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

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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: cebu.province@deped.gov.ph

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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.

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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:

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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.

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 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!

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 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

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 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

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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

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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

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 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

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 ? 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.

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 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

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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.

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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?

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 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.

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 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

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 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

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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.

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 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: cebu.province@deped.gov.ph

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