Quarter 3 – Lesson 1

Language Used
in Academic
Text
English for Academic and Professional Purposes (EAPP)
What is Academic Language?
 Language used in textbooks, classrooms, and tests.
 Essential for students to succeed in any content area.
 Includes:
- Discipline-specific vocabulary
- Grammar and punctuation rules
- Rhetorical conventions and devices (techniques used by writers
and speakers to make their ideas clear, persuasive, and engaging)
 Where Academic Language is Used
Textbooks Essays Research
Books that provide organized Short pieces of writing that Papers
Formal documents
information and lessons express ideas, arguments, or presenting an investigation,
about a specific subject for reflections on a particular analysis, and findings based
study. topic. on evidence and data.

Classroom
Book Reports Academic
Discussions and
Journals
Reports
Summaries and evaluations
of a book’s content, themes, Periodical publications Structured exchange of ideas
and author’s message. containing scholarly articles and presentations of findings
and research studies written or observations done in an
by experts. academic setting.
Characteristics of
Academic Text
Academic text is formal, objective, explicit, and cautious.
It requires the use of strict style, register, and format.
 1
Formality
• Reflects a dignified and precise tone suitable for the academic community.
• Avoid the following:
- Colloquial words and expressions: yup, ‘cuz, kiddo, bestie,
grub, stuff, sort of
- Contractions: can’t, doesn’t, shouldn’t, they’re, ain’t
- Two-word verbs: put off, bring up, work out
 2
Objectivity
• Focuses on information and arguments, not personal opinions.
• Avoid using personal pronouns (I, we, you).
• Use “it” constructions:
- Don’t write: I also found that the results of this study concurred with Berg’s
(1975)
hypothesis that seeds are protected from fire through their burial in ants’ nests.
- Write: It was also found that the results of this study concurred with Berg’s
(1975)
hypothesis that seeds are protected from fire through their burial in ants’ nests.
 3
Explicitness
• Use signposting or transition words to show logical connection between
ideas.
• The following are common signaling words:
 Purpose Examples
Time/Order at first, finally, next, later, to begin with
Comparison/Similar Ideas in the same way, similarly, in comparison
Contrast/Opposite Ideas however, in contrast, on the other hand, yet, but
Cause & Effect because, as a result, therefore, thus
Examples for example, such as, for instance
Generalization generally, in most cases, usually
Summary/Conclusion in conclusion, to sum up, overall
Explanation/Equivalence in other words, that is to say, or rather, to put it another way
Addition furthermore, moreover, in addition
Emphasis especially, particularly, notably
 4
Caution
• Avoid sweeping generalizations; academic writing values accuracy and
evidence.
• Use hedging expressions to show careful reasoning. Hedging expressions
are words or phrases used to show caution or uncertainty in
writing instead of sounding too direct or absolute.
 4
Caution
Common Hedging Words:
 Verbs: seem, tend, suggest, appear, indicate, believe, assume
 Modals: may, might, could, would
 Adverbs: possibly, probably, perhaps
 Nouns: assumption, possibility, probability
 Phrases: It seems that…, It might be possible that…, It might be
suggested that
 Summary
Academic language is:

Formal – uses precise and appropriate words

Objective – focuses on ideas, not personal opinions

Explicit – uses clear transitions and connections

Cautious – avoids absolute claims and shows careful reasoning

Quarter 3 – Lesson 2

TEXT STRUCTURE
Knowledge of Text Structure
Understanding text structure helps readers
comprehend and organize ideas effectively.

According to Cataldo and Oakhill, readers

who lack background knowledge on a topic
rely more on the structure to understand the
text.
Definition of Text
Structure
Text structure refers to the internal
organization or framework of a text.
01

Writers use specific structures to

communicate ideas clearly and
02 logically.

Meyer (1985) emphasizes that the

chosen structure should match the
03 writer’s purpose and message.
 Types of Text Structures

Cause and Effect Chronological Compare and

Order Contrast

Data Overload
Problem and
Description
Solution
 Cause and Effect

• Explains the reason something happens and the

results that follow.
• Helps readers understand relationships between
events or ideas.
• Signal words: because, as a result, consequently,
therefore, due to
Example:

Many people think that they can

get sick by going into cold
weather improperly dressed;
however, illnesses are not
caused by temperature— they
are caused by germs.
 Chronological Order

• Also called sequence or

time order.
• Presents events or steps in the order
they occurred.
• Common in stories, historical accounts, and
procedures.
• Signal words: first, next, later, finally.
Example:

This morning was crazy. My alarm clock was set for PM

instead of AM, so I woke up really late. First, I threw on
some clothes and ran out the door. Second, I rode my bike
as fast as I could and thought that I was going to be late for
sure, but when I got there everyone was outside and there
were firetrucks all lined up in front of school. Third, I guess
somebody pulled the fire alarm before class started. Finally,
it worked out though, because nobody really noticed or
minded that I was tardy.
 Compare and Contrast
Apples and Oranges

Different
Alike 1. People don’t
1. Both are fruits. eat orange skins.
2. Both have skin. 2. Oranges have
more juice.

• Shows similarities and differences between two or more

things, ideas, or people.
• Helps readers see relationships, patterns, and distinctions.
• Signal words: like, similar, unlike, on the other hand, also,
in contrast.
Example:

By consuming healthy food, fatigue,

depression, headache, joint pains, and
lungs problem could be resolved on the
other hand unhealthy food welcomes
the cardiovascular diseases (CVD),
obesity, diabetes, and also other
chronic diseases.
 Description
Two windows on the A television across from
west wall. the bed.
My
Bedroom

• Gives detailed information about a person, place,

object, or event.
• Helps readers visualize and form a clear picture.
• Signal words: beside, above, below, near, to the
right of, next to.
Example:

In the art room, colorful paintings hang above the long wooden
tables where students usually work. Beside the wide windows,
jars of paintbrushes and pencils are neatly lined up. In front of
the teacher’s desk, a large easel displays the beautiful artwork of
the week. The storage cabinets are to the left of the door, while
the sink for cleaning brushes is in the corner near the window.
Across from the shelves, a bulletin board shows bright photos
from the latest art exhibit. Every space in the room seems vibrant
and full of creativity.
 Problem and Solution

A property is being Require a license to

spray painted. buy a spray paint.

• Identifies a problem and suggests one or more ways

to solve it.
• Different from cause and effect because it always
provides a solution.
• Signal words: problem, solution, solve, issue
Example:

It seems like there has been a surge in teen

pregnancies these days. Teen pregnancies
make it very difficult for young mothers to
pursue their dreams and meet the demands of
an infant. Fortunately, most teen pregnancies
can be easily prevented by using birth control;
however, even birth control is not 100%
effective. The most effective way to prevent
teen pregnancies is abstinence, which is 100%
effective.
Let’s Practice!
Identify the text structures of the given passages.
Low Test Scores: Many students have been getting low
scores on tests and this is upsetting to parents, teachers,
and students. Low test scores show that teachers aren’t
teaching effectively or that students aren’t learning. Either
way it’s an issue with which we are concerned. I propose
the following: any teacher who is giving a test should
open up their classroom for study groups the night and
morning before the test. Maybe by giving students extra
opportunities to study, we can improve students’ test
scores.

Problem and Solution

Let’s Practice!
Identify the text structures of the given passages.

Peanut Butter and Jelly: After a long day at school, I

came home and watched “Cops,” my favorite show.
During the commercial breaks, I got up and made a
peanut butter and jelly sandwich. I took the bread out of
the cabinet, spread the jelly and peanut butter on the
bread, and stuck the two pieces together. I enjoyed that
sandwich as I watched the rest of “Cops.”

Chronological
Let’s Practice!
Identify the text structures of the given passages.

Eligibility: Being involved in after school sports and clubs

is not a right. It is a privilege. Therefore, students have to
meet eligibility requirements. If students have any “D”s or
“F”s, they are not allowed to play. Also, if students have
behavior issues in class, they cannot be on the team or in
the club. Lastly, students need to keep good attendance.
If students miss school, they most certainly cannot come
to practice. Being on a team is a lot of responsibility. If
students are not proving to be responsible, they will not
be permitted to be in clubs or teams.

Cause and Effect

Quarter 3 – Lesson 3
TECHNIQUES IN
SUMMARIZING
ACADEMIC TEXT
 Definition of a Summary

A summary is a shortened version of a text

that keeps only the essential information.
It avoids opinions or value judgments and
focuses solely on the main ideas.
 A summary gives a concise overview or
digest of an entire text’s essence.
It helps readers quickly understand the main
points without reading the whole passage.

Purpose of a
Summary
Various Techniques in Summarizing

01
The Cornell Method

02 Summarizing an Experimental Report

03 Summarizing Argumentative or
Theoretical Texts
04
 The Cornell
Method

➢ This method divides the page into two

columns, main points on the left and
details/explanations on the right.
➢ It helps organize information logically and
makes reviewing easier.
 Dolphin May Get A Prosthetic Tail
CLEARWATER, Fla. - The news from Indian River Lagoon was too familiar: another dolphin
gravely injured because of human action. The baby bottlenose dolphin lost her tail, but perhaps
her life could be saved. The solution for the dolphin — dubbed Winter — may be a prosthetic
tail. A fisherman found her tangled in the buoy line of a crab trap in Indian River Lagoon near
Cape
Canaveral. The line tightened around her tail as she tried to swim away, strangling the blood
supply to her tail flukes. "It looked like paper," Zucker said of Winter's tail. Winter learned how to
swim without her tail, amazing her handlers with a combination of moves that resemble an
alligator's undulations and a shark's side-to-side tail swipes. She will be a permanent resident at
the aquarium, even if she gets a prosthetic tail. Zucker has formed a team to discuss the
prospects of designing a tail for Winter. Fuji, an elderly dolphin who lives at an aquarium in
Okinawa, Japan, had part of his tail remaining on which to attach a prosthesis. Veterinarians are
unsure if a prosthesis will be beneficial or harmful in the long term. The cost of the prosthetic tail
is unknown. "All I know is Fuji's tail cost $100,000 — and that was in 2004," McCulloch said.
"We're a mom and pop shop," Zucker said. "It's a labor of love." It's the cost of the long-term care
of Winter — and the other injured animals in her care — that worry her. Winter is a living
reminder for humans to be careful about what they leave in the water. "The kids get it right
away. It's the adults, more creatures of habit, who take more persuasion," McCulloch said. "You
can't
outlaw fishing line, but you can educate a fisherman not to use careless techniques such as
tossing out line."
 Main Points Explanations
• Dolphin lost tail Due to human action
got caught in a line of crab trap
• put in an aquarium
• learned to swim without her tail but cannot swim like other dolphins
• prosthetic tail can be a solution - it’s costly
- requires a long time to develop
- dolphin cannot leave the pool
even
with the tail
• real solution is to educate - will require long-term care
humans especially fishermen about fishing
without harming other animals in
water
Summary: The Dolphin That Lost Its Tail
A dolphin -named Winter- lost her tail through
human action. She was caught by a crab trap line
and lost her tail while trying to swim away.
Scientists found and fed her. Then she started to
swim but like no other dolphins. Her swimming
style could be harmful to her so scientists
decided to solve this problem with a prosthetic tail.
This was done by Japanese before but that
dolphin lost only a part of her tail. A prosthetic tail
could be a solution but it was expensive and
difficult to create. Also, Winter wouldn't swim like
other dolphins that meant she would live in an
aquarium for her entire life. A lot of different
people helped to design the tail. However, all
these
weren't the real solution. the perfect solution was
teaching adults especially fishermen to be more
careful.
 Summarizing an
Experimental Report
➢ Summarizing an experimental report requires a clear understanding
of the experiment’s methods and discussion. Most reports are
organized in a specific order: purpose, method, results, and
conclusion.
➢ The purpose explains why the experiment was conducted, while the
method describes how it was carried out. The results highlight the key
findings, and the conclusion states what those results mean or imply.
 Black Tea ‘Soothes Away Stress’
The study of black tea - instead of green or herbal varieties - found it helps cut levels of the
stress hormone cortisol circulating in the blood. They found people who drank tea were
able to de-stress more quickly than those who drank a tea substitute. The University College
London study is in the journal Psychopharmacology. In the study, 75 young male regular tea
drinkers were split into two groups and monitored for six weeks. They all gave up their normal
tea, coffee and caffeinated beverages, and then one group was given a fruit-flavoured
caffeinated tea mixture made up of the constituents of an average cup of black tea. The
other group was given a caffeinated placebo identical in taste, but devoid of the active tea
ingredients. Both groups were subjected to challenging tasks, while their cortisol, blood
pressure, blood platelet and self-rated levels of stress were measured. The tasks triggered
substantial increases in blood pressure, heart rate and subjective stress ratings in both of the
groups. However, 50 minutes after the task, cortisol levels had dropped by an average of 47%
in the tea-drinking group compared with 27% in the fake tea group. Blood platelet activation –
linked to blood clotting and the risk of heart attacks - was also lower in the tea drinkers. In
addition, this group reported a greater degree of relaxation in the recovery period after the
task. Professor Steptoe said it was unclear what ingredients in tea were responsible.
"This has important health implications because slow recovery following acute stress has
been associated with a greater risk of chronic illnesses such as coronary heart disease."
 Black Tea ‘Soothes Away Stress’

Method:
▪ Subjects: 75 young male regular tea drinkers
▪ Experimental designs: Subjects divided into two groups monitored for two weeks
o Experimental group: given caffeinated tea mixture
o Control group: placebo drink
▪ Task: both groups given challenging tasks: Subjected to one of three stressful situations
and asked to prepare a verbal response
Results:
▪ Increased blood pressure, heart rate and subjective stress ratings in both groups
▪ 50 mins. after the task, cortisol levels dropped by an average of 47% in tea drinking group
27% in the fake tea group
▪ Blood platelet activation was lower in tea drinkers
▪ Tea drinkers: greater degree of relaxation in recovery period
Conclusion and Discussion:
▪ Tea drinkers recover from stress more quickly than those who drink a fake tea substitute •
▪ Unclear if ingredients in tea responsible
▪ Tea drinking does not decrease stress levels but brings stress hormone levels back to normal
more quickly
▪ Important because slow recovery after acute stress lead to chronic illnesses e.g., heart
disease
Summary: Black Tea ‘Soothes Away Stress’

In a study done at University College of London it was found

that black tea helps to reduce stress levels after stressful
events. In the study 75 young male regular tea drinkers
were divided into 2 groups and were monitored for 2 weeks.
One group of subjects was given a caffeinated tea mixture
while the second group was given only a placebo drink.
After that period, both groups were placed in one of the
three stressful situations. The challenging task increased
blood pressure, heart rate and subjective stress ratings in
both groups. However, after 50 minutes it was observed that
the tea drinkers recover from stress more quickly than those
who drank a fake tea substitute. Although it is unclear if
ingredients in tea are responsible, this is an important
finding because it is known that slow recovery after a
stressful situation leads to chronic illnesses such as heart
disease.
 Summarizing an Argumentative or
Theoretical Texts
➢ Follow the author’s main line of reasoning and identify their arguments.
➢ Spot counterarguments used to refute opposing views.
➢ Differentiate between main ideas and supporting evidence.
➢ Note or highlight:
• Thesis or main claim
• Primary assertions or findings
• Supporting evidence for each point
➢ In the first draft of the summary:
• Introduce the full title, author’s full name, and topic of the reading.
• Explain the important content in the body clearly.
➢ Make sure the summary is:
• Comprehensive: includes all the major ideas and findings
• Accurate: reflects the author’s ideas correctly
• Neutral: avoids personal opinions or comments
• Independent: understandable even by someone who hasn’t read the original
text
 Monkey Brain Research: The Case Against
Dr. Ray Greek, medical director of Europeans For Medical Advancement, puts the case
against using monkeys in neuroscience research The planning inspector who conducted
the public inquiry concluded that no national need for brain research on primates had
been demonstrated at the inquiry. There is abundant evidence of harm to humans as a
result of experiments on primates. Many drugs that were safe for primates have gone on to
injure and kill people. For example, amrinone (for heart failure) was tested on numerous non
human primates and released with confidence. However, one in five human patients
haemorrhaged as the drug prevented normal blood clotting. An Alzheimer's vaccine was
withdrawn in 2001 when it caused serious brain inflammation in patients, after proving safe
and effective in tests on monkeys. The most dramatic differences between humans and
other primates are in the brain. Our brain is four times larger than that of a chimpanzee,
which is four times larger than that of a macaque. EVIDENCE Biochemical pathways in the
human brain are unique. Gene expression in our brain is dramatically different from that of
the chimpanzee. Everything we know about these diseases has been learned from
autopsies of patients, population research and studies using human tissues cultured from
biopsies or autopsies. It is in human tissue that we will find the answers to these diseases. The
funding for the primate centre would be better spent on more scientifically modern and
reliable research methods involving DNA microarrays; bioinformatics; micro dosing with
subsequent Pet analysis; human stem cells; large clinical studies and so on.
 Monkey Brain Research

Thesis: no need for brain research on monkeys

Arg 1: research on primates cannot predict side-effects on humans

Ex: amrinone no harm on primates but bleeding in humans
Ex: Alzheimer’s vaccine no harm on primates but brain inflammation in humans
Arg 2:
• human and primate brains are completely different
• can’t understand human brain by experimenting on monkeys
Difference:
Ex: human brain 4 times larger > chimp brain
Chimp brain 4 times larger > macaque brain
Ex: biochemical pathways in human brain
Ex: genetic expression
Arg 3:
• real answers in human tissue
• All knowledge about human diseases came from autopsies, pop research and studies on human
tissues

Conclusion: funding better spent on research involving DNA arrays, bioinformatics, microdosing, human
stem cells, large clinical studies not animal research
Summary: Monkey Brain Research: The Case Against

Dr. Ray Greek, medical director of Europeans For Medical

Advancement, in his article titled “Monkey Brain Research:
The Case Against” asserts that there is no need for monkey
brain research. Dr. Greek states that brain research on
monkeys cannot predict side effects on human beings. Many
drugs and vaccines that had no side effects on primates may
cause serious damage in humans, e.g. an Alzheimer’s
vaccine that was seen completely harmless on primates
caused brain inflammation in humans. Another reason why
we should not conduct experiments on primates is that
human and primate brains are completely different in size,
biochemical pathways and genetic expression. Finally,
knowledge about human diseases came from autopsies,
population research and studies on human tissues. Greek
concludes that funding had better be spent on research
involving DNA arrays, bioinformatics, human stem cells and
not on animal research.
Quarter 3 – Lesson 4

Stating the Thesis

Statement
 What is a Thesis
Statement?
• The overall idea or main claim of the writer
• Shows the topic + writer’s stand
• Guides the direction of the entire paragraph or
paper
• Essential in understanding the writer’s purpose
“Wearing mask helps greatly in preventing
the spread of the corona virus among
people. Since the virus can spread
between people interacting in close
proximity — for example, speaking,
coughing, or sneezing — even if those
people are not exhibiting symptoms. Masks
should be worn anytime you are in public
or people are nearby. Masks act as a
physical barrier to protect you and others
from viral and bacterial particulates. They
are a likely reason why the virus has been
better controlled in China, South Korea,
Japan, and other countries”.
 Specific

Key Points to
Remember
When Stating a
Thesis Statement Debatable

Supported by
Evidence
A Thesis Statement Must be Specific
• Clear and focused on a particular area
• Avoids broad, general statement

Example:
“Vape smoking should be completely banned
because studies show that it can be harmful to
health.”

Gives a definite point + a reason

(scientific studies on health risks)
A Thesis Statement Must
be Debatable
• Should express a claim that people may
agree or disagree with

Example:
“Men and women should not be restricted on
roles they should perform even if they have
definite tasks assigned to them.”

Invites discussion or argument

A Thesis Statement Must
be Supported by Evidence
• Should be backed up by facts, research, or
examples

Example:
“Pregnant women shouldn’t use medical
marijuana without first checking with their health
care provider. Animal studies suggest that
moderate amounts of THC given to pregnant or
nursing animals could have long-lasting effects
on offspring, including abnormal social
interactions and learning issues. This indicates
potential risks for human pregnancies.”
LET’S PRACTICE
Read the following paragraphs and state the thesis statement.
I believe that cell phones should absolutely be
allowed in the classroom, but with a few restrictions
and rules in place. First, cell phones give us instant
access to a wide variety of information and can
help us answer questions we might have. Also, cell
phones can be useful tools for creating and writing,
which can help students organize their thoughts and
work. Finally, cell phones keep us in touch with
people and are incredibly useful in the case of an
emergency. By the end of this essay, you will also
feel that cell phones should be allowed in the
classroom.
The biggest thing I dislike about presidential elections is my
inability to take part in the process of electing the president. I
am captive to television and radio ads that interrupt my
regularly scheduled programming to sell me on a candidate,
and I am forced to search for the “actual” news, which for
days on end is mostly filled with details about the campaigns
and not much else. I listen to the ads, and I read the news, yet
I am powerless to act because I am only 16. However, four
years from now, I will be 20; I will be in college or the
workforce, and what goes on after the president is elected will
have a direct effect on my life. By the time I’m 18, it will be too
late to speak up for the things that will matter to me then—
money for college, affordable health insurance, and the
availability of jobs. In our country, 16-year olds should be
allowed to vote because many important issues, such as
money for college, will have a significant impact on them.
While I do feel that Bierson has failed to present conclusive
evidence of the harmfulness of marijuana through the points
made, it is not a proper statement to claim that marijuana is
"harmless" either. Even though the properties of marijuana
have shown not to be physically addictive, one can become
psychologically addicted. However, this is true of just about
anything that can give one pleasure, such as chocolate,
gambling, or shopping. No substance will be safe for
everybody, under all circumstances, or when used in
excessive amounts. For example, over-the-counter
medications can be deadly for those who are allergic or who
overdose. On the other hand, marijuana overdose has never
been a sole reported cause of death: the amount of
cannabinoids required to have a lethal effect are more than
40,000 times the necessary dosage for intoxication, making it
highly unlikely that a person would be able to or could be
Quarter 3 – Lesson 5

Outlining Reading Texts

 What is an
Outline?
A tool used to
2015 2016 Uses
2017 numbers
2018 or
organize notes letters to show
and ideas before the order of
writing. points.

Helps writers Writing key ideas

visualize the per paragraph
structure of their guides the writer
essay, like an idea
while drafting.
map.
Purpose of an Outline
Arranges the flow of ideas
logically.

Makes the essay writing

easier and more coherent.

Ensures that writer stays

focused on the main points.

Helps create a well-written

and understandable essay.
Thesis statement: Lasers in medicine
have so much improved the way of life
of people.
I. Origins
II. Definition and explanation
III. Medical uses of lasers
 Types of Outlines

01 Topic Outline

02 Sentence Outline
 01 Topic Outline I. Micro-Business Today
A. Unemployment
• Uses keywords or short phrases. B. Definition of Micro-Business
C. Benefits of Micro-Business
• Shows main ideas and subtopics
II. Prospects in Micro-Business
briefly. A. Industry

• Good for quick idea mapping. B. Agribusiness

C. Services
III. Procedures in Opening a Micro-
Business
A. Finances
B. Business Permits
C. Location
 02 Sentence Outline I. Micro-business is becoming a popular
livelihood among Filipinos.
• Uses complete sentences instead of A. Engaging in micro-business helps
reduce unemployment.
keywords.
B. It operates on a small scale.
• Each point expresses a full idea. C. It offers many benefits: flexibility,
uniqueness, expertise.
• Helpful when details must be clearer
II. Micro-business provides many livelihood
before writing. opportunities.
A. Food, retail, and health & fitness are
promising industries.
B. Agribusiness includes organic farming,
vegetable cultivation, ecotourism.
C. Service industries include landscaping,
hotels, dry cleaning, hair cutting.
Quarter 3 – Lesson 6

Writing a Critique:
Critical
Approaches
What are Critical Approaches?
• Also called lenses used to analyze, interpret,
and understand a literary work more deeply.
• Like wearing sunglasses or filters, they change
how we see a text.
• Help readers interpret a work in different ways.
• Allow deeper appreciation by revealing
multiple meanings.
• Can be applied to literature, artworks, events,
and programs.
 Most Common
Critical Approaches
➢ Formalist
➢ Biographical
➢ Historical
➢ Psychological/Psychoanalytical
➢ Reader-Response
➢ Marxist
➢ Feminist
Formalist Approach (Formalism)

Focus: The text itself

Main idea: Meaning is found within text, nothing
outside it.

• Analyzes the form and structure of the work

• Does not consider the author’s life, historical
context, or the reader’s feelings or experiences
• Analyzes elements like characters, plot, setting,
tone, imagery, symbols, language

Common example: answering text-based

questions purely from text, not personal
experiences
Formalist Approach (Formalism)

Little Red Riding Hood

Characters: Little Red Riding Hood, the Wolf

Setting: Forest, Grandmother’s house
Plot: Girl goes to visit grandmother → meets
wolf → deception → danger
Symbols: Red hood, wolf
Theme: Obedience, danger of trusting strangers

Formalist interpretation:
• The red hood symbolizes danger or innocence entering
danger.
• The wolf represents deception and hidden threats.
• The plot structure builds suspense to teach a moral lesson
about caution.
Biographical Approach

Focus: Author’s life experiences

Main idea: A writer’s life influences the meaning of
their work.

• Uses the author’s life to understand their work.

• Relies on autobiographies, letters, diaries, and
personal documents.
• Goal: explain why the author wrote the piece.
 Biographical Approach

Starry Night by Vincent Van Gogh

Biographical interpretation:
• Painted during his stay in an asylum.
• The chaotic sky mirrors Van Gogh’s
depression, paranoia, and
emotional turmoil.
• Style shift (bright → gloomy) aligns
with his worsening mental state.
Historical Approach
(New Historicism)

Focus: Time period, culture, events, and social

conditions
Main idea: A literary work is shaped by the society in
which it was produced.

• Examines the social, cultural, and intellectual

context during the time the work was created.
• Focuses on how the era influences the work’s
meaning.
• May include but is not limited to author’s biography.
 Historical Approach
(New Historicism)

Noli Me Tangere by Jose Rizal

Characters: Maria Clara (ideal Filipina), Crisostomo
Ibarra, Padre Damaso (Spanish abuse)
Setting: Spanish-era Philippines
Plot: Illustrates injustices under colonial rule
Conflicts: Oppression, racism, corruption

Historical interpretation:
• Reflects abuses of Spanish friars and civil guards.
• Shows real social issues in the 1800s: discrimination,
inequality, suffering of indios.
• Written to awaken nationalism and expose
injustice.
Psychological/Psychoanalytical
Focus: Character’s minds, author’s mind, human behavior
Main idea: Literature reflects emotional struggles, motives,
and unconscious desires.

• Studies the minds, feelings and behaviors of the

characters.
• Psychological: Focuses on conscious thoughts, emotions,
and actions.
• Psychoanalytical: Focuses on hidden motives,
unconscious desires, and internal conflicts (Freudian
ideas).

• Strongly influenced by Sigmund Freud’s theory of the

psyche:
• Id – impulsive, unconscious desires
• Ego – realistic mediator between id and society
• Superego – moral conscience; aims for perfection
Psychological/Psychoanalytical

Hamlet by William Shakespeare

Characters: Hamlet (conflicted), Gertrude

(mother), Claudius (villain)
Conflicts: Internal conflict, indecision, guilt
Motifs: Death, madness, family tension

Psychological interpretation:
• Hamlet’s indecision reflects inner anxiety and
repressed emotions.
• His obsession with his mother hints at Freud’s
Oedipus complex.
• Mental conflict drives the plot and tragedy.
Psychological/Psychoanalytic
al
Joker (2019)

Characters: Arthur Fleck

Symbol: Mask-like smile
Conflict: Trauma, mental illness, social
neglect

Psychological interpretation:
• Arthur’s behaviors show trauma +
unresolved childhood issues
• His “laughing disorder” becomes a coping
mechanism
• Shows how isolation affects mental
stability
Reader-Response Approach

Focus: The reader’s personal interpretation

Main idea: Meaning is created through interaction
between the text and the reader.

• Meaning is created by the reader, not the text or

author.
• Focuses on the act of reading and personal
interpretation.
• Readers’ experiences shape how they understand
a work.
 Reader-Response Approach

Driver’s License (Olivia Rodrigo)

Interpretation varies:
- Teens who recently experienced
heartbreak feel empathy and
sadness.
- Others may find it dramatic or over-
expressive.
Reader-Response Approach

Harry Potter series

Interpretation varies:
- Younger readers focus on
friendship and adventure.
- Older readers reflect on justice,
morality, and oppression.
Marxist Approach

Focus: Class struggle, power, economics

Main idea: Literature reflects social inequality and
the conflict between the rich and the poor.

• Evaluates how characters represent economic

classes.
• Exposes exploitation, oppression, and power
imbalance.
• Questions who has power, who lacks power,
and why.

Example: Gloc 9’s “Upuan” reveals inequality and

disconnect between the ruling class and the
masses.
 Marxist Approach

Squid Game (2021)

Characters: Gi-hun (poor), Front Man

Conflict: Rich vs. poor, exploitation
Setting: Game arena vs. outside society
Theme: Inequality

Marxist Interpretation:
• Shows how the wealthy exploit the poor for
entertainment.
• Characters symbolize different social classes.
• Critiques capitalism’s brutality and debt-driven
desperation.
 Marxist Approach

Parasite (2019)

Characters: Kim family (poor), Park family (rich)

Setting: The house, the basement
Theme: Class struggle, social mobility

Marxist Interpretation:
• Rich family is oblivious to the struggles of the
poor.
• Basement symbolizes the invisible oppressed
class.
Marxist Approach

Kathe Kollwitz
prints and sculptures
showing poverty and
working-class suffering
Feminist Approach
Focus: Women’s rights, gender roles, patriarchal
system
Main idea: Examines how women are represented
and how gender inequalities appear in literature.

• Challenges stereotypes about women; weak,

emotional, dependent, domestic.
• Analyzes how society limits women’s roles and
opportunities.
• Highlights oppression, discrimination, and lack of
representation.

Example: Women during Spanish era were

expected to become housekeepers, not pursue
higher education.
 Feminist Approach
Pride and Prejudice (Jane Austen)

1. Women were expected to marry for security.

During Jane Austen’s time, women could not own property,
get high-paying jobs, or fully control their finances. Because
of this:
• Marriage was not just romance—it was a woman’s only
path to stability.
• If a woman didn’t marry, she risked becoming financially
dependent on relatives.

2. Elizabeth Bennet challenges social norms.

Elizabeth is considered a feminist character because:
• She refuses to marry just for money or societal pressure.
• She turns down Mr. Collins, even though rejecting him
endangered her future security.
• She believes in marrying for love, not convenience—a
radical idea during her time.
 Feminist Approach

Little Women (Louisa M. Alcott)

• Challenges traditional gender roles for women in the 19th

century.
• Jo March rejects expectations of marriage and “proper”
femininity.
• Shows women pursuing their own dreams (writing, art,
family, personal growth).
• Emphasizes sisterhood—women supporting and
empowering each other.
• Portrays women as capable, strong, and able to shape
their own futures.
Feminist Approach

The Man (Taylor Swift)

Following are excerpts from
reviews/critiques/researches on
different literary pieces. Examine
each and try to figure out which
critical approach was used to
extract the meaning of the
work.
An excerpt from a review of “The Story of an Hour”, a short story
by Kate Chopin (1894)

One of the main events in the story is a loss of someone very

important, more particularly, the loss of Mrs. Mallard’s
husband. Josephine, Mrs. Mallard’s sister, had brought the sad
message that there was a railroad disaster and of those listed
as ‘killed’ was Brently Mallard, who was Mrs. Mallard’s
husband. In Kate’s life, she had lost someone too, in a railroad
accident in 1855. Her father had widowed her mother.

Biographical Approach
An excerpt from a research focusing on various
characters from the “Harry Potter” novels by J.K. Rowling
Elizabeth E. Heilman expresses her disappointment with the main female character,
Hermione Granger, and lists many examples of negative ways women are portrayed
in the novels (Heilman 2003: 222). Contrary to male characters, Hermione often
shows fear - in the first novel, for example, she cowers with fear when she sees a troll,
so that the boys (Harry and Ron) had to rescue her: "[Hermione] was still flat against
the wall, her mouth open with terror" (Philosopher's Stone: 130). Heilman furthermore
claims that girls are represented as anti-intellectual, interested mostly in magic of the
lower order as taught in Divination classes (Heilman 2003: 223); that Hermione's
knowledge is important, but only contributes to Harry's adventures and not hers;
Heilman also points out that the French girl Fleur who takes part in the Tri-Wizard
Tournament in the fourth novel is the only girl in the tournament, she performs the
worst of all, and in the second part of the tournament gets entangled in seaweed
and is unable to save her sister (Harry does that instead); women are usually
described as possessing motherly characteristics - e.g. Professor McGonagall is smart,
but not wise, powerful or brave, she takes care that students go to bed on time, she
is relatively easy to trick and Harry and his friends do that quite often (which is
impossible with Principal Dumbledore); unicorns prefer female touch, etc. (Ibid.: 225).
Feminist Approach
 An excerpt from a review of “The Things They Carried”, a
compilation of short stories by Tim O’Brien (1990)

Intermittent passages describe the nature of things carried by the men and
then list those things. The first such passage begins: “The things they carried
were largely determined by necessity” (O’Brien 706). Necessity is the most
important quality in determining whether something is carried by the men.
We see this in the openings of the subsequent passages of this kind. “The
things they carried was partly a function of rank, partly of field specialty”
(O’Brien 708). “The things they carried were determined to some extent by
superstition” (O’Brien 712). The fact that these passages focusing on rank,
specialty, superstition, and so forth follow the one focusing on necessity—in
addition to the presence of qualifiers such as “partly” and “to some extent”
in the later passages—highlights the prominence of necessity in determining
what it is that the men carry.

Formalist Approach
Quarter 3 – Lesson 7

Steps in Writing a Critique

What is a Critique?
What is a • According to the Cambridge
Dictionary, a critique is a report that
examines and judges a political
Critique? situation, system, or a person’s work or
ideas, often suggesting negative points.
• Related to “criticize,” but not always
negative
• A critique aims to:
- Understand the work’s purpose
- Identify the intended audience
- Examine argument development
- Assess structure of evidence or
creative style
- Recognize strengths and
weaknesses
Uses of Critique
A critique is commonly
used to evaluate written Events
works. It can also analyze:
Theories
News and Feature Articles

Systematic Reviews

Research Papers and Journal Articles

Theater Plays

Images

Films

Artworks
 People think it is tedious
and requires extensive
knowledge. Some believe it must
be very long. BUT, a critique can
be written simply in four easy steps.
STEP 1: PREPARE
A. Examine the Material
• Take notes while reading/examining
• Ask yourself:
- Is the creator’s main point or goal
clear? If not, why?
- Who is the intended audience?
- Does the work provoke emotional
responses (e.g., confusion, joy,
anger)?
- What questions does the work raise?
STEP 1: PREPARE
B. Do Some Research
• Research the context and issues the work responds to
• Helps connect the work to broader ideas or events
• Choose which critical approach to use
• Research becomes essential when selecting
approaches such as the historical approach.
- Historical → study significant events during creation
- Other approaches as needed (based on previous lesson)
STEP 2: WRITE THE INTRODUCTION
A. Give the Basic Information About the Work
• Introduce the work, include:
- Creator’s name
- Title of the work
- Date of creation

B. Provide a Context for the Work

• Give a brief background to help readers
understand the work, mention:
- Issues the creator responded to
- Where artwork was displayed / for whom it
was created
- Keep it brief; save detailed history for the
body
STEP 2: WRITE THE INTRODUCTION
C. Summarize the Creator’s Purpose in Creating the Work
The introduction should summarize the creator’s purpose in
producing the work. The creator’s purpose may be explicit in
research works or implied in creative works.

D. Summarize the Main Points of the Work

You may describe literary or artistic elements for creative works, or
cite hypotheses and research questions for academic texts.

E. Present Your Stand

You should clearly present your stand or thesis statement regarding
the work’s overall effectiveness. Your thesis should indicate
whether your evaluation is positive, negative, or mixed.
NOTE:
• Introduction may have
more than one paragraph.
• Should NOT be longer than
the body.
• Purpose:
- Give small previews of
ideas
- Interest the reader to
continue reading
STEP 3: WRITE THE BODY
A. Choose an Approach
• Decide which critical approach(es) to use
• May use one approach or combine two or more
approaches
• Depends on your research from Step 1
- For example, if you identify symbolisms related to
social classes, then the Marxist approach is
appropriate.
B. Organize Your Points
• You should organize your points in a clear and logical
order.
• If you have three major points, you can devote one
paragraph to each point.
• Your points must reflect the critical approach or
approaches you selected.
STEP 3: WRITE THE BODY
C. Discuss the Techniques or Styles Used in
the Work
• The formalist approach is the easiest and simplest among the
seven approaches
• Using the formalist approach adds clarity
• Examples:
- For a Short story: You can explain how the author’s use of
symbolism (e.g., broken clock representing the character’s
inability to move on, doors = opportunities, rain = sadness,
road = journey, red = love) strengthens the theme.
- For a Poem: You can evaluate how the poet’s use of imagery
creates vivid emotional impact, how the figurative languages
(such as similes and metaphors) are used to deliver the
message.
- For a Song: You can explain how the beat or tone supports
STEP 3: WRITE THE BODY
D. State Your Arguments and Evidences
Your points become stronger if you support it with
evidences. Just make sure that your evidences come
from reliable sources.

E. Use Examples for Each Point

Aside from evidences, your points become easily
understandable if you cite examples related to it.
STEP 4: WRITE THE CONCLUSION
A. Give Your Overall Assessment
Your concluding paragraph should answer if the work
accomplished the creator’s goal. If so, how did it achieve
this success? If not, what went wrong?
B. Summarize Your Key Reasons for this Assessment
One purpose of the concluding paragraph is for emphasis.
This is achieved by restating your key reasons for your
points/arguments, although you have already presented
those in the body.
C. Recommend Any Areas for Improvement
Suggest ways on how the work could have been better.
 FELDMAN How do we
write a critique
METHOD for artworks?
• Developed by Edmund
Burke Feldman (University of
Georgia)
• Most-used formula for art
critique
• It follows four easy steps to
make four paragraphs.
Edmund Burke Feldman
Art professor, critic, and author from the University of
Georgia
 Feldman Method (Four Steps)
Step 2: Analysis
Step 1: Description Focusing on the elements of art and
Pointing out surface information principles of design

DESCPRIPTION ANALYSIS

12 -

34
INTERPRETATION JUDGMENT

Step 3: Interpretation Step 4: Judgment

Stating what the artwork means Expressing opinions on the artwork
based on Steps 1 and 2
 Feldman Method (Four Steps)

01 02 03 04
DESCRIPTION ANALYSIS INTERPRETATION JUDGMENT
In the description, you are In this step, you are still This is the creative part
concerned with only the facts collecting facts about the Discuss the overall
where you get to tell the
and what is seen in work of art.
elements and principles. strengths/ success/ merits
story of the artwork.
What do you know about the
of the work.
artwork? • What elements are used? • Make guesses as to what
• Artist’s name Line, shape, color, the artist is trying to say. • Do you like the artwork?
• Name of the artwork texture, space, and form. (What is the artwork Why/why not? (Use solid
• Material used • What is the mood of the about? evidence to support your
• What do you see in the piece? • What message does this opinion.)
piece? • How does the technique artwork communicate to • What would you change
• Can you describe the used add to the piece? me? about the artwork?
texture of the piece? What • Is the piece balanced? Why? - Explain or tell the • How would you go about
colors are in this work? • Where is the focus of this meaning of the work. doing this yourself?
piece? - You must back up your • What did you like best
• Do you feel a sense of opinion with facts and about this piece? Why?
movement with this piece? clues
you collected during the
Description and Analysis.
 Parallel to
Standard Critique
Structure
• Feldman’s method closely
parallels the structure of a
typical critique paper.
• The Description step functions
like the introduction of a
standard critique.
• The Analysis and Interpretation
steps function as the body
paragraphs.
• The Judgment step functions
as the conclusion of the
critique.
• The two method are
essentially similar but use
different terms suited for visual
arts.