English Q3 - Template PDF

lOMoARcPSD|52084627 English Q3 - template Arts Appreciation (Far Eastern University) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Angelica Petil ([email protected]) ...

lOMoARcPSD|52084627 English Q3 - template Arts Appreciation (Far Eastern University) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Angelica Petil ([email protected])  lOMoARcPSD|52084627 ENGLISH GRADE 10 - QUARTER 3 REVIEWER Level of ACCURACY and EFFECTIVENESS to CONCLUSION Instigate an ARGUMENT Restates the claim, summarizes arguments, restates the counterclaim and rebuttal and makes any HIGH LEVEL recommendation Formulated argument could be supported by 3 or more reasons The Hamburger Method Presented facts/statistics as evidence could be verified Assumptions could be formulated MEDIUM LEVEL No sufficient reasons and evidence could be formulated from the argument No assumptions could be formulated LOW LEVEL 1. INTRODUCTION No argument could be formulated Start of the essay Called the “gateway” of an essay as it attracts the attention of readers PARTS OF AN ARGUMENTATIVE ESSAY Gives readers background information about the topic & introduces the thesis CLAIM statement (heart of an essay) The position or assertion in relation to an issue. It cannot be used to support and HOOK argument as it is a stand that must be Found in the introduction, it is an defended opening statement that attempts to grab the reader’s attention so that they want ARGUMENT to read on Statements that support the claim 2. BODY EVIDENCE Where facts of the given thesis Facts/reasons that support an argument statements are written, and where the Can be facts, statistics, or examples arguments are written to support the statements COUNTERARGUMENT (CON) 3. REFUTATION OR COUNTERARGUMENT The opposing argument or assertion The argument to refute earlier arguments and to give weight to the actual position REBUTTAL (REFUTATION) Logical arguments for rejecting the counterargument 1 Downloaded by Angelica Petil ([email protected])  lOMoARcPSD|52084627 ENGLISH GRADE 10 - QUARTER 3 REVIEWER 4. CONCLUSION Rephrasing the thesis statement, major TYPES OF ARGUMENT CLAIMS points, calling attention, or just having the concluding remarks FACT Even has some recommendations Whether the statement is factual or untrue Remember DEFINITION The dictionary meaning of what you’re The Claim is what you believe in, arguing, plus your own personal whereas the STATEMENTS that support understanding of it your claim are called the ARGUMENTS (which need supporting evidence) CAUSE AND EFFECT What causes the problem in your essay How to Outline an Argumentative Essay and what effect it has POLICY A good argumentative essay should follow Why the reader should care and what this structure: they should do about it after reading VALUE 1. INTRODUCTORY PARAGRAPH No definition :3 Present the topic of the essay in an interesting way. Using humor in presenting important quality or an issue THE DIFFERENT WRITING TECHNIQUES may interest the reader INFORMATIVE WRITING 2. THE THESIS STATEMENT Educates readers by imparting This is part of the introductory straightforward information and facts, but paragraph. It states the topic and never personal opinions purpose of the entire essay Not intended to persuade readers, but to educated them 3. BODY PARAGRAPHS The beginning (introduction) is your It supports and develops the thesis opportunity to present your thesis statement. Each paragraph in an essay statement and grab the attention (hook) supports the thesis statement of the reader 4. CONCLUSION INFORMATIVE WRITING (THE BODY) It restates everything mentioned above The opportunity to expound upon the and gives recommendations thesis statement and grab the audience’s attention with solid facts, statistics, statements and other supporting details Provides further details about the main idea 2 Downloaded by Angelica Petil ([email protected])  lOMoARcPSD|52084627 ENGLISH GRADE 10 - QUARTER 3 REVIEWER INFORMATIVE WRITING (THE CONCLUSION) Introduction Summarizes the essay in a paragraph or - Articulate your source of two information with a thesis Restates main idea in the introduction statement (reaction to the issue) Body - List at least 3 reasons for your INFORMATIVE WRITING (DESCRIPTIONS) opinions Gives them a new understanding or new Conclusion appreciation of some topics which one - Relate your opinion in a might be familiar persuasive way Answers why or how questions PERSUASIVE WRITING (STEPS) INFORMATIVE WRITING (TYPES) Choose a subject that interests you Definition Essay Address the audience - provides detailed explanation of Clarify your purpose an idea Make a draft for your essay Use words that reveal personal Process Essay judgement or viewpoint - gives step-by-step explanation on how something works or how to ARGUMENTATIVE WRITING do something It aims to change the reader’s mind by Opposing Sides Essay convincing him or her to agree with your - presents all sides of an issue point of view or consider your stand or argument on an issue. Cause & Effect Essay The main argument presented is - explains connection linkup of two elaborated and explained through the or more events presentation of its pros and cons of your position in an issue or topic. INFORMATIVE WRITING (PARTS) ARGUMENTATIVE WRITING (PARTS) Paragraph 1 (Intro w/ thesis statement) Paragraph 2-4 (Main Ideas + Details) Introduction Paragraph 5 (Conclusion) - Claim/Thesis Statement Body - Arguments that are supported by PERSUASIVE WRITING Evidence or Pros; Cons; Rebuttal Convinces the readers the validity of the Conclusion writer’s argument - A strong restatement of the claim Builds arguments on opinion and factual statements Intends to make readers do certain things 3 Downloaded by Angelica Petil ([email protected])  lOMoARcPSD|52084627 ENGLISH GRADE 10 - QUARTER 3 REVIEWER MELC 17 CHARACTER LIMELIGHT Talks about how the actors/actresses portrayed their characters in the movie CRITIQUE Discuss about their characters and how An in-depth evaluation of any reading or the actors are effective or not in giving viewing materials for the purpose of justice to their roles giving the public an insight into the text It seeks to shed light on the content of a LIKES/DISLIKES text in order to help future viewers understand the material better Talk about what you like and dislike in A form of academic writing, it could be the movie applied in analyzing various materials Give some specific details MOVIE REVIEW LESSON LEARNED Sums up the author’s personal Share the theme/moral lesson that you impression and critical evaluation of the have learned and what you think the film audience will learn from it Its purpose is to inform, analyze, convince and entertain the readers RECOMMENDATION Identify the group of people who would Writing a Movie Review like and enjoy seeing the movie Express whether you will recommend the HEADLINE movie or not to the viewers Try to add a pun or catchy statement MELC 18 FILM INTRO Introduces the film by saying that the CRITIQUE (NOUN) writer has watched it and they want to Is a detailed evaluation or analysis of a share their opinion about it literary piece Indicates what type of film it is CRITIQUE (VERB) PLOT/SUMMARY Is a means to critically evaluate, analyze Summarizes the plot of the movie or give careful judgement in which you Indicate the setting and characters give your opinion about a literary work SETTING SPOTLIGHT CRITIC Elaborate how the setting contributed to Is a person who judges, evaluates or the effectiveness of the film, to the analyzes a literary piece actions of the casts, and to the emotions and atmosphere it sets through every scene. 4 Downloaded by Angelica Petil ([email protected])  lOMoARcPSD|52084627 ENGLISH GRADE 10 - QUARTER 3 REVIEWER LITERARY DEVICES 5 types of Imagery: Are tools used by writers to hint at larger - Visual (Sight) themes, ideas and meaning in a story or - Auditory (Hearing) piece of writing - Tactile (Touch) - Gustatory (Taste) - Olfactory (Smell) LITERARY CRITICISM Is the evaluation, analysis, description, SYMBOLISM or interpretation of literary works Uses symbols which can be words, people, marks, locations, or abstract FORMALIST/STRUCTURALIST APPROACH ideas to represent something beyond the It refers to critical approaches that literal meaning analyze, interpret, or evaluate the inherent features of a text. These PERSONIFICATION features include not only grammar and syntax but also literary devices such as It gives human attributes to nonhuman meter and figures of speech. objects The formalist approach reduces the importance of a text’s historical, THEME biographical, and cultural context. It is a universal idea, lesson or message In formalism, the meaning is inherently explored throughout a work of literature conveyed in the text’s unique form or structure SOUND DEVICES FIGURES OF SPEECH OR LITERARY DEVICES Is a literary tool employed in verse plays, poetry and prose to emphasize various sounds. Allows writers to amplify certain sonic elements through SIMILE the repetition of chosen vowel or consonant Two unrelated objects are being sounds, units of rhythm, or by mimicking sounds compared with the use of words “like” or that occur naturally in the world outside of the “as” text METAPHOR RHYME A statement in which two objects, often Matching sounds at the end of words or unrelated, are compared to each other lines IMAGERY REPETITION Engages the senses to deepen the The repeating of any words, phrases, reader’s comprehension of what is sentences or lines within a poem happening and how to feel about it 5 Downloaded by Angelica Petil ([email protected])  lOMoARcPSD|52084627 ENGLISH GRADE 10 - QUARTER 3 REVIEWER ASSONANCE EUPHEMISM The repetition of vowel sounds within Is an appropriate expression used in the words place of a phrase or words that may be found inappropriate or offensive is ALLITERATION commonly used in daily language and The repetition of the consonant sounds literature to replace language that some at the beginning of words may find displeasing Euphemistic language is commonly used in literature, especially older works, as a ONOMATOPOEIA way to convey a message without risking Uses words which imitate the natural the chance of it being barred to sounds of things censorship for crude or harsh language. FIGURES OF SPEECH IRONY Occurs when there's a marked contrast A word or phrase that possesses other meaning between what is said and what is meant, from its literal or normal definition. In other or between appearance and reality words, figures of speeches rely on implied or Is saying the opposite of what you really suggested meaning, rather than a dictionary mean definition. OXYMORON It is any intentional deviation from literal A literary device combining oppositional statement or common usage that emphasizes, words to create a unique word or phrase, clarifies, or embellishes both written and spoken which can seem absurd yet make perfect language sense at the same time Placing two contradictory words side by APOSTROPHE side such as “virtual reality” A figure of speech that is used to address someone who is absent or PARADOX already dead Is a figure of speech in which a Can also be used to address an abstract statement appears to contradict itself. quality or idea, and even a non-living When it is compressed to comprise of object just a few words, it is called an oxymoron Is a statement that appears at first to be HYPERBOLE contradictory, but upon reflection then A figure of speech of literary device that makes sense uses deliberate and extreme exaggeration to create a strong METONYMY emotional response or a sense of drama Is a figure of speech in which a concept is referred to or substituted by the name of something closely associated with that thing or concept 6 Downloaded by Angelica Petil ([email protected])  lOMoARcPSD|52084627 ENGLISH GRADE 10 - QUARTER 3 REVIEWER It analyzes: SYNECDOCHE - the work as a whole, Is a figure of speech in which, most - the form of each individual part of the often, a part of something is used to refer text from the individual scenes and to its whole Chapters, - the characters, the settings, - the tone, ALLUSION - the point of view, Is a reference, typically brief, to a - the theme, person, place, thing, event, or other - and all other literary elements and literary work with which the reader is devices such as imagery. presumably familiar. It examines a text exclusively as a Can be biblical, mythological, literary or self-contained object in isolation from the historical world, biographical information about the author, or the text’s effect on the reader. It does not concern the historical events FORMALIST APPROACH outside of the story, social, cultural, religious nor political ideas. FORMALISM It emphasizes the value of the text as an entity in itself. It is derived from form or structure and ism or a belief or an approach of looking at things. Story Elements STRUCTURE/FORM It scrutinizes the plot (chronological CHARACTER sequence) and the conflict in a story. It is a person, animal, being, creature or anything personified in a story. FORMALIST APPROACH It discovers the true meaning of a work SETTING by giving attention to the form or It is not only the place and time a story structure, elements and literary devices takes place but also includes the operating in it. atmosphere. It studies how the elements work together to form unity and to give meaning to a text. TONE a. How do elements conspire or work It is the overall emotion conveyed by together? both the choices of words, theme, b. How does the conflict affect the sensory images, symbolism and the characters' actions? narrator of the story such as c. What do the objects, events, suspenseful, affectionate, happy or sad. images or actions symbolize? 7 Downloaded by Angelica Petil ([email protected])  lOMoARcPSD|52084627 ENGLISH GRADE 10 - QUARTER 3 REVIEWER POINT OF VIEW RHYME It answers the question “Who is telling A rhyme is a repetition of similar sounds the story?” in two or more words. Rhyming is 1. First person - It uses either of particularly common in many types of the two pronouns “I” or “We”. The poetry, especially at the ends of lines. narrator is a participant in the story relating his or her own RHYME SCHEME experiences directly or an A rhyme scheme is a pattern according observer. to which end rhymes are repeated in 2. Second person - The story is works of poetry. Rhyme schemes are told to “You” described using the letters of the 3. Third person - It uses pronouns alphabet, such that all the lines in a “They”, “She”, “He”, “It” or a poem that rhyme with each other are name. assigned a letter beginning with "A". The narrator may be: a. omniscient - (all- knowing) one who has a full access to the MORALIST APPROACH thoughts and experiences of all is a type of literary critique that judges characters in the the value of the literature based on its story. moral or ethical teachings. b. limited omniscient - Its concern is not only to discover one who usually meaning but also to determine whether cannot see into minds works of literature are both true and or know the future, significant. etc. It is used to determine whether a work conveys a lesson or message and THEME whether it can help readers lead better lives and improve their understanding of It is the author’s message to the readers. the world. Using this approach, literature that is IMAGERY ethically sound and virtuous is praised It consists of descriptive language to while literature that misguides and create images in the mind of the readers corrupts is condemned. through their senses. A tendency– rather than a recognized school of thought– within literary criticism to judge literary works according to moral Structure rather than formal principles. The importance of literature is not just its way of saying but also what it says. The arrangement of and relations between the parts or elements of something complex. 8 Downloaded by Angelica Petil ([email protected])  lOMoARcPSD|52084627 ENGLISH GRADE 10 - QUARTER 3 REVIEWER The larger purpose of literature is to teach morality and to probe philosophical FEMINIST APPROACH issues. Focuses on the gender relationships of MORALITY characters in the story. It advocates gender Involves principle concerning the equality especially towards women. It also distinction between right and wrong or examines how some aspects of our culture are good and bad behavior. inherently patriarchal or male dominated. MORALS An individual’s principles concerning the HISTORICAL APPROACH distinction between right and wrong or good and bad. Usually consistent, although can change Sees literature as both a reflection and a if an individual’s beliefs change. product of the times and circumstances in which it is written. ETHICS HISTORICAL CRITICISM A set of moral principles that governs a is a literary criticism in the light of person’s behavior and/or serves as a historical evidence or based on the code of conduct. context in which a work was written, including: - facts about the author’s life, MARXIST APPROACH - the historical circumstances, - the social circumstances of the Focuses on power struggles of the time. characters. This concerns class This is in contrast to other types of differences, economic, as well as the criticism, such as formal/structural, in implications and complications of the which emphasis is placed on examining capitalist system. the text itself while outside influences on Moreover, it is interested in answering the text are disregarded. the overarching question, whom does it It involves looking beyond the literature [the work] benefit? The elite? The Middle at the broader historical and cultural Class? events occurring during the time the Marxist critics are also interested in how piece was written. It is also an the lower or working classes are understanding of the world the author oppressed in everyday life and in lived in (events, ideologies, culture, literature. lifestyle etc.). 9 Downloaded by Angelica Petil ([email protected])  lOMoARcPSD|52084627 ENGLISH GRADE 10 - QUARTER 3 REVIEWER READER-RESPONSE APPROACH Focuses on how the reader perceives it instead of what the author intends. (The text itself has no meaning until it is read by a reader. The reader creates the meaning. Analysis of the reader's role in the production of meaning makes someone's reading a function of personal identity.) Recognizes that different people view works differently and that people's interpretations change over time. The reader response approach is centered on the belief that a work of literature comes alive when the reader interacts and connects with it, and research explores the influence of the reader response approach to promote text-to-self connections. READER-RESPONSE CRITICISM is a school of literary theory that focuses on the reader and their experience of a literary work, in contrast to other schools and theories that focus attention primarily on the author or the content and form of the work. Remember In reader-response, the reader is essential to the meaning of a text for they bring the text to life. The purpose of a reading response is examining, explaining, and defending your personal reaction to a text. 10 Downloaded by Angelica Petil ([email protected])