Professional Documents
Culture Documents
Copyright 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 payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.
This instructional material was developed based from the Most Essential
Learning Competencies (MELC) in English for Academic and Professional Purposes
in response to the new normal scheme in learning delivery of the Department of
Education. This module was collaboratively reviewed by educators and program
specialists in the Regional Office V. We encourage teachers and other educational
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at ____________________.
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I. INTRODUCTION
In this module, you will be able to skillfully determine and employ critical writing with a
clear understanding on how a critique should be written using appropriate approaches to a specific
subject or written material.
It likewise aims for you to technically respond through an evaluation of the structure of
the thought in a content whether the author, the piece itself, or the subject of your critique for you
to provide credible arguments or creative thoughts for further reason or appreciation.
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V. LEARNING CONCEPTS AND ACTIVITIES
In this part of your module, you will step-by-step take your ride towards learning on
how to write a critique, make sure to read and do every step ahead for a more noteworthy and fun
learning.
Choose at least two items/pictures of your choice. All you have to do is to weigh your
thoughts and draw the feeling towards the picture/s by making your own emoji style. After which,
write and share why you have drawn/chosen such emoji. Whether your thoughts are positive or
negative provide your reasons/arguments. One to five sentences would be enough. (Note: A space
below is provided for you to write your chosen item correspondingly with your thought/s. Observe
proper writing norms as much as possible. The first one is done for you.)
1. 2. 3.
4. 5.
6.
5.
7.
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Sample Answer:
I have chosen item 1
My emoji is __(___) happy
Stephen Curry of Golden State Warriors is my favorite NBA Basketball player. I admire
him so much because I am a basketball player and a fan too. For me, he is the best. Simply because,
I know that he has been a six-time NBA All Star and a most valuable player twice. He has been
dubbed the greatest shooter of all time. More than that, personality wise, he is also kind of a person
you will respect. I can’t say anything bad about him but a mere admiration.
My answer:
I have chosen item _______
My emoji for this item is _______
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Individual Activity:
Inspired by your thoughts above, write at least three sentences which explain
facts about the item of your choice above. If possible, indicate below your source of
information backing up the correctness of information you have provided.
1.____________________________________________________________________________
2.____________________________________________________________________________
3.____________________________________________________________________________
Source of information:_____________________________________________________
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A. Group Activity (Optional)
Get on in a
Direction/Procedure:
team
1. With your classmates and friends whom you can talk on-line, compare your answers with
them. From their answers, try to copy information which you did not include in your output.
Make sure that their answers are facts and must have been backed-up with credible sources.
Then include their answers to yours to enrich your claims or arguments of the writing you did for
Task I. A space for you to rewrite is hereunder provided.
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Since you have initially warmed up, let us go farther in understanding the concepts and
principles focusing on critical approaches you should be familiar with necessary for you to write
a critique. A step-by-step procedure will be modeled from simple to a much complex structure
depending on the required number of paragraphs or words your teacher allows you to do so.
WHAT IS A CRITIQUE?
Critique is derived from ancient Greek (“kritike”). It is defined as a careful judgment in
which you shape your opinion about the strengths and weaknesses of a piece of writing or work
of art.
Depending on the instruction of your teacher, its length may vary from 100 to 750 words
or more. It is not a summary of the piece, rather, it is the critical evaluation to further
understand validity, worth, effect, use of the material that interests readers, and/or the
recommendation or appeal for further appreciation.
This could be possible by way of subjecting the piece of writing on the critical approaches
in analyzing the piece using appropriate evidences and arguments. Proper and acceptable reasons
or proofs are necessary to ensure quality and substance of the opinions you have cited which
reinforces relevant persuasion.
After all, writing a critique paves to a better understanding and for you to respond in a
more analytic, balanced, and convincing manner.
This approach claims that all that are important in analyzing and understanding the text can
be found in the piece of writing or text itself. Outside information regarding the author, society of
the time, politics or any other external context are no longer needed. The text is independent. It
has a fixed meaning. It is timeless and universal.
On the aforesaid principles, formalism requires a close and intent reading of the text
concentrating on the relationships within the text that showcases its distinct characteristics or form.
As you write your working outline framing your critique’s main points, you may include
as much as you could or whatever necessary using the following guide questions:
1. What is the title, setting, other elements etc. and to what extent it is symbolic?
2. What kind of language does the author use?
3. How is the work’s structure unified?
4. How do various elements of the work reinforce its meaning?
5. What recurring patterns (repeated or related words, images, etc.) can you find? What is the
effect of these patterns or motifs?
6. How does repetition reinforce the theme(s)?
7. How does the writer’s diction reveal or reflect the work’s meaning?
8. What is the effect of the plot, and what parts specifically produce that effect?
9. What figures of speech are used? (metaphors, similes, etc.)
10. Note the writer’s use of paradox, irony, symbol, plot, characterization, and style of
narration.
11. What effects are produced? Do any of these relate to one another or to the theme?
12. Is there a relationship between the beginning and the end of the story?
13. What tone and mood are created at various parts of the work?
14. How does the author create tone and mood? What relationship is there between tone and
mood and the effect of the story?
15. How do the various elements interact to create a unified whole?
16. What is the argument or thesis?
17. Who is telling the story in the piece?
Try to intently read the sample critique below. You will notice that the critique written
embodies some of the questions cited above.
The title of the work already gives an idea as to what it means. In physics, it is stated that
the light and energy of the stars have to travel light years to reach us. Since they are millions of
miles away and light has to travel this large distance, it is highly possible that the star has already
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exploded while its light is still travelling towards us. Therefore it is possible that a bright light we
see at night actually comes from a dead star.
In the story, this metaphor is used to refer to Alfredo’s love for Julia, a woman he meets
and falls for one fateful summer. Not only is the title an indicator of what is to come, even the fate
of the characters in the story can already be seen through their names.
Alfredo’s name means counselor of elves in Spanish and suggests someone who is wise.
In the story, it is indicated that Alfredo is a lawyer, a person who counsels. Still, his name denotes
a certain irony; despite his supposed wisdom, Alfredo’s actions, especially his covert courtship
with Julia while being engaged to another, are anything but sensible. Julia’s name, on the other
hand, refers to someone who is youthful, which is how Alfredo sees her for eight years until he is
confronted by reality.
2. FEMINISM
This approach emphasizes the importance or relevance of women as subjects and how
gender been perceived in the piece. The images of women and the underlying concepts of
femininity including economic, societal, psychological and archetypal nature of women are
examined. This approach likewise stresses equality for a male dominated society.
The following guide questions are helpful in framing you’re working outline using the
feministic point of view:
1. How are women’s lives portrayed in the work?
2. Is the form and content of the work influenced by the writer’s gender?
3. How do male and female characters relate to one another? Are these relationships sources
of conflict? Are these conflicts resolved?
4. Does the work challenge or affirm traditional views of women?
5. How do the images of women in the story reflect patriarchal social forces that have
impeded women’s efforts to achieve full equality with men?
6. What marital expectations are imposed on the characters? What effect do these
expectations have?
7. What behavioral expectations are imposed on the characters? What effect do these
expectations have?
8. If a female character were male, how would the story be different (and vice versa)?
9. How does the marital status of a character affect her decisions or happiness?
10. How does culture view women vs. men?
11. How is the relationship between men and women portrayed?
12. What are the power relationships between men and women (or characters assuming
male/female roles)?
13. Do characters take on traits from opposite genders? How so? How does this change
others’ reactions to them?
14. What does the work reveal about the operations (economically, politically, socially, or
psychologically) of patriarchy?
15. What does the work imply about the possibilities of sisterhood as a mode of resisting
patriarchy?
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16. What role does the work play in terms of women's literary history and literary tradition?
The story is a study of power imbalance brought about by gender. In the beginning, Dead
Stars already clearly illustrates the gender roles ingrained in Filipino Society: Don Julian and the
judge are portrayed as the male leaders of the household, taking up lofty professions such as
business and law while the women are portrayed accomplishing domestic tasks such as tending
the children and preparing food.
The most note-worthy display of imbalance in power, however, lies on the central theme
of Alfredo’s love for Julia as simply a dead star. Eight years after their forbidden love and after
getting married to another woman. Alfredo still holds Julia as an object of affection, thus creating
a distance between him and his wife, Esperanza.
In their relationship as a wedded couple, the power lies in Alfredo , not only because
patriarchal society designates him as the head of the household, but also because he remains
unreachable to his wife by harboring feelings for another woman. Moreover, the realization that
his love for Julia is simply a dead star is brought about by his treatment of Julia as simply an
illusion and an object of affection, and not as a woman. This gender imbalance leads to a tragic
epiphany for the characters, but is also a reflection of how men are viewed to dominate not only
in the household but also in their relationship with women.
3. READER RESPONSE
This approach stresses the attachment or strong connectionism of an individual reader’s
mind to the piece at hand. The reader herself can put meaning and interpret every part of the text.
The text is nothing unless it has been read and interpreted by the reader.
The reader’s reaction and interaction made out of the piece recreates and develops a further
depth of meaning. The manner a poem or a short story is read or delivered strengthens and invokes
visuals and imagination to a much sought individual appreciation.
In such a case, a reader who happened to read the same text may find the experience
different from the first against the second time.
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who does not love her anymore. Still, it is also through Alfredo’s descriptions and his
unfaithfulness that Esperanza gains sympathy from the reader.
During all the moments when Alfredo and Julia are together, the thought of Esperanza
looms in the background—does she know? How will she react? What will happen now? The
sympathy only increases when they get married, for it is clear that Alfredo is detached from her
and is still harboring feelings for Julia. While the end certainly evokes a feeling of loss at Alfredo’s
epiphany, it is the feeling of betrayal for Esperanza that stays.
4. MARXIST CRITICISM
This approach tries to unfold how socioeconomic status affects hierarchy or conflicts
involving social classes in the masterpiece. This approach likewise attempts to answer the
following questions:
1. What are the differences between economic classes?
2. What conflict has arisen between the working class and the elite?
3. What implication may the socioeconomic system bring?
4. What social class has been emphasized and how was this portrayed in the piece?
OTHER APPROACHES
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1. What aspects of the author’s personal life are relevant to this story?
2. Which of the author’s stated beliefs are reflected in the work?
3. Does the writer challenge or support the values of her contemporaries?
4. What seem to be the author’s major concerns? Do they reflect any of the writer’s
personal experiences?
5. Do any of the events in the story correspond to events experienced by the author?
6. Do any of the characters in the story correspond to real people?
7. Historical Approach: This approach focuses on connection of work to the historical period in
which it was written; literary historians attempt to connect the historical background of the work
to specific aspects of the work.
1. How does it reflect the time in which it was written?
2. How accurately does the story depict the time in which it is set?
3. What literary or historical influences helped to shape the form and content of the work?
4. How does the story reflect the attitudes and beliefs of the time in which it was written or
set? (Consider beliefs and attitudes related to race, religion, politics, gender, society, philosophy,
etc.)
5. What other literary works may have influenced the writer?
6. What historical events or movements might have influenced this writer?
7. How would characters and events in this story have been viewed by the writer’s
contemporaries?
8. Does the story reveal or contradict the prevailing values of the time in which it was
written?
Does it provide an opposing view of the period’s prevailing values?
9. How important is it the historical context (the work’s and the reader’s) to interpreting the
work?
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9. Sociological Approach: This approach focuses on man’s relationship to others in society,
politics, religion, and business.
1. What is the relationship between the characters and their society?
2. Does the story address societal issues, such as race, gender, and class?
3. How do social forces shape the power relationships between groups or classes of people
in the story? Who has the power, and who doesn’t? Why?
4. How does the story reflect the Great American Dream?
5. How does the story reflect urban, rural, or suburban values?
6. What does the work say about economic or social power? Who has it and who doesn’t?
Any Marxist leanings evident?
7. Does the story address issues of economic exploitation? What role does money play?
8. How do economic conditions determine the direction of the characters’ lives?
9. Does the work challenge or affirm the social order it depicts?
10. Can the protagonist’s struggle be seen as symbolic of a larger class struggle?
How does the microcosm (small world) of the story reflect the macrocosm (large world)
of the society in which it was composed?
11. Do any of the characters correspond to types of government, such as a dictatorship,
democracy, communism, socialism, fascism, etc.? What attitudes toward these political
structures/systems are expressed in the work?
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18. How and why are these archetypes embodied in the work?
11.Philosophical Approach: This approach focuses on themes, view of the world, moral
statements, author’s philosophy, etc.
1. What view of life does the story present? Which character best articulates this viewpoint?
2. According to this work’s view of life, what is mankind’s relationship to God? To the
universe?
3. What moral statement, if any, does this story make? Is it explicit or implicit?
4. What is the author’s attitude toward his world? Toward fate? Toward God?
5. What is the author’s conception of good and evil?
6. What does the work say about the nature of good or evil?
7. What does the work say about human nature?
WRITING STRUCTURE
Since our focus is on the appropriate use of critical approaches in writing a critique, our
outputs must likewise be more on critiquing a piece of literature like a short story, a poem, a novel
and other literary genre. In this accord, let us denote salient structures and parts appropriate to
include in the output along with the outlined questions you have included.
There has been no strict rules in terms of structure for it varies depending on your
teacher’s task requirements, however, for uniformity purposes, let us generally use the
following parts below ranging from at least 100 to 750 words.
Remember that the heart of your critique shall focus on its strengths and weaknesses
and to relay how effective is the material.
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Likewise, though critical approaches are not exclusive and may be used at the same
time, it is better to focus and use at least one among the many approaches.
For the formalist view for example, any among the character, dialogue, setting,
conflict, suspense, ending and plot would speak by itself. Analysis of the poem for
formalists may involve imagery, sound, figurative language, language and other
elements.
D. Conclusion/Closing paragraph (One to three paragraphs)
At this point, you shall be able to link your thoughts reinforced with your
assessment in the introduction. If in any case it is possible for you to compare the
masterpiece to a similar work, the better. Your recommendation depends on how you
have perceived the material observing all fair judgment and appreciation.
Note: The length and the depth of your critique depends on the task required to you. Two
to three paragraphs could even be possible to include all the parts cited above.
For academic texts and researches the following parts may be adopted:
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D. CONCLUSION (around 10%)
1. Your overall impression of the work shall be stated.
2. Scholarly or literary value of the reviewed article, book, or work
3. Benefits for the intended audience or field
4. Suggestion for future direction of research
5. Clarify and summarize judgments
6. Comment about why such research matters or what else needs to be researched in the
field.
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VI. LET’S WORK AND LEARN (PRACTICE TASK 1, 2, 3)
“A Rose for Emily” is a story that sets you to difficulty at first, but to a moment of wander and
excitement as you started to go in depth on the details.
The narration of “A Rose for Emily” is written in the first person, or as if a member of the
community. Using phrases such as, “we did not say she was crazy then” made the story believable, as if
it actually happened, rather than a third person narrative most fiction stories use.
The imagery Faulkner presented in this story gives off a setting in the old south. Words such as
“tradition,” “generation, and “sort of hereditary obligation” contribute to an old southern feel. Even
though the story is written as if it were told by a member of the community, the imagery is fitting since
Faulkner himself is from Mississippi during the Civil War.
The old feel of the story is suitable, since “A Rose for Emily” begins and ends with her death. The
old-timey feel aids the reader in realizing that they are reading a story which switches back and forth
over the main characters life.
The plot of “A Rose for Emily” jumps back and forth in non-chronological order. This method of
storytelling delivers an immense element of surprise at the end of the story. The narration also ties into
the element of surprise at the end of the story.
Since the story is read as if a member of society were writing at present, there is very little way
the reader could predict the end of the story until further reading. For example, in the story Emily
purchases poison and the members of the community were certain “she will kill herself”. Later, Emily’s
cousins report to the community “that she had bought a complete outfit of men’s clothing, including a
nightshirt”. However, if the events of the story were reversed in order, it would be easier for the reader
to conclude what actually happened – that Emily murdered Herbert with rat poison.
I think that “A Rose for Emily” is indeed a piece of art. Faulkner won a Nobel Peace Prize in
literature, and I can certainly see why.
The story was at first slightly confusing as far as the plot goes, but as the story developed the
plot became more apparent. Even if the plot were understood from the beginning, Faulkner has a strong
command of English, creating wonderful scenes of imagery and I was able see everything that was being
described in the story vividly.
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“MY CRITICAL WRITING QUESTIONS, MY APPROACH”
As I analyzed the example above, the critical guiding questions used by the writer are the
following:
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3.____________________________________________________________________________
4. ____________________________________________________________________________
5.____________________________________________________________________________
With the questions you have written, what approach did the writer use?
_____________________________________________________________________________
1. A sample critique is hereunder written. Write the parts that are essential in
writing an article critique on the shaped signage or prompts indicated. Take
you answers from your mind box below.
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Sample of an 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.
Provide a
brief Hullinger and Hogan (2014) used a sample of 32 incoming graduate
summary students to examine the impact of an online orientation program designed
of the to connect new students with resources across the university. The
article in researchers collected demographic information of participants and used
your own the State Trait Anxiety Inventory to measure anxiety before and after the
words. 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.
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 generalize these findings to the larger graduate student population.
Also, all participants in this study were from a state university in the Midwest; this also 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.
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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 points of the article 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.
References
Hullinger, M., & Hogan. R. L. (2014). Student anxiety: Effects of a new graduate student
orientation program. Administrative Issues Journal: Education, Practice, and
-
2. A poem entitled “Caged Bird” is hereunder written. Analyze and decide on the
approach/es you will use in critiquing the piece. Draft your critical approach questions and
put them together in your critique outline. Then, write a critique not less than two
paragraphs or a hundred words. Use the rubric below in checking your critique content.
Use the space allotted for you.
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Caged Bird
BY MAYA ANGELOU
A free bird leaps
on the back of the wind
and floats downstream
till the current ends
and dips his wing
in the orange sun rays
and dares to claim the sky.
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Your Critique Writing Rubric
Critique Structure: (Note: Depending on your performance, your teacher may devce a scoring
rubric suited for you.)
This involves the gist or the description of the material. For a short story, this is the
understanding of plot or summary of the piece examined. 10 points
Note: A specific scoring rubric may be provided by your teacher depending on your level of
understanding and the extent or quality of outputs your teacher requires you to do so.
Test I. Read the excerpt below and write on your notebook the critical approach used.
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Your love is like the sun,
That lights up my whole world
I feel the warmth inside;
Your love is like the river,
That flows down through my veins
I feel the chill inside;
Excerpt of a Critique:
It has a sestet stanza or six lines in a stanza, it’s lyrical because it shows strong
feelings and thoughts. It shows no rhyme (a, b, c, d, e, c). It is a hexameter consisting of
six number of feet and it shows repetition of phrases. The repetition is intently used to
evoke a strong feeling.
2. a. Psychological approach c. Historical/Marxist
b. Formalism d. Feminist
Sample Excerpt:
The piece begins from a thought how happy life is. The experiences of the main
character the moment he was born depicts a remarkable good life. Contentment as it may seem
are repeated expressed in the piece. However, a twist seems to unfold the mask behind happy
faces, happy moments and happy life. It is an exactly opposite of reality as hinted by some
contradicting thoughts by the speaker. This I think is very much possible because the main
character it seems is the author himself.
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MY REFLECTION
Critique Structure: (Note: Depending on your performance, your teacher may device a scoring
rubric suited for you.)
2. Introduction (Short paragraph/paragraph/s - one to three sentences or more)
Introduction Statement (include Title, author, your opinion) 5points
Your thesis 5points
II. Plot Summary/Description (Short paragraph/s – one to three sentences or more)
This involves the gist or the description of the material. For a short story, this is the
understanding of plot or summary of the piece examined. 10 points
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IX. REFERENCES
Ashford Writing Center. 2020. Sample Article Critique. Ashford Writing Center.
Retrieved from https://writingcenter.ashford.edu/sites/default/files/inline-files/Sample
%20Critique_Neutral.pdf . Date Accessed: 15 July 2020.
Barrot & Sipacio. 2017. Communicate Today ENGLISH for Academic & Professional Purposes for SHS.
Quezon City: C&E Publishing, Inc.
Bid4papers.com. 2019. How to Write a Book Critique Like a Professional. Bid4papers.com. Retrieved from
https://bid4papers.com/blog/writing-critique-novel/. Date Accessed: 15 July 2020.
Geyte E. V. 2013. Writing: Learn To Write Better Academic Essays. London: Harper Collins Publishing.
Gioia’s & Kennedy, 1995. Literature: An Introduction to Fiction, Poetry, and Drama,
Sixth Edition (New York: HarperCollins.
Guerin W. et al. 2005. A Handbook of Critical Approaches to Literature, 5th Edition. New York: Oford
University Press.
Poetry Foundation. Org. 2020. “Caged Bird” by Maya Angelou. Poetry Foundation. Org. Retrieved
from https://www.poetryfoundation.org/poems/48989/caged-bird. Date Accessed: 15 July 2020.
Tyson L. 2006. Critical Theory Today: A User Friendly Guide, 2nd ed.
Other Sources:
https://www.youtube.com/watch?v=skEn61J6c8s
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X. KEY TO CORRECTION
IV. 1. Formalism
2. Feminism
3. Historical
4. Biographical
5. Reader’s Response
V.
VII.
Test I
1. Formalism
2. Historical
3. Biographical
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