach of looking at things

Formalism or Formalist Approach

- It discovers the true meaning of a work by giving attention to the form or structure,
elements and literary devices operating in it.
- It scrutinizes the plot (chronological sequence) and the conflict in a story.
- It analyzes the work as a whole, the form of each individual part of the text from the
individual scenes and chapters, the characters, the settings, the tone, the point of view,
the theme, and all other literary elements and devices such as imagery.

Character - It is a person, animal, being, creature or anything personified in a story.

Setting - It is not only the place and time a story takes place but also includes the
atmosphere.

Tone - It is the overall emotion conveyed by both the choices of words, theme, sensory
images, symbolism and the narrator of the story such as suspenseful, affectionate,
happy or sad.

Point of View - It answers the question “Who is telling the story?”

Types:
1. First person - It uses either of the two pronouns “I” or “We”. The narrator is a
participant in the story relating his or her own experiences directly or an observer.
2. Second person - The story is told to “You”.
3. Third person - It uses pronouns “They”, “She”, “He”, “It” or a name. The narrator
may be omniscient (all-knowing) or has a full access to the thoughts and
experiences of all characters in the story or may be a limited omniscient who
usually cannot see into minds or know the future, etc.

Theme - It is the author’s message to the readers.

Imagery - It consists of descriptive language to create images in the mind of the readers
through their senses.

- It studies how the elements work together to form unity and to give meaning to a text.
a. How do elements conspire or work together?
b. How does the conflict affect the characters’ actions?
c. What do the objects, events, images or actions symbolize?
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 • It examines a text exclusively as a self-contained object in isolation from the
world, biographical information about the author, or the text’s effect on the
reader.
• It does not concern the historical events outside of the story, social, cultural,
religious nor political ideas.
• It emphasizes the value of the text as an entity in itself.

Guide Questions for Formalist Approach

• How does the work use imagery to develop its own symbols? (i.e. making a
certain road stand for death by constant association)
• How do character, plot and setting develop the story?
• How does irony work in the novel?
• How is the setting significant in this particular story?
• What does the form of the work say about its content?
• Is there a central/focal passage that can be said to sum up the entirety of the
work?
• How do the rhythms and/or rhyme schemes of a poem contribute to the meaning
or effect of the piece?

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Quarter 3
LESSON 5B

Critiquing using Literary Approaches -

Readers Response

Reader Response
• It suggests that the role of the reader is essential to the meaning of a text, for
only in the reading experience does the literary work come alive.
• Its purpose is to examine, explain, and defend your personal reaction to a text.
There is no right or wrong answer to a reading response.
• Nonetheless, it is important that you demonstrate an understanding of the
reading and clearly explain and support your reaction.

Guide Questions for Readers Response Approach

• How can you connect the author’s life to his/her text? Are there common issues,
events, concerns?
• Is the author part of a dominant culture, and how does that status affect the
work?
• What events occurred surrounding the original production of the text? How may
these events be relevant to the text under investigation?

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Quarter 3
LESSON 5C

Critiquing using Literary Approaches -

Feminist

Feminism
- is a field of study that explores issues related to sex, gender, gender expression,
gender identity, and sexuality as they are understood via social theories and political
activity.

Feminist Literary Approach

• Any interpretation of the text is influenced by the reader’s own status, which
includes gender and attitudes towards gender
• Men and women are different: they write differently, read differently, and write
about their reading differently

Practices
• Identifies the gender of the author and narrator/ main character of the text.
• Observes how sexual stereotypes might be reinforced or undermined in the text
specifically how the text reflects, distorts, or supports the place of women (and
men) in society.

Guide Questions when writing a critique using Feminist Criticism Approach

• What types of roles do men/women have in the text?
• Do any stereotypical characterizations of men/women appear?
• What are the attitudes toward women held by male characters?
• What is the author’s attitude toward women in society? Explain your reasoning
using detailed examples from the text.

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Quarter 3
LESSON 5D

Critiquing using Literary Approaches -

Marxist

Marxism
- society develops through the conflict between opposing social classes. This struggle
leads to changes and transformation in society
- Literature often shows the struggle between social classes and the desire for wealth,
many characters are shaped by their need for money or power. A story can also reveal
the author’s own social background or their thoughts about class and inequality, whether
deeply explored or only briefly mentioned.
- seeks to show how the economically powerful exploit and dominate the economically
disadvantaged. Moreover, Marxist criticism also points to how class conflict is obscured
and hidden in ideology

Guide Question for Marxist Approach

• How does the author’s social and economic class show through work?
• Does the work support the economic and social status quo, or does it advocate
change?
• What role does the class system play in the work?
• What role does class play in the work; what is the author’s analysis of class
relations?
• How do characters overcome oppression?
• What does the work say about oppression; or are social conflicts ignored or
blamed elsewhere?

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Quarter 3
LESSON 5E

Critiquing using Literary Approaches -

Historical

Historical Literary Approach

- It looks at the time in which a text was written to determine how it was interpreted by its
contemporaries
- It demonstrates how a literary work reflects ideas and attitudes of the time in which it
was written

Beliefs and Practices

• Interpretation of a text should be based on an understanding of its context.
• The context includes information about the author; when the text was written
where the text was written.
• Research the author’s life and relate that information to the text.
• Research the author’s time and location (Political and Economic History) and
relate that information to the text.

Guide Questions to ask in critiquing using Historical Approach

• When was the work written? When was it published? How was it received by the
critics and public? Why?
• What does the work’s reception reveal about the standards of taste and value
during the period it was published and reviewed?
• How do the power relations reflected in the literary work manifest themselves in
the cultural practices and social institutions prevalent during the timer the work
was written and published?
• What other types of historical documents, cultural artifacts, or social institutions
might be analyzed in conjunction with particular literary works? How might close
reading of such nonliterary “text” illuminate those literary works?
• To what extent can we understand the past as it is reflected in the literary work?
• To what extent does the work reflect differences from the ideas and values of its
time?

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Quarter 3
LESSON 5F

Critiquing using Literary Approaches -

Moral-Philosophical

Moral-Philosophical Literary Approach

- The concern is not only to discover meaning but also to determine whether works of
literature are both true and significant.
- Literature that is morally sound and encourages virtues is praised while literature that
misguides and corrupts is condemned.

Guide Questions when writing a critique using Moral-Philosophical Approach

• What view of life does the story present?
• What moral statement does this story make? Is it explicit or implicit?
• What is the author’s attitude toward his world? Toward fate? Toward God?
• What does the work say about the nature of good or evil?

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