11

English for
Academic and
Professional
Purposes
Quarter 1 – Module 7:
Critique Writing
EAPP-Grade 11
Self-Learning Module (SLM)
Quarter 1 – Module 1: Critique Writing
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writers: Jean M. Dizon
Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
Illustrator: Rowel L. Otero
Layout Artist: John Arvin B. Genosa
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI – Assist. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor /
Coordinator

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@[Link]
 11
English for
Academic and
Professional
Purposes
Quarter 1 – Module 7:
Critique Writing
Introductory Message
For the facilitator:

Welcome to the EAPP-Grade 11 Self-Learning Module (SLM) on Critique Writing!

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

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

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

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.

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For the learner:

Welcome to the EAPP-Grade 11 Self-Learning Module (SLM) on Critique Writing!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!

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.

This module has the following parts and corresponding icons:

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

What I Know This part includes an activity that aims to

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

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

the current lesson with the previous one.

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

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

What is It This section provides a brief discussion of the

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

What’s More This comprises activities for independent

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

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

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

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. 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 What I Know 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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 What I Need to Know

A critique of an article is the objective analysis of a literary or scientific piece,

with emphasis on whether or not the author supported the main points with
reasonable and applicable arguments based on facts. It's easy to get caught up it. A
good critique demonstrates your impressions of the article, while providing ample
evidence to back up your impressions. As the critic, take time to read carefully and
thoughtfully, prepare your arguments and evidence, and write clearly and cogently.

In writing a critique, it necessitates some in simply summarizing the points of

an article without truly analyzing and challenging active reading which constitutes the
following: read through the article once to get the main idea; mark up the text as you
read through it again; create a legend for your markings; take some longer notes
during subsequent readings; and develop a preliminary concept for your
critique. These processes therefore made the writing of a critique to have at least the
required foundation to start with.

In this module, you will be able to

 write an objective/balance review or critique of a work of art, an event
or program.

Specifically, you are expected to:

1. Evaluate a text, or performance either one’s own (a self-critique) or

someone else’s;
2. Peer review an article for publication in a scholarly journal; or in
education setting;
3. Critique the work emphasizing the contribution of the work to the field;
and
4. Appraise the work in terms of its shortcoming or limitations

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 What I Know

Before we proceed to our lessons and activities, let us answer the following
questions to check first your prior knowledge by answering the pre-test below. Encircle
the letter of your answer.

1. It is an analysis of any form of academic piece of writing.

a. essay
b. critique
c. editorial
d. creative

2. What does a critique aim to?

a. Analyse how well the points in the article are made
b. Prove the inconsistency of a literary work
c. Synthesize the original text
d. Entertain the readers
3. A critique must be done based on observations of the text.
a. subjectively
b. objectively
c. psychologically
d. opinion
4. Which of the following is the benefit of writing critique?
a. critiques help the writer improve his work
b. critiques encourage to continue different line of work
c. critiques give the writer concrete ideas for more text
d. critiques develop skills in writing
5. Which of the following is the first step in writing a critique?
a. state the conclusion
b. read and understand the text
c. orient the readers regarding the text
d. edit and revise the text
6. Which of the following is considered a good critique?
a. discusses the weaknesses of the text
b. presents the ideas objectively and fairly
c. focuses only on the good points of the text
d. evaluates one part of the text
7. Which of the following statement about critique is not true?
a. critique benefits only the writer of the original text
b. good critique presents both the strengths and weaknesses of the text
c. critique writing involves critical thinking and analytical skills
d. critique persuades the readers
8. Rowell needs to write a critique of an article but he does not know how.
Which of the following should he do?
a. He should find a familiar essay
b. He should summarize the essay
c. He should analyze the essay
d. He should paraphrase the essay

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 9. Below are the characteristics of an effective critique paper, except:
a. consistency
b. accuracy
c. subjectivity
d. objectivity
10. Which characteristic of an effective critique shows pointing out what the
creator or author of the work being evaluated has done well and what s/he
has not?
a. objectivity
b. balance
c. relevance
d. emphasis

B. Write True if the statement is correct; False if it is wrong.

Write your answer on the space provided before each number.
1. A critique does not include the summary of the work being evaluated.

2. A critique should point out the strengths of the work being evaluated,
not just its weaknesses and flaws

3. The writer should be subjective in writing a critique as one cannot

critically examine a piece of work without emotion or feelings involved.

4. The introduction of a critique should clearly provide evidence or proof

to the writer’s claim or assertion.

5. In answering a critique, the writer may present counter arguments to

deal with oppositions and reaffirm his/her position.

Lesso
n
Critique Writing
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A critique is a genre of academic writing that briefly summarizes and critically
evaluates a work or concept. Critiques can be used to carefully analyze a variety of
works such as: Creative works – novels, exhibits, film, images, and academic texts.

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 What’s In

Fill in the diagram below. Compare and Contrast Formalism and Feminism approach
in writing.

FORMALISM FEMINISM

What’s New

Hello, what have you done during pandemic moments? Have you been
productive staying at home? Now, let us begin our learning session with this activity.

Activity 1: Multiple Choice.

Direction: Which of the following statements or phrases best describes a reaction

to a COVID 19 pandemic picture? Encircle the letter of your choice and explain your
answer.

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Picture #1.

A. Face mask is a must for everyone to have.

B. Social distancing is a barrier to practice traditional
greetings.
C. Social distancing prevents everyone from enjoying
social functions.
D. Social distancing prevents is one of the measures to
prevent from acquiring the disease.
Why?

Picture #2:

A. Losing a job is uncontrollable.

C. Hoping is just a fate, reality is undeniable.
D. Losing job means moving forward and
B. Losing a job is losing faith and hope.
hoping.
Why?

Picture #3:

A. Loving over caring

B. Caring over loving
C. Protecting is loving and caring
D. Loving and caring is protecting

Why?

Now that you were able to share your thoughts about the picture, let’s do self-
test to determine how far you have understood the ideas about concept papers. This
is not a graded activity. This is for practice only.

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Activity 2: Ask and Tell

Direction. Using the same pictures, test yourself by providing evidences in answering
the following questions:

1. What should the government do to address the problems that exist during the
pandemic?

2. Is observing social distancing enough action to prevent the pandemic? If not, can
you give other alternative without bias opinion about it?

3. Is caring a justifiable act to violate social distancing? What are your evidences?

4. What are the limitations or shortcomings of the government, if any, in dealing with
the situations?

5. Give your personal observation about the programs extended by the government
during the pandemic.

What is It

In your previous module, you have learned how to apply the principles of writing
reviews. This time, we will discuss how the writing of critique is done.

Guidelines in Writing the Three-body Paragraphs

1. Organize your critical evaluations. These should form the bulk of your critique
and should be a minimum of three paragraphs. You can choose to organize your
critique differently depending on how you want to approach your critique. However,
you should devote a paragraph to each main topic, using the rest of the steps in this
section to develop each paragraph's discussion.

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  If you have three clear points about your work, you can organize each paragraph
by point. For example, if you are analyzing a painting, you might critique the
painter’s use of color, light, and composition, devoting a paragraph to each topic.
 If you have more than three points about your work, you can organize each
paragraph thematically. For example, if you are critiquing a movie and want to talk
about its treatment of women, its screenwriting, its pacing, its use of color and
framing, and its acting, you might think about the broader categories that these
points fall into, such as ―production‖ (pacing, color and framing, screenwriting),
―social commentary‖ (treatment of women), and ―performance‖ (acting).
 Alternatively, you could organize your critique by ―strengths‖ and ―weaknesses.‖
The aim of a critique is not merely to criticize, but to point out what the creator or
author has done well and what s/he has not.

2. Discuss the techniques or styles used in the work. This is particularly important
when evaluating creative works, such as literature, art, and music. Offer your
evaluation of how effectively the creator uses the techniques or stylistic choices she/he
has made to promote her/his purpose.

 For example, if you are critiquing a song, you could consider how the beat or
tone of the music supports or detracts from the lyrics.
 For a research article or a media item, you may want to consider questions such
as how the data was gathered in an experiment, or what method a journalist
used to discover information.
3. Explain what types of evidence or argument are used. This may be more useful
in a critique of a media item or research article. Consider how the author of the work
uses other sources, their own evidence, and logic in their arguments.
 Does the author use primary sources (e.g., historical documents, interviews,
etc.)? Secondary sources? Quantitative data? Qualitative data? Are these sources
appropriate for the argument?
 Has evidence been presented fairly, without distortion or selectivity?
 Does the argument proceed logically from the evidence used?

4. Determine what the work adds to the understanding of its topic. There are a
couple of ways to approach this. Your goal in this section should be an assessment of
the overall usefulness of the work.
 If the work is a creative work, consider whether it presents its ideas in an
original or interesting way. You can also consider whether it engages with key
concepts or ideas in popular culture or society.
 If the work is a research article, you can consider whether the work enhances
your understanding of a particular theory or idea in its discipline. Research
articles often include a section on ―further research‖ where they discuss the
contributions their research has made and what future contributions they hope
to make.

5. Use examples for each point. Back up your assertions with evidence from your
text or work that support your claim about each point. For example, if you were
critiquing a novel and found the writing dull, you might provide a particularly boring
quotation as evidence, and then explain why the writing did not appeal to you.

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Writing the Conclusion Paragraph and References
1. State your overall assessment of the work. This should be a statement about the
overall success of the work. Did it accomplish the creator’s goal or purpose? If so, how
did it achieve this success? If not, what went wrong?
2. Summarize your key reasons for this assessment. While you should have already
presented evidence for your claims in the body paragraphs, you should provide a short
restatement of your key reasons here. This could be as simple as one sentence that
says something like ―Because of the researcher’s attention to detail, careful
methodology, and clear description of the results, this article provides a useful
overview of topic X.‖
3. Recommend any areas for improvement, if appropriate. Your assignment or
prompt will usually say if recommendations are appropriate for the critique. This
element seems to be more common when critiquing a research article or media item,
but it could also apply to critiques of creative works as well.
4. Provide a list of references. How you present these will depend on your
instructor’s preferences and the style (MLA, APA, Chicago, etc.) that is appropriate to
your discipline. However you format this list, you should always include all the sources
you used in your critique.

Critiquing Strategies

Writing the Introductory Paragraph:

1. Give the fundamental data about the work. The primary section is first experience
with the work, and you should give the fundamental data about it in this passage.
This data will incorporate the creator's or maker's name(s), the title of the work, and
the date of its creation.
For a work of fiction or a distributed work of news-casting or exploration,
this data is typically accessible in the distribution itself, for example, on the
copyright page for a novel.
For a film, you may wish to allude to a source, for example, IMDb to get the
data you need. In case you're investigating an acclaimed work of art, a
reference book of craftsmanship would be a decent spot to discover data on
the maker, the title, and significant dates (date of creation, date of
presentation, and so on.).

2. Give a setting to the work. The kind of setting you give will differ dependent on
what sort of work you're assessing. You should expect to give the peruser some
comprehension of what gives the maker or creator may have been reacting to, however
you don't have to give a thorough history. Simply give your peruser enough data.

• For model, in case you're surveying an exploration article in technical

disciplines, a speedy review of its place in the scholastic conversation could
be valuable (e.g., "Educator X's work on natural product flies is important
for a long examination custom on Blah.")
• If you are assessing a painting, giving some short data on where it was first
shown, for whom it was painted, and so forth., would be helpful.

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 • If you are evaluating a novel, it could be acceptable to discuss what class
or artistic convention the novel is composed inside (e.g., dream, High
Modernism, sentiment). You may likewise need to incorporate insights
regarding the creator's history that appear to be especially pertinent to your
scrutinize.
• For a media thing, for example, a news story, think about the social and
additionally political setting of the news source the thing originated from
(e.g., Fox News, BBC, and so forth.) and of the issue it is managing (e.g.,
migration, instruction, amusement).
3. Sum up the maker's objective or reason in making the work. This component
ought to consider what the proposal or motivation behind the work is. In some cases,
this might be obviously expressed, for example, in an examination article. For different
writings or inventive works, you may need to define what you accept to be the maker's
objective or reason yourself.
• The writers of exploration articles will frequently state obviously in the
theoretical and in the prologue to their work what they are examining,
regularly with sentences that state something like this: "In this article we
give another system to breaking down X and contend that it is better than
past techniques as a result of reason An and reason B."
• For inventive works, you might not have an explanation from the creator or
maker about their motivation, however you can frequently deduce one from
the setting the work involves. For instance, in the event that you were
looking at the film The Shining, you may contend that the producer
Stanley's Kubrick will likely point out the helpless treatment of Native
Americans on account of the solid Native American topics present in the
film. You could then present the reasons why you believe that in the
remainder of the paper.

4. Sum up the central matters of the work. Depict, quickly, how the central matters
are made. For instance, you may discuss a work's utilization of characters or imagery
to portray its point about society, or you could discuss the exploration questions and
theories in a diary article.
• For model, on the off chance that you were expounding on The Shining,
you could sum up the primary concerns thusly: "Stanley Kubrick utilizes
solid imagery, for example, the position of the film's inn on an Indian
cemetery, the naming of the inn "Disregard," and the steady nearness of
Native American fine art and portrayal, to point out watchers' America's
treatment of Native Americans ever."
5. Present your underlying evaluation. This will fill in as your proposition
explanation and should make a case about the work's overall adequacy and additional
handiness. Is your assessment going to be essentially certain, negative, or blended?

• For an examination article, you will likely need to concentrate your

proposition on whether the exploration and conversation upheld the

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 writers' cases. You may likewise wish to study the exploration technique,
if there are clear blemishes present.
• For imaginative works, consider what you accept the creator or maker's
objective was in making the work, and afterward present your appraisal of
whether they accomplished that objective.

Social occasion Evidence:

1. Question whether the essayist's general message is sensible. Test the theory
and contrast it with other comparative models.
• Even if a creator has done research and cited regarded specialists,
investigate the message for its reasonableness and certifiable application.
• Examine the creator's acquaintance and end with ensure they coordinate
as persuading and reciprocal components.
2. Quest the article for any inclinations, regardless of whether deliberate or
unexpected. In the event that the writer has anything to pick up from the ends
exhibited in the article, it's conceivable that some predisposition has been illustrated.
• Bias incorporates disregarding opposite proof, misusing proof to cause
ends to seem not quite the same as they are, and granting one's own,
unwarranted feelings on a book. All around sourced assessments are
consummately OK, however those without scholarly help have the right to
be met with an incredulous eye.
• Bias can likewise originate from a position of partiality. Note any
inclinations identified with race, nationality, sexual orientation, class, or
governmental issues.
3. Think about the creator's translations of different writings. The writer makes a
case about another's work, perused the first work and check whether you concur with
the examination given in the article. Complete the understanding is clearly redundant
or even likely; yet consider whether the creator's translation is solid.
• Note any irregularities between your understanding of a book and the
writer's translation of a book. Such clash may prove to be fruitful when it
comes time to compose your audit.
• See what different researchers need to state. In the event that few
researchers from assorted foundations have a similar supposition about a
content, that assessment ought to be given more weight than a contention
with little help.
4. Notice if the creator refers to deceitful proof. Does the creator refer to an
immaterial book from fifty years prior that no longer holds weight in the current order?
If the author cites unreliable sources, is greatly diminishes the credibility of the article.
5. Don't totally overlook expressive components. The substance of the article is
likely the most significant angle for your abstract investigate, yet don't disregard the
formal and additionally scholarly methods that the writer may utilize. Focus on dark

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word decisions and the writer's tone all through the article. This is especially useful
for non-logical articles managing parts of writing, for instance.

• These parts of an article can uncover further issues in the bigger

contention. For instance, an article written in a warmed, overeager tone
may be overlooking or declining to draw in with opposing proof in its
examination.
• Always look into the meanings of new words. A word's definition can totally
change the significance of a sentence, particularly if a specific word has a
few definitions. Question why a creator picked one specific word rather
than another, and it may uncover something about their contention.
• These parts of an article can uncover further issues in the bigger
contention. For instance, an article written in a warmed, exuberant tone
may be overlooking or declining to draw in with opposing proof in its
investigation.
• Always look into the meanings of new words. A word's definition can
totally change the significance of a sentence, particularly if a specific
word has a few definitions. Question why a creator picked one specific
word rather than another, and it may uncover something about their
contention.
6. Question research techniques in logical articles. If critiquing an article
containing a scientific theory, be sure to evaluate the research methods behind the
experiment. Ask yourself inquiries, for example, these:
• Does the creator detail the strategies completely?
• Is the examination planned without significant blemishes?
• Is there an issue with the example size?
• Was a benchmark group made for correlation?
• Are all of the statistical calculations correct?
• Would another gathering have the option to copy the test being referred
to?
• Is the test noteworthy for that specific field of study?
7. Burrow profound. Utilize your current information, taught assessments, and any
exploration you can assemble to either uphold or differ with the writer's article. Give
exact contentions to help your position.
• While there is nothing of the sort as an excessive amount of good
proof, over-sourcing can likewise be an issue if your contentions
become dull. Ensure each source gives something remarkable to your
investigate.

• Additionally, don't permit your utilization of sources to swarm out your

own assessments and contentions.

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8. Recall that a study doesn't need to be altogether certain or negative. An
author scholarly evaluates and never differs with the creator; rather, they expand
upon or confuse the creator's thought with extra proof.
• If you do concur completely with the creator, in this way, try to expand
upon the contention either by giving extra proof or entangling the
creator's thought.
• You can give conflicting proof to a contention while as yet keeping up
that a specific perspective is the right one.
• Don't "relax" on the creator because of misinformed sympathy; yet
neither should you be unnecessarily negative trying to demonstrate
your basic bona fides. Powerfully express your solid purposes of
understanding and difference.

Formatting Your Critique

1. Begin with an introduction that outlines your argument. The introduction
should be no more than two paragraphs long and should lay out the basic framework
for your critique. Start off by noting where the article in question fails or succeeds
most dramatically and why.
 Be sure to include the name of the author, article title, the journal or
publication the article appeared in, the publication date, and a statement
about the focus and/or thesis of the article in your introductory paragraph(s).
 The introduction is not the place to provide evidence for your opinions. Your
evidence will go in the body paragraphs of your critique.
 Be bold in your introductory assertions and make your purpose clear right
off the bat. Skirting around or not fully committing to an argument lessens
your credibility.

2. Provide evidence for your argument in the body paragraphs of your

critique. Each body paragraph should detail a new idea or further expand your
argument in a new direction.
 Begin each body paragraph with a topic sentence that summarizes the
content of the paragraph to come. Don't feel like you have to condense the
entire paragraph into the topic sentence, however. This is purely a place to
transition into a new or somehow different idea.
 End each body paragraph with a transitional sentence that hints at, though
does not explicitly state, the content of the paragraph coming next. For
example, you might write, "While John Doe shows that the number of cases
of childhood obesity is rising at a remarkable rate in the U.S., there are
instances of dropping obesity rates in some American cities." Your next
paragraph would then provide specific examples of these anomalous cities
that you just claimed exist.

3. Complicate your argument near the end of the critique. No matter how solid
your argument is, there is always at least one dramatic way in which you can provide
a final twist or take your argument one step further and suggest possible implications.
Do this in the final body paragraph before your conclusion to leave the reader with a
final, memorable argument.

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  You might, for instance, utilize a counterargument, in which you anticipate
a critique of your critique and reaffirm your position. Use phrases like
―Admittedly,‖ ―It is true that,‖ or ―One might object here‖ to identify the
counterargument. Then, answer these possible counters and turn back to
your strengthened argument with ―but,‖ ―yet,‖ or ―nevertheless.‖

4. Present your arguments in a well-reasoned, objective tone. Avoid writing in an

overzealous or obnoxiously passionate tone, as doing so can be a turn-off to many
readers. Let your passion shine through in your ability to do thorough research and
articulate yourself effectively.
 While writing ―This piece of garbage is an insult to historians everywhere‖
might garner attention, ―This article falls short of the standards for
scholarship in this area of historical study‖ is more likely to be taken
seriously by readers.

5. Conclude your critique by summarizing your argument and suggesting

potential implications. It is important to provide a recap of your main points
throughout the article, but you also need to tell the reader what your critique means
for the discipline at large.
 Are there broad implications for the field of study being assessed, or does
your critique simply attempt to debunk the messy work of another scholar?
 Do your best to make a lasting mark on the reader in the conclusion by using
assertive language to demonstrate the importance of your work: ―Challenging
the claims of such a distinguished scholar is no easy or enjoyable task, but it
is a task we all must agree to do for our generation and those to follow.‖

What’s More

You have already gained insight about writing a critique. This time, do the following
activities to make your learning experience productive and meaningful. Do this activity
independently.

Activity 3: Picture tells a thousand words.

Choose one picture from Activity 1 and write down your evaluation observing the
principles in writing 3-body paragraphs.
1. Organize each paragraph by point: critique how the picture is illustrated

17
 2. Organize each paragraph thematically: critique how the picture’s message is
communicated

3. Organize your critique by ―strengths‖ and ―weaknesses.‖

Activity 4: Read and Critique

Directions: Read the given article below and make a critique applying the concepts and
principles in making a critique.

Covid 19: Reactions Note

By: Jean M. Dizon

In any emergency, pioneers have two similarly significant duties: tackle the
prompt issue and shield it from happening once more. The Covid-19 pandemic is a
valid example. We have to spare lives now while likewise improving the manner in
which we react to episodes as a rule. The primary point is additionally squeezing,
however the second has pivotal long haul outcomes.

We additionally need to put resources into illness reconnaissance, including a

case data set that is immediately open to applicable associations, and rules expecting
nations to share data. Governments ought to approach arrangements of prepared staff,
from nearby pioneers to worldwide specialists, who are set up to manage a pestilence
promptly, just as arrangements of provisions to be accumulated or diverted in a crisis.
Also, we have to fabricate a framework that can create protected, compelling
immunizations and antivirals, get them endorsed, and convey billions of dosages
inside a couple of months after the disclosure of a quick moving microbe. That is an
intense test that presents specialized, discretionary, and budgetary impediments, just
as requesting organization between the general population and private segments. In
any case, every one of these obstructions can be survived.

Therefore, governments should back the acquisition and conveyance of

antibodies to the populaces that need them. Billions of pesos for anti-pandemic
endeavors is a ton of cash. Yet, that is the size of venture needed to take care of the
issue. What's more, given the monetary torment that a scourge can force — we're now
perceiving how Covid-19 can disturb flexibly chains and securities exchanges, also
individuals' lives — it will be a deal.

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Answer the following:

1. Give your critical analysis on the issue raised in the article.

2. Identify the methodology utilized by the author in presenting his views on the issues.

3. What are the evidences presented and give its shortcomings or limitations?

4. Give your personal and honest opinion about the article.

Activity 5: Introductory Writing!

Direction. On a separate sheet of paper, write an introductory part of your critique

paper observing the principles on how to write about it.

Suggested Rubrics for Scoring:

Mechanics………….…………...................20 pts.
Organization.…….………..............………15 pts.
Creativity and Presentation……….…......15 pts.
Total………………………….............………50 pts.

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 What I Have Learned

Let’s see what you have learned about critique writing. From the given
information on how to make a critique paper, you have at least seen and observed how
a critique paper is designed.
Now let us sum up what you learned from our lesson by completing the phrase
below.

1. Critique writing is…

2. Critique paper is…

What I Can Do

Write a reaction paper, review or critique observing the proper principles from assigned
written article/movie/work of arts. Use a whole sheet of paper. You may submit
written works via google classroom or group chat.

WORKSHEET: Critique Writing

Name: Grade and Track:

Name of Article/Movie/Work of Art:

Suggested Rubrics for Scoring:

Mechanics………….………….................20pts.
Organization.…….………..............………15pts.
Creativity and presentation……….…...15pts.
Total………………………….............………50pt

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 Assessment

Directions: Read each questions carefully. Choose the letter of the correct answer and
write it on the space provided before each number.

_ 1. It is a genre of academic writing that briefly summarizes and critically

evaluates a work or concept.
a. analyzing
b. critiquing
c. summarizing
d. paraphrasing

2. A good critique should be supported with, except;

a. it has main points that are based on facts
b. it has an argument and evidence that supports the claim
c. it has witnesses to prove the story is true
d. it has strong claims to support the argument

3. The aim of a critique is

a. to criticize the work
b. to evaluate the worth of the work
c. to replace the work
d. to synthesize the work

4. What does a critique aim to?

a. analyze how well the points in the article are made
b. prove the inconsistency of a literary work
c. synthesize the original text
d. criticize the idea of the text

5. A critique must be done based on observations of the text.

a. subjectively
b. objectively
c. psychologically
d. opinion

6. Which of the following is the benefit of writing critique?

a. critiques help the writer improve his work
b. critiques encourage to continue different line of work
c. critiques give the writer concrete ideas for more text
d. critiques develop skills in writing

7. Which of the following is the first step in writing a critique?

a. state the conclusion
b. read and understand the text
c. orient the readers regarding the text
d. edit and revise the text

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 [Link] of the following is considered a good critique?
a. discusses the weaknesses of the text
b. presents the ideas objectively and fairly
c. focuses only on the good points of the text
d. evaluates one part of the text

9. Which of the following statement about critique is not true?

a. critique benefit only the writer of the original text
b. good critiques present both the strengths and weakness of the text
c. critique writing involves critical thinking and analytical skills.
d. critique persuades the readers

10. Rowell needs to write a critique of an article but he does not know how.
Which of the following should he do?
a. He should find a familiar essay
b. He should summarise the essay
c. He should analyse the essay
d. He should paraphrase the essay

11. Below are the characteristics of an effective critique paper, except:

b. consistency
b. accuracy
c. subjectivity
d. objectivity

------- 12. Which characteristic of an effective critique shows pointing out what the
creator or author of the work being evaluated has done well and what s/he has not
a. objectivity
b. balance
c. relevance
d. emphasis

13. What academic writing requires you to analyze and identify the strengths
and weaknesses of an article?
a. article critique
b. book review
c. literature review
d. essay

14. Are fictitious data allowed in crafting a critique?

a. yes
b. no
c. maybe
d. never

------- 15. Mae is critiquing an academic text. Which of the following should she
include in her critique?
a. whether the arguments are logical
b. whether the text is interesting
c. whether the text is for kids and adults
d. whether the text is informative

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 Additional Activities

Direction. Write a critique about the caricature below observing the principles in
critiquing. Write your critique on a whole sheet of paper.

Suggested Rubrics for Scoring:

Mechanics………….…………...................20 pts.
Organization.…….………..............………15 pts.
Creativity and Presentation……….…......15 pts.
Total………………………….............………50 pts

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Answer Key

24
References
DepEd Teaching Guide in English for Academic and Professional Purposes

Otero, Rowel Ll. (2016), English for Academic and Professional Purposes Worktext.
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@[Link]