EAPP Q3 Reviewer PDF

EAPP S.Y. ‘24 - ‘25 | 2ND SEM Q3 by: ry lorraine – cramer PPT BASED L2 ACADEMIC LANGUAGE L1 ACADEMIC TEXTS...

EAPP S.Y. ‘24 - ‘25 | 2ND SEM Q3 by: ry lorraine – cramer PPT BASED L2 ACADEMIC LANGUAGE L1 ACADEMIC TEXTS ACADEMIC LANGUAGE SOCIAL LANGUAGE 1.0 WHAT IS AN ACADEMIC TEXT? Academic language is the Social language is the set of ​ a written discourse characterized by a formal, language needed by students to vocabulary that allows us to structured, and scholarly style, adhering to do the work in schools. communicate with others in the academic conventions and standards. context of regular daily It includes, for example, conversations. discipline-specific vocabulary, PURPOSES grammar and punctuation, and 1.​ To inform applications of rhetorical 2.​ To argue a specific point conventions and devices that are 3.​ To persuade​ typical for a content area (e.g., essays, lab reports, discussions of a controversial issue.) 1.1 CONSIDERATIONS IN IDENTIFYING Students who master academic ACADEMIC TEXT language are more likely to be ​ PURPOSE: describe, analyze, critic, entertain, successful in academic and professional settings. inform, narrate, etc. (Why am I writing this piece?) ​ AUDIENCE: particular or general. (Who is reading this piece) ​ PERSPECTIVE: first person, second person, third person (Who am I as a write?) ​ LANGUAGE: simple, figurative, technical, formal, informal, etc. (How am I going to write this piece?) 1.2 ACAD VS NON ACAD ACADEMIC TEXT NON-ACADEMIC TEXT - are objective. This means that - are non-objective. These texts they are based on facts with solid tend to be more personal and FEATURES OF ACADEMIC WRITING basis. The emotions of the authors based on opinions or one's cannot be felt from texts or point-of-view. Opinions are neither materials. correct or incorrect. FORMALITY reflects dignified stance in writing as - are written by professionals in any - are written for the mass public. members of the academic given field (e.g. medicine, There is no specific audience for community architecture, economics, etc.). non-academic texts. These professionals include - are published quickly and can be Formality can be achieved by: doctors, architects, economists, written by anyone. No 1.​ Choosing expanded modal forms over among others. specialization is needed. - often take years to publish - use casual, informal language. contracted forms because of intense writing and These texts may also use slang. 2.​ One verb form over two-word verbs review. 3.​ Choosing expanded terms over their abbreviated - use formal words and may contain equivalents technical terms that are related to a 4.​ Avoiding colloquial/ trite/ idiomatic expressions certain field. - usually include a list of references Needs to avoid making sweeping CAUTION where authors based their generalizations information. 1.3 WHAT IS ACADEMIC WRITING? Caution/Hedging can ​ Academic writing is a formal genre of writing that be achieved by using: uses strict style, registers and formats. GOOD LUCK! EAPP SEM2 Q3 REVIEWER PAGE 1  EAPP S.Y. ‘24 - ‘25 | 2ND SEM Q3 by: ry lorraine – cramer E.g. The company created a software to manage the transactions successfully. -​ hedging language sounds more professional ​ Nominalization: The creation of software to -​ hedging language reduces the author’s manage transactions was a success. likelihood of generalizing, oversimplifying and getting things wrong. PASSIVATION -​ hedging allows writers to use language with more subtlety and precision. The results of actions are highlighted. In academic -​ hedging allows you to use less direct language, writing, since the writer of the paper is presumed to have making your views more measured and done the collection and analysis of data, it is understood cautious. that all results of the action are a product of the writer’s work. OBJECTIVITY reflects impersonal writing and maintains a level of social distance E.g. The researcher conducted experiments to validate the hypothesis. Objectivity can be achieved by: ​ Passivization: Experiments were conducted to 1.​ Avoiding the use of personal nouns validate the hypothesis. 2.​ Avoiding rhetorical questions 3.​ Employing emotive language EXAMPLE: Transform the sentences to: EXPLICITNESS Uses appropriate signposting Nominalization strategies which allow readers to The mall distributed several free items to consumers in the trace the relationship of various parts hope to boost sales. in the study -​ ANS: Distribution of free items for consumers was done in the hope to boost sales. Explicitness can be achieved by using: Passivation Several scientists conducted experiment to examine the effects of algae on biodiversity. -​ ANS: An experiment was conducted to examine the effects of algae on biodiversity. L3 READING ACADEMIC TEXTS -​ PURPOSE -​ SELECT -​ READ ACTIVELY 2.1 STRUCTURE ​ Sentences need to be constructed in such a way that they show a level of complexity that reflects the sophistication of an academic writer. STRUCTURE CAN BE ACHIEVED BY: Nominalization & Passivation Active reading: Involves a deeper engagement with the text, where the reader is actively involved in understanding and NOMINALIZATION comprehending the material. The verbs are made central as they denote action. Passive reading: Involves reading the words without Transforming verbs into nouns helps readers focus on the absorbing or comprehending what is written. action and not on the doer of the action. GOOD LUCK! EAPP SEM2 Q3 REVIEWER PAGE 2  EAPP S.Y. ‘24 - ‘25 | 2ND SEM Q3 by: ry lorraine – cramer ACTIVE READING STRATEGIES: 10.​ Record details of original source. 1.​ Annotate in the margins to summarize and raise 11.​ Format the summary properly. questions 2.​ Look for “signpost” words to identify structure and emphasis 3.3 FORMATS IN SUMMARIZING 3.​ Share the reading with friends and explain it to each other 4.​ Make links with other things you’ve read IDEA HEADING FORMAT 5.​ Review what you’ve read at the end – how has it added to your understanding? The summarized idea comes before the citation. 6.​ Vary your reading speed depending on relevance 7.​ Make mind maps, diagrams or notes to summarize e.g Benchmarking is a useful strategy that has the potential to key points help public officials improve the performance of a local services 8.​ Skim through to get an overview first (Folz, 2004: Ammons, 2001). Once the practice of a particular 9.​ Record yourself reading sections to listen later city is benchmarked, it can be a guidepost and the basis for the 10.​ Compare the views in 1 text with the views in 2 or 3 other counterparts to improve its own. other texts – which do you agree with and why? AUTHOR HEADING FORMAT L3 SUMMARIZING & OUTLINING The summarized idea comes after the citation. e.g The considerable number of users of FB has led educators to utilize FB for communicating with their students (Grant, 2008; as 3.0 WHAT IS SUMMARIZING cited in Donmus, 2010). The study of Kabilan, Ahmad, and ​ Summarizing means identifying the most important Abidin (2010) shows that the students perceived FB as an online environment to expedite language learning specifically English. ideas in a text and rewriting them in a version Donmus (2010) asserts that educational games on FB shorter than the original. fecundate learning process and make students’ learning environment more engaging. IT IS AN IMPORTANT SKILL BECAUSE: 1.​ Deepen your understanding of the text; DATE HEADING FORMAT 2.​ Learn to identify relevant information; 3.​ Combine details or examples that support the main The summarized idea comes after the date when the idea/s; material was published. 4.​ Concentrate on the gist or main idea or key words presented in the text; and e.g On the other hand, active participation of the citizens in 5.​ Capture the key ideas in the text and put them development contributes to a sound and reasonable government together clearly and concisely. decisions. In their 2004 study on the impact of participatory development approach, Irvin and Stansbury argue that participation can be valuable to the participants and the 3.1 WHAT IS NOT SUMMARIZING government in terms of the process and outcomes of decision making. ​ write down everything; ​ write down ideas from the text word-for-word; ​ write down incoherent and irrelevant ideas; ​ write down ideas not stated in the text; or ​ write down a summary that has the same length or is longer than the original text. 3.2 GUIDELINES IN SUMMARIZING 1.​ Clarify your purpose. 2.​ Read the text and understand the meaning. 3.​ Annotate the text. Identify key ideas and write them down on the margin. 4.​ Identify connections of key ideas using a concept map. 3.4 IMPORTANT RULES IN WRITING A 5.​ List ideas in sentence form in a concept map. SUMMARY 6.​ Combine sentences into a paragraph. 7.​ Refrain from adding comments. 1.​ Read the text carefully 8.​ Edit draft by eliminating redundant ideas. ​ Understand the main ideas, arguments, 9.​ Compare output with the original text to ensure and key points. accuracy. GOOD LUCK! EAPP SEM2 Q3 REVIEWER PAGE 3  EAPP S.Y. ‘24 - ‘25 | 2ND SEM Q3 by: ry lorraine – cramer ​ Identify the thesis statement, supporting ​ An outline can be a sentence outline or topic points, and conclusion. outline. A sentence outline is written in full sentence 2.​ Identify the structure while a topic outline is in words or phrases. ​ Break down the text into sections (e.g., ​ The terms introduction, body, conclusion do not introduction, body, conclusion). have to be included in the outline. They are not ​ Focus on how the author develops the topics, they are merely organizational units in the argument in each section. writer's mind. 3.​ Distinguish main ideas from details ​ ​ Include only the essential points and omit examples, illustrations, or minor details. ​ Summarize each section using key 3.4 KEY COMPONENTS OF AN OUTLINE concepts and main arguments. I.​ Introduction 4.​ Use your own words A.​ Background of the study : context or ​ Paraphrase the content instead of copying rationale for choosing the topic it verbatim. B.​ Thesis statement: the main argument or ​ Avoid plagiarism by properly rephrasing purpose of the paper. ideas. II.​ Body 5.​ Maintain Objectivity A.​ Main ideas/sections: major points ​ Avoid inserting your opinions or supporting the thesis (e.g literature review, interpretations. methodology) ​ Present the author's ideas as they are. B.​ Subpoints: supporting details, evidence, or 6.​ Be concise explanations. ​ Keep the summary brief while covering all III.​ Conclusion significant points. A.​ Summarizes the main ideas ​ Eliminate redundant information and B.​ Restates the thesis considering the unnecessary elaboration. evidence presented 7.​ Preserve the author’s tone C.​ Suggests implications or future directions. ​ Maintain the formal and academic tone of the original text. 8.​ Avoid direct quotes (unless necessary) L4 THESIS STATEMENT ​ Use direct quotes only if the exact wording is crucial. ​ If quoting, always use proper citation. 9.​ Check for coherence and flow 4.1 WHAT IS A THESIS STATEMENT ​ Ensure the summary is logically organized ​ A thesis is a direct statement that explains the topic and easy to read. of your essay, what you believe about that topic, and ​ Use transitional words to connect ideas why you believe it. smoothly. ​ The thesis statement presents or describes the 10.​ Conclude with the author’s main idea point of an essay. In an academic text, the thesis ​ End the summary by restating the thesis or statement is usually presented in the abstract or primary conclusion of the academic text. executive summary or found at the last part of the introduction. It is written in declarative sentence. 3.5 WHAT IS AN OUTLINE? A thesis statement is made up of three different parts. Every ​ An outline is a structured plan that guides the writer thesis needs these three things: in organizing content logically and coherently. It 1.​ Identification (What is the topic you are serves as a blueprint for the academic text. talking about?) 2.​ Claim (What do you believe about PURPOSES the topic?) -​ Ensures logical flow of ideas. 3.​ Direction (What are the 3 main -​ Helps in identifying gaps in research. reasons you can support your claim? -​ Saves time during the writing process. This will basically outline the body paragraphs of your essay.) 3.6 GUIDELINES IN WRITING AN OUTLINE ​ The main idea or topic is the main topic of the 4.2 STRATEGIES IN LOCATING THE THESIS outline. ​ All main topics are indicated by roman numerals. STATEMENT ​ Subtopics are noted by letters and supporting 1.​ Read the title of the text and make inferences on its details are indicated by Arabic numerals. purpose. GOOD LUCK! EAPP SEM2 Q3 REVIEWER PAGE 4  EAPP S.Y. ‘24 - ‘25 | 2ND SEM Q3 by: ry lorraine – cramer 2.​ If the text has no abstract or executive summary, maximum of five sentences. 2. read the first few paragraphs as the thesis statement is usually located there. Paraphrase when you want to: 3.​ You may also check the conclusion where authors a.​ avoid or minimize direct sum up and review their main points. quotation; or b.​ rewrite the author’s words 4.3 UNDERSTANDING AND LOCATING TOPIC by not changing the message or use your own SENTENCES words to state the author’s ​ The topic sentence presents or describes the point ideas. of the paragraph; in other words, it is the main idea of a paragraph. It can be located in the beginning, SUMMARIZING Summarize a text that has long middle, or last part of a paragraph. sections (e.g. a page or a chapter of a book or the book itself; a paragraph of an essay or the essay itself). L5 PARAPHRASING AND DIRECT QUOTING Summarize when you want to: a. avoid or minimize direct quotation or use the main idea of the text and 5.1 WHAT IS PARAPHRASING write it in your own words. ​ It means completely rewriting or rephrasing all the DIRECT Quote a text that conveys powerful ideas in an original text while still retaining the QUOTING message or will show less impact if it meaning. is paraphrased or summarized (e.g. ​ It should include citations. Constitution, government documents, philosophies, monographs, or other scholarly materials). PATCHWORK LEGITIMATE PARAPHRASE PARAPHRASE Quote directly when you want to: a.​ begin your discussion with Patchwork paraphrase Legitimate paraphrase the author’s stand; or involves rearranging words involves modifying or b.​ highlight author’s expertise and/or phrases used in the changing the sentence in your claim, argument, or original text into a new structure of an original text discussion. structure or pattern. and using a different vocabulary. 5.3 GUIDELINES IN PARAPHRASING 1.​ Read the text and understand its meaning. 5.2 PARAPHRASING VS SUMMARIZING VS 2.​ Underline or highlight key words. DIRECT QUOTING 3.​ Write in your own words what you understood about the ideas in the text and compare it to the original text. 4.​ The sentence structure should be different from the original text. 5.​ Refrain from adding comments. 6.​ Record the details of the original source (author’s name/s, date of publication, title, publisher, place of publishing , and URL). 7.​ Format your paraphrase properly. 5.4 GUIDELINES IN DIRECT QUOTING 1.​ Copy exactly the part of the text that you want to use. WHEN TO USE PARAPHRASING, SUMMARIZING, AND 2.​ Use quotation marks to show the beginning and DIRECT QUOTING ending of the quote. 3.​ Record the details of the original source (author’s PARAPHRASING Paraphrase a short text with one or name/s, date of publication, title, publisher, place of two sentences or a paragraph with a publishing , and URL). Indicate the page number. GOOD LUCK! EAPP SEM2 Q3 REVIEWER PAGE 5  EAPP S.Y. ‘24 - ‘25 | 2ND SEM Q3 by: ry lorraine – cramer 4.​ Format your quotation properly. If your direct quotation is at least 40 words, it should be Ultimately, How do YOU feel about what you have read? indented. What do YOU think it means? 6.4 THE FORMALIST APPROACH L6 CRITICAL APPROACHES TO LITERATURE ​ Formalist Criticism emphasizes the form of a literary work to determine its meaning, focusing on literary elements and how they work to create meaning. 6.1 WHAT ARE CRITICAL APPROACHES? -​ Examines a text as independent from its ​ Critical Approaches are different perspectives we time period, social setting, and author’s consider when looking at a piece of literature. They background. A text is an independent seek to give us answers to these questions, in entity. addition to aiding us in interpreting literature. -​ Focuses on close readings of texts and 1.​ What do we read? analysis of the effects of literary elements 2.​ Why do we read? and techniques on the text. 3.​ How do we read? ★​ Reader-Response Criticism Two Major Principles of Formalism ★​ Formalist Criticism 1.​ A literary text exists independent of any particular ★​ Psychological/Psychoanalytic Criticism reader and, in a sense, has a fixed meaning. ★​ Sociological Criticism 2.​ The greatest literary texts are “timeless” and A.​ Feminist/Gender Criticism “universal.” B.​ Marxist Criticism ★​ Biographical Criticism ★​ New Historicist Criticism 6.5 THE PSYCHOLOGICAL ★​ Queer Theory /PSYCHOANALYTIC APPROACH ★​ Deconstruction Theory ​ Psychological Criticism views a text as a revelation of its author’s mind and personality. 6.2 QUESTIONS TO PONDER FOR EACH ​ It is based on the work of Sigmund Freud. Also focuses on the hidden motivations of literary THEORY/APPROACH characters ​ What are the benefits of each form of criticism? ​ Looks at literary characters as a reflection of the ​ What are potential problems with each form? writer ​ Is there a “right” or a “wrong” form? ​ Can the mode of criticism alter the entire meaning of a text? 6.6 THE SOCIOLOGICAL APPROACH ​ Sociological criticism argues that social contexts (the social environment) must be considered when 6.3 THE READER-RESPONSE APPROACH analyzing a text. ​ Reader-Response Criticism asserts that a great deal -​ Focuses on the values of a society and of meaning in a text lies with how the reader how those views are reflected in a text responds to it. -​ Emphasizes the economic, political, and -​ Focuses on the act of reading and how it cultural issues within literary texts Core affects our perception of meaning in a text Belief: Literature is a reflection of its (how we feel at the beginning vs. the end) society. -​ Deals more with the process of creating meaning and experiencing a text as we MARXIST Marxist Criticism emphasizes economic read. CRITICISM and social conditions. It is based on the -​ A text is an experience, not an object. The political theory of Karl Marx and Friedrich text is a living thing that lives in the Engels. reader’s imagination. ​ Concerned with understanding the role of power, politics, and READER + READING SITUATION + TEXT = MEANING money in literary texts 2 IMPORTANT IDEAS IN READER RESPONSE Marxist Criticism examines literature to 1.​ An individual reader’s interpretation usually changes see how it reflects over time. 1.​ The way in which dominant 2.​ Readers from different generations and different groups (typically, the majority) time periods interpret texts differently. GOOD LUCK! EAPP SEM2 Q3 REVIEWER PAGE 6  EAPP S.Y. ‘24 - ‘25 | 2ND SEM Q3 by: ry lorraine – cramer exploit the subordinate groups (typically, the minority) 6.9 THE QUEER THEORY 2.​ The way in which people become alienated from one ​ A field of critical theory that emerged in the early another through power, money, 1990s out of the fields of LGBT studies and feminist and politics studies. ​ Explores and challenges the way in which FEMINIST Feminist Criticism is concerned with the heterosexuality is constructed as normal. CRITICISM role, position, and influence of women in ​ And the way in which the media has limited the a literary text. representations of gay men and women. ​ Asserts that most “literature” ​ Challenges the traditionally held assumptions that throughout time has been there is a binary divide between being gay and written by men, for men. heterosexual ​ Examines the way that the ​ Suggests sexual identity is more fluid. female consciousness is ​ ‘Gender trouble’ is evident everywhere in depicted by both male and mainstream media. female writers. ​ Queer theorists suggest this is evidence of a move towards increasing tolerance of sexual diversity. ​ Others argue that these representations simply Basic Principles of Feminist Criticism present alternatives to the ‘norm’ of heterosexuality. 1.​ Western civilization is ​ Used because of their shock value, not due to any patriarchal. desire to promote diversity. 2.​ The concepts of gender are mainly cultural ideas created by JUDITH BUTLER patriarchal societies. 3.​ Patriarchal ideals pervade ​ Suggests gender is not the result of nature, but is “literature.” socially constructed. 4.​ Most “literature” through time ​ Male and female has been gender-biased. behaviour roles are not the result of biology but are constructed and reinforced 6.7 THE BIOGRAPHICAL APPROACH by society through media and culture. ​ Biographical Criticism argues that we must take an ​ Sees gender as a author’s life and background into account when we PERFORMANCE. study a text. ​ She argues that there are a number of exaggerated Three Benefits: representations of masculinity and femininity 1.​ Facts about an author’s experience can help a which cause “gender trouble.” reader decide how to interpret a text. ​ (Any behaviour or representation that disrupts 2.​ A reader can better appreciate a text by knowing a culturally accepted notions of gender.) writer’s struggles or difficulties in creating that text. 3.​ A reader can understand a writer’s preoccupation by studying the way they apply and modify their own life experiences in their works. 6.10 DECONSTRUCTION ​ This approach “rejects the traditional assumption 6.8 THE NEW HISTORICIST APPROACH that language can accurately represent reality.” Deconstructionist critics regard language as ​ New Historicist Criticism argues that every literary fundamentally unstable. work is a product of its time and its world. ​ Literature is made up of words, literature possesses ​ New Historicism: no fixed, single meaning. 1.​ Provides background information ​ The principle of an uncertainty that denies the necessary to understand how literary texts existence of a single, knowable interpretation of a were perceived in their time. text. 2.​ Shows how literary texts reflect ideas and ​ Deconstructionist critics tend to emphasize not attitudes of the time in which they were what is being said but how language is used in a written. text. ​ Deconstructionists try to show how the text New historicist critics often compare the language in “deconstructs,” “how it can be broken down... into contemporary documents and literary texts to reveal cultural mutually irreconcilable positions.” assumptions and values in the text. GOOD LUCK! EAPP SEM2 Q3 REVIEWER PAGE 7  EAPP S.Y. ‘24 - ‘25 | 2ND SEM Q3 by: ry lorraine – cramer ​ The capacity of signs (and texts) to be repeated in 3.​ Have I included enough details and evidence to help new situations and grafted onto new contexts. readers evaluate the merits of the book, event, place or phenomenon that I am evaluating? 4.​ Have I been fair in my evaluation? Did I make a clear L7 REACTION PAPER, REVIEW, argument? CRITIQUE 5.​ Did I support my opinion with accurate, verifiable Reaction papers/reviews/critiques allow writers to express facts? their views, enabling others to share their point or a contrary 6.​ Have I given my readers enough basis to make an viewpoint. informed judgment based on my evaluation? Although they rely on the writer’s opinion, as with all types of 7.5 WHAT IS A CRITIQUE academic writing, these types of papers require evidence in the form of facts, statistics, examples, testimony, reviews of ​ a rigorous critical reading of a passage, fellow writers, pictures, and other pieces of evidence to make performance, or production. A critique can simply the writer’s claim more valid. be understood as a critical assessment (decide on the quality of subject/topic) 7.1 WHAT IS REACTION PAPER? 7.6 CHARACTERISTICS OF A CRITIQUE ​ is a review paper that requires you to formulate analysis and reaction (to analyze a text, then ​ Critical assessment develop commentary related to it) to a given body ​ Formal and objective of material. ​ Does require close reading. ​ Highlights the strengths and weaknesses of a performance or production. 7.2 CHARACTERISTICS OF A REACTION ​ Explores the implication of text. PAPER ​ Uses theoretical and experimental approaches. ​ Focused on the response. 1.​ What is the writer's overall purpose and intent? ​ Does not require close reading. 2.​ How do the structure and language of the text ​ Personal knowledge and experience. convey its meaning? ​ The writer may use first person point of view in 3.​ How do all the different elements of art convey its writing. meaning? 4.​ What is the significance or importance of each part 1.​ What is the book, event, or phenomenon about? Did of the text/art form? it meet its objective/s? 5.​ What is the worth/value of the work? 2.​ How do I feel about it? Did it influence me in a negative or positive way? 3.​ What insights did I get from it? 7.7 STEPS IN WRITING A CRITIQUE 4.​ Did I tactfully justify my reaction toward the book, event, place, thing, etc.? A.​ EXAMINE THE MATERIAL ​ Is the main point or goal of the creator clearly visible in the work? 7.3 WHAT IS A REVIEW? ​ If not, why do you think that is? ​ Who do you think is the creator’s intended ​ A review refers to a formal evaluation (studying the audience? facts to form an opinion) of a particular work. ​ Does the work provoke emotional responses? Do you feel confused? 7.4 CHARACTERISTICS OF A REVIEW ​ What questions does the work make you think of? ​ Formal evaluation. B.​ DO SOME RESEARCH ​ Does require close reading. ​ Highlights the strengths and weaknesses of a 1.​ Give the basic information about the work performance or production. 2.​ Provide a context for the work ​ Can be written by anyone. 3.​ Summarize the creator’s purpose in ​ An expertise in the field Is not needed. creating the work 4.​ Summarize the main points of the work 1.​ Does my review reflect my understanding of the 5.​ Present your stand book, event, or phenomenon that I am evaluating? 6.​ Choose an approach 2.​ Did I highlight important aspects of the book, event, 7.​ Organize your points or phenomenon? 8.​ Discuss the techniques or styles used in the work 9.​ State your arguments and evidences GOOD LUCK! EAPP SEM2 Q3 REVIEWER PAGE 8  EAPP S.Y. ‘24 - ‘25 | 2ND SEM Q3 by: ry lorraine – cramer 10.​ Use examples for each point 11.​ State your overall assessment 12.​ Summarize your key reasons for this assessment 13.​ Recommend any areas for improvement 7.8 HOW DO WE WRITE A CRITIQUE FOR ARTWORKS? ​ Edmund Burke Feldman, an art professor, critic and author from the University of Georgia, formulated an easy method in writing a critique about artworks. -​ Step 1: Description – pointing out surface information -​ Step 2: Analysis – focusing on the elements of art and principles of design o -​ Step 3: Interpretation – stating what the artwork means based on steps 1 and 2 -​ Step 4: Judgment – expressing opinions on the artwork 7.9 REVIEW VS CRITIQUE GOOD LUCK! EAPP SEM2 Q3 REVIEWER PAGE 9