EAPP-Quarter1-Module-5-Critical Approaches in Writing a Review, a Reaction Paper, and a Critique.pdf

English for Academic and Professional Purposes QUARTER 1– MODULE 5: Critical Approaches to Writing A Review/ Reaction Paper/Critique English for Academic and Professional Purposes Alternative Delivery Mode Quarter 1-Module 5: Critical Approaches to Writing A Review/Reaction...

English for Academic and Professional Purposes QUARTER 1– MODULE 5: Critical Approaches to Writing A Review/ Reaction Paper/Critique English for Academic and Professional Purposes Alternative Delivery Mode Quarter 1-Module 5: Critical Approaches to Writing A Review/Reaction Paper/ Critique 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 learning resource are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer: Ma. Ragie P. Tabotabo Editor: Desiree T. Roberts Reviewers: Marivic Yballe (Moderator) Dr. Clavel D. Salinas Illustrator: Ma. Ragie P. Tabotabo Layout Artist: Ma. Ragie P. Tabotabo Management Team Schools Division Superintendent: Dr. Marilyn S. Andales, CESO V Assistant Schools Division Superintendents: Dr. Cartesa M. Perico Dr. Ester A. Futalan Dr. Leah B. Apao Chief, CID: Dr. Mary Ann P. Flores Chief, SGOD: Dr. Novie O. Mangubat EPS—LRMDS: Mr. Isaiash T. Wagas SHS Division Coordinator: Dr. Clavel D. Salinas Printed in the Philippines by: Department of Education– Region VII, Division of Cebu Province Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City Telefax: (032) 255-6405 Email Address: [email protected] ii English for Academic and Professional Purposes QUARTER 1– MODULE 5: Critical Approaches to Writing A Review/Reaction Paper/Critique iii  Key Message For the Facilitator: Learning is a constant process. Amidst inevitable circumstances, Department of Education extends their resources and looks for varied ways to cater your needs and to adapt to the new system of Education as a fortress of Learning Continuity Plan. One of the probable solutions is the use of Teacher-made Educational Modules in teaching. You are reading the English for Academic and Professional Purposes—Senior High School First Quarter Alternative Delivery Mode (ADM) Module on “Uses appropriate critical approaches* in writing a critique such as formalism, feminism, etc. (CS_EN11/12A-EAPP-Id-f-16)” as written and found in the K-12 Most Essential Learning Competencies. The creation of this module is a combined effort of competent educators from different levels and various schools of Department of Education-Cebu Province. In addition, this module is meticulously planned, organized, checked and verified by knowledgeable educators to assist you in imparting the lessons to the learners while considering the physical, social and economical restraints in teaching process. The use of Teacher-made Educational Module aims to surpass the challenges of teaching in a new normal education set-up. Through this module, the students are given independent learning activities, which embodies in the Most Essential Learning Competencies based from the K-12 Curriculum Competencies, to work on in accordance to their capability, efficiency and time. Thus, helping the learners acquire the prerequisite 21st Century skills needed with emphasis on utmost effort in considering the whole well being of the learners. 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 part of the module gives you help- ful tips, suggestions or strategies that will make the learning process easy and efficient to the learners. As the main source of learning, it is your top priority to explain clearly on how to use this module to the learners. While using this module, learner’s progress and development should be recorded verbatim to assess their strengths and weaknesses while doing the activities presented independently in safety of their homes. Moreover, you are anticipated to persuade learners to comply and to finish the modules on or before the scheduled time. iv For the Learner: As a significant stakeholder of learning, Department of Education researched and explored on innovative ways to address your needs with high consideration on social, economic, physical and emotional aspects of your well being. To continue the learning process, DepEd comes up with an Alternative Delivery mode of teaching using Teacher-Made Educational Modules. You are reading the English for Academic and Professional Purposes—Senior High School First Quarter Alternative Delivery Mode (ADM) Module on “Uses appropriate critical approaches* in writing a critique such as formalism, feminism, etc. (CS_EN11/12A-EAPP-Id-f-16)” as written and found in the K-12 Most Essential Learning Competencies. This module is especially crafted for you to grasp the opportunity to continue learning even at home. Using guided and independent learning activities, rest assured that you will be able to take pleasure as well as to deeply understand the contents of the lesson presented; recognizing your own capacity and capability in acquiring knowledge. This module has the following parts and corresponding icons: v At the end of this module you will also find: References Printed in this part is a list of all reliable and valid resources used in crafting and designing this module. In using this module, keep note of the fundamental reminders below. 1. The module is government owned. Handle it with care. Unnecessary marks are prohibited. Use a separate sheet of paper in answering all the given exercises. 2. This module is organized according to the level of understanding. Skipping one part of this module may lead you to confusion and misinterpretation. 3. The instructions are carefully laden for you to understand the given lessons. Read each items cautiously. 4. This is a Home-Based class, your reliability and honor in doing the tasks and checking your answers are a must. 5. This module helps you attain and learn lessons at home. Make sure to clearly comprehend the first activity before proceeding to the next one. vi  6. This module should be returned in good condition to your teacher/facilitator once you completed it. 7. Answers should be written on a separate sheet of paper or notebook especially prepared for this subject. If you wish to talk to your teacher/educator, do not hesitate to keep in touch with him/her for further discussion. Know that even if this is a home-based class, your teacher is only a call away. Good communication between the teacher and the student is our priority to flourish your understanding on the given lessons. We do hope that in using this material, you will gain ample knowledge and skills for you to be fully equipped and ready to answer the demands of the globally competitive world. We are confident in you! Keep soaring high! vii  WHAT I NEED TO KNOW Good day, dear learner! This module is solely prepared for you to access and to acquire lessons befitted in your grade level. The exercises, drills and assessments are carefully made to suit your level of understanding. Indeed, this learning resource is for you to fully comprehend the Critical Approaches used in Writing A Review/ Reaction Paper/Critique. Independently, you are going to go through this module following its proper sequence. Although you are going to do it alone, this is a guided lesson and instructions/directions on how to do every activity is plotted for your convenience. Using this learning resource, you are ought to use appropriate critical approaches* in writing a critique such as formalism, feminism, etc. (CS_EN11/12A-EAPP-Id-f-16), as inculcated in the K-12 Most Essential Learning Competencies. At the end of this module, you are expected to achieve the following objectives: A. Share one’s ideas about certain topics B. Describe the critical approaches use to write a review/reaction paper/critique; C. Analyze movies, articles, art, etc. using the critical approaches ; and D. Write a review/reaction paper/critique using the appropriate critical approach. I. Directions: Read and analyze the statements WHAT I KNOW below. Write TRUE if the statement is true and FALSE if the statement is false. ________________1. Marxist criticism focuses understanding how power, politics, and money play a role in arts, texts, movies, etc.. ________________2. Formalism reveals how aspects of our culture are patriarchal, i.e., how our culture views men as superior and women as inferior. ________________3. Feminism emphasizes on the form or structure of an 1  object, and elements of a written work to determine its underlying meaning. ________________4. Reader-response criticism argues that the meaning of a text is dependent upon the reader’s response to it. ________________5. Historical criticism emphasizes the importance of the author/ artist’s life and background into account when analyzing a text or an object. ________________6. Biographical criticism posits that every literary work is the product of its time and its world. ________________7. Formalism examines texts out of the context of their time period, social setting, and author’s background. ________________8. Marxist criticism focuses on the act of reading and how it affects readers’ perceptions of a text. ________________9. Historical criticism examines how literary texts reflect the ideas, beliefs, and attitudes of the time in which they were created. ________________10. Biographical criticism states that understanding an author’s background can help readers interpret a text. II. Directions: Share your thoughts about these questions: Are critical approaches necessary in understanding literary works? Why or Why not? Directions: Recall your previous lessons in Module 1-4. Read and answer the questions below. Choose your answer from the given choices. Write only the letter that corresponds to your answer. 1. The following are guidelines in writing a creative thesis statement, EXCEPT: A. Avoid making overly-opinionated stands B. Avoid making announcements C. Avoid stating facts alone D. Avoid debatable claims 2 2. Which among the following adheres to the rules of outlining a text? A. Do not include the thesis statement because it may confuse you when creating your outline. B. Subdivide topics by a system of numbers and letters, followed by a period. C. Do not include Roman Numerals in outlining a text. D. Use both sentences and phrases in an outline. 3. Which among the following is a strong thesis statement? A. Crime must be stopped. B. History is an important subject. C. Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers. D. Movies are becoming more and more daring in their subject matter which deviates from the cultural background of our country. 4. The following are basic rules in summarizing. EXCEPT: A. Only write down important points. B. Copy repeating ideas because they signify urgency. C. Use your own words to write the summary. D. Trade, general terms for specific names. 5. What technique in summarizing texts includes the name of the writer, the title of the text, what the writer is doing and the important ideas of the text? A. 5 W’s, 1 H B. SAAC C. Somebody Wanted But So Then D. Outlining 6. What summarizing technique entails showing the key ideas and supporting details in each paragraph to be included in the summary? A. First Then Finally B. SAAC C. Somebody Wanted But So Then D. Outlining 7. It is a technique that helps summarize events or steps in chronological order or in sequence. A. First Then Finally B. 5 W’s, 1 H C. Somebody Wanted But So Then D. Outlining 8. What text structure highlights the similarities and differences of the topics being discussed. A. Problem-Solution B. Chronological Order C. Compare-Contrast D. Persuasion 3 9. What text structure is being employed when a text states the reasons for such phenomenon and its consequences? A. Sequence B. Exemplification C. Classification D. Cause-Effect 10. What structure does a formal academic text follow? A. No rigid structure B. Introduction-Body-Conclusion C. The structure depends on the writer. D. Both A & B 11. Which among the following is the most appropriate phrase to use in an academic text? A. The essay intends to prove... B. I will prove to mankind that… C. It is my utmost desire to prove to you that D. My essay will prove you wrong.. 12. Which among the following describes academic language? A. used when talking face to face with family members and friends B. used to communicate feelings, needs, and wants using symbolic hand gestures for drink, eat, hot, cold, hurt, or tired C. includes writing emails, friendly letters, and texts or retelling stories D. used to describe and comprehend complex ideas, process higher-order thinking, and understand abstract concepts A. Directions: Give your thoughts on the following topics. COVID-19 Pandemic Social Distancing 4  First Coronavirus vaccine from Russia Internet Connection How did you react to the topics presented to you? Were your answers based on facts (statistics/research, etc.), or were they anchored on your personal experiences and emotions? There are critical approaches that can help you write an effective review/reaction/paper/critique. Having your opinions and ideas anchored on these critical approaches will allow you to produce a reliable written work. B. Directions: Guess the critical approaches being described. You may choose from the box below. Reader-response criticism Formalism Biographical Criticism Feminism Marxist Criticism Historical Criticism ? Gender Equality Women’s role in the society ? Events during a specific time/ period/era ? Life and experiences of the writer/artist 5  ? Relationship between the reader and the text/artwork ? Economic status Power Elements ? Principles Characteristics Critical Approaches to Writing a Review/ Reaction Paper/Critique A very important expository discourse that you must learn how to write is the reaction paper, review, or critique. It is mainly written to communicate a fair assessment of situations, people, events, literary and artistic works and performances. Whether a social commentary, or a critical judgment, it conveys incisive insights into its analysis of events, its interpretation of the meaning or importance of a work or artifact, or its appreciation of the moral or aesthetic values reflected in the work or performance. It may include the main purpose of the event; the devices and strategies employed; an evaluation of its success or failure; and an assessment of its significance and relevance, timeliness or timelessness. As a reviewer and critic you must not simply rely on mere opinions; rather, you must use both proofs and logical reasoning to substantiate your comments. You must process ideas and theories, revisit and extend ideas in a specific field of study, and present an analytical response to the subject of your review. 6  The following critical approaches will guide you on writing your review, reaction paper or critique. These approaches will help you focus on the more important aspects to examine, analyze and evaluate. 1. Formalism emphasizes the form of a literary work to determine its meaning, focusing on literary elements and how they work to create meaning.  Focus on the elements, structure and principles that govern a certain text, artworks, movie, book, poems, etc. Poem (meter, figurative deices, imagery, theme) Books/stories (setting, characters, plot) Movies (sound effects, transition, shots) Artistic expression (lines, colors, shapes, rhythm, texture, sound) 2. Biographical Criticism emphasizes the importance of the author’s life and background into account when analyzing a text.  Focus on the life and background of the writer/artist and connect it to the subject of your review or critic. How did the life of Dr. Jose Rizal affect his written works? How did Pablo Picasso’s life experiences shape his painting style? 3. Historical Criticism posits that every literary work is the product of its time and its world.  Focus on the era and significant events that happened during the time the text/movie/book/art/poem was produced. How did Juan Luna’s ‘Spoliarium’ depict the happenings during the time it was painted? How did Victor Hugo show the hardships and triumph during the French revolution, in his work, ‘Les Miserables’? 4. Marxist Criticism emphasizes on how power, politics, and money play a role in literary texts and amongst literary societies and characters.  Focus on how class, power, race and economic status affect the content and theme of a certain work. In what way did the story/movie reflect the socio-economic status of the characters? 5. Feminism emphasizes on the roles, positions, and influences of women within literary texts.  Focus on how women are portrayed in a certain literary work, in arts, in commercials, in movie, etc. Are women viewed as inferior beings in the movie? How were they 7 portrayed? What aspect of the painting mirrors the patriarchal ideology in our society? 6. Reader-response criticism emphasizes that the meaning of a text is dependent upon the reader’s response to it.  Focus on the meaning you created while reading a text, watching a movie or looking at a certain object. It focuses on your personal connection with and understanding of the subject of your review. What emotion did you experience after reading the poem? What is your interpretation of the painting? Directions: Write a short critique (8-10 sentences) on the following works using the specified approach. 1. Ang Probinsyano (tv series) Critical Approach: Marxist Criticism 2. Rome’s Colosseum Critical Approach: Historical Criticism Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation. 8 3. “Sympathy” by Paul Laurence Dunbar Critical Approach: Reader-response criticism I know what the caged bird feels, alas! When the sun is bright on the upland slopes; When the wind stirs soft through the springing grass, And the river flows like a stream of glass; When the first bird sings and the first bud opes, And the faint perfume from its chalice steals— I know what the caged bird feels! I know why the cage bird beats his wing Till its blood is red on the cruel bars; For he must fly back to his perch and cling When he fain would be on the bough a-swing; And a pain still throbs in the old, old scars And they pulse again with a keener sting— I know why he beats his wing! I know why the caged birds sings, ah me, When his wing is bruised and his bosom sore, - When he beats his bars and would be free; It is not a carol or joy or glee, But a prayer that he sends from his heart’s deep core, But a plea, that upward Heaven, he flings— I know why the caged bird sings! Why is understanding the critical approaches necessary in writing a review/reaction paper/critique? 9  Directions: Fill the table by writing a short critique (5-8 sentences long per critical approach) on Shakespeare’s Romeo and Juliet. Romeo and Juliet by Shakespeare Formalism Feminism Historical Criti- cism Marxist Criticism Biographical Criticism Reader– response Criticism Note: You may surf the internet for a copy of the play, and read about the life of the author and the era that this play was produced. 10  I. Directions: Choose one from the given topics below. Gather information about your chosen topic, then write a critique (150-200 words) using the most appropriate critical approach. 1. Great Wall of China Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation. All rights reserved. 2. Movie: Goyo Ang Batang Heneral Screenshot taken by the writer 3. Jose Rizal’s Noli Me Tangere 4. President Duterte’s SONA (July 27, 2020) 5. Ang Huling El Bimbo: The Hit Musical 11  Read in advance the sample article critique below. Article Critique Graduate student enrollment has increased in recent years, but these students face many challenges on their path to a degree. Researchers have noted that graduate students experience anxiety and stress that may be connected to high attrition rates (Poock, 2002). In the article “Student anxiety: Effects of a new graduate student orientation program,” Megan Hullinger and Dr. R. Lance Hogan (2014) examined the impact of an online orientation program on student anxiety. While this article produced significant results showing that an orientation program could reduce anxiety of new graduate students there are limitations related to the replicability, sample, and generalizability of results. Hullinger and Hogan (2014) used a sample of 32 incoming graduate students to examine the impact of an online orientation program designed to connect new students with resources across the university. The researchers collected demographic information of participants and used the State Trait Anxiety Inventory to measure anxiety before and after the orientation program. Using t-tests, Hullinger and Hogan found that the participants experienced a significant reduction in anxiety following the completion of the online orientation program. The researchers discussed an important topic, as administrators continue to attempt to improve retention efforts in higher education. The approach of an online orientation program could be useful for students as it would allow them to have important information at their fingertips, regardless of if they are on campus or not. However, Hullinger and Hogan (2014) did not provide key information about the orientation program they used in their study. This lack of detail would make it difficult to replicate their program in order to further expand the research on this kind of program. Significant results were noted in the results of this study, but there are limitations to these findings. First, the sample size was small. Out of 802 incoming students who were invited to participate, only 32 students completed the pre- and post- anxiety inventory. With such a small sample size it is difficult to gen- eralize these findings to the larger graduate student population. Also, all participants in this study were from a state university in the Midwest; this also 12 limits the generalizability of these findings to the larger student population. While Hullinger and Hogan (2014) stated that the study should be replicated with a larger population and at other schools, the authors did not discuss how these factors of their study were limitations. This article focused on an important topic within higher education, as administrators need to find solutions to improve retention. One of the barriers graduate students face is anxiety, so an online orientation designed to reduce anxiety could be one useful tool to address this problem. Hullinger and Hogan (2014) shared encouraging results of an online orientation program designed to connect incoming graduate students with university resources. However, this study did not adequately describe this orientation program so that future researchers can replicate this program in other samples. Furthermore, the small sample size and lack of diversity among participants limits the generalizability of these findings. Future research on online orientation programs with a clear description of the program among a larger more diverse sample is necessary to provide evidence of the impact of online orientation programs. 13  14 WHAT I KNOW WHAT’S IN WHAT’S NEW WHAT’S MORE I. 1. D 1. Feminism Answers may vary. 1. TRUE 2. B 2. Historical 2. FALSE 3. C Criticism WHAT I HAVE LEARNED 3. FALSE 4. B 3. Biographical Answers may vary. 4. TRUE Criticism 5. B 5. FALSE 4. Reader-response 6. D Criticism 6. FALSE 7. A 5. Marxist Criticism WHAT I CAN DO 7. TRUE 8. C 6. Formalism Answers may vary. 8. FALSE 9. D 9. TRUE 10. B 10. TRUE 11. A ASSESSMENT II. Answers vary 12. D Answers may vary. Answers Vary Part. The teacher will check all the Notes to the Teacher! References: Electronic Files Department of Education. Curriculum and Instruction Strand. K to 12 Most Essen- tial Learning Competencies with Corresponding CG Codes. Department of Education. English for Academic and Professional Purposes. (2016). Teacher’s Guide. First Edition. Department of Education. English for Academic and Professional Purposes. (2016). Reader. First Edition. Online resources Critical Approaches to Literature.pdf. Retrieved from www.miamiartscharter.net. Retrieved date August 13, 2020. Critical Approaches to Literature.pdf. Retrieved from www.unm.edu. Retrieved date August 13, 2020. Critical Lenses-Theories.doc. Retrieved from www.everettsd.org. Retrieved date August 13, 2020. Sample Article Critique_Neutral.pdf. Retrieved from writingcenter.ashford.edu. Retrieved date August 7, 2020. Others Microsoft Encarta Kids 2009 For inquiries or feedback, please write or call: Department of Education– Region VII, Division of Cebu Province Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City Telefax: (032) 255-6405 Email Address: [email protected] 15