1 / Moralist Literary Criticism

Title: The Lesson Behind

Topic: Moralist Approach
Format: Paaralan sa Radyo / Interactive Radio-Based Instruction for
English 9
Length: 60 minutes
Scriptwriter: Christine Joy A. Manlangit / Arlyn Tabinas
Objective: At the end of this radio episode, Grade 10 students will be
able to critique a literary selection based on Moralist
approach and write a poem based from the theme selected
approach.
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3 FREYA: Hello dear listeners, especially to our Grade 9 learners.
4 Welcome to another exciting episode of Paaralan sa Radyo, an
5 interactive radio program which provides comprehensive and
6 enjoyable learning experiences in English. We are very happy to
7 be with you this morning as we guide and help you learn in
8 these trying times. I am your host, FREYA C. CALIBJO from
9 DELIA DIEZMO NATIONAL HIGH SCHOOL.
10 DEP: STINGER MSC UP FOR 3 SECS AND UNDER
11 FREYA: Before we start our fun-filled lesson, please make sure that you
12 are comfortable in your study area and free from any
13 distractions. Check if you have your paper with you along with a
14 pen so you can write the important information and follow our
15 step by step discussion and activities. Please put your
16 cellphones in silent mode so you can concentrate and grasp all
17 the needed information in today’s lesson. Are you ready?
18 (PAUSE) Great, let’s start!
19 DEP: STINGER MSC UP FOR 3 SECS AND UNDER
20 FREYA: Our lesson for today will center on the discussion on how to
21 critique a literary selection based on moralist approach and
22 writing a poem based from the theme of selected approach. You
23 may interact with our discussion by sharing your ideas and
24 answering questions through the comment box in our Facebook
25 live. You may also send in your messages through Facebook
26 messenger or through short messaging services (SMS) via
27 mobile phone number _________________.
28 DEP: STINGER MSC 3 SECS UP THEN FADE UNDER
29 FREYA: Do you know what literary criticism means? Or do you have an
30 idea how to analyze a literary selection using moralist
31 approach? If not, don’t worry, after our episode today, you will
32 surely learn how to do so. Let us continue enrich your

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 2 / Moralist Literary Criticism

1 knowledge in English subject dear Grade 9 learners. Today’s

2 lesson will give you knowledge and help you understand the
3 process of critiquing a literary selection using the moralist
4 approach. We are lucky to have with us this day Ma’am Shale
5 Pilapil from Gonzalo Aler National High School and Ma’am
6 Sheryl Natino from Delia Diezmo National High School. They will
7 serve as our resource speakers in this episode. Welcome to the
8 program Ma’am and thank you for coming over.
9

10 DEP: STINGER MSC 3 SECS UP THEN FADE UNDER

11

12 SHALE: Good morning Ma’am Freya and Ma’am Sheryl and great
13 morning to our listeners especially the Grade 9 students who are
14 always excited to learn new ideas every day. Stay tuned and
15 interact with us as we deliver the lesson through radio and FB
16 live.
17 SHERYL: Hello Ma’am Freya and Ma’am Shale and also great morning to
18 our grade 9 listeners. Thank you for having us in today’s
19 episode as we share our knowledge and expertise in critiquing a
20 literary selection using the moralist approach and to write a
21 poem based from the theme of selected approach.
22 FREYA: Great! I’m sure our listeners especially the Grade 9 learners are
23 now very excited to learn something new today. Let’s now begin
24 the discussion. Take it away Ma’am Shale and Ma’am Sheryl.
25 SHALE: Thank you ma’am Freya!
26 Once again, a pleasant morning to our listeners. We are halfway
27 through our journey in continuing learning in the new normal.
28 Good job for making this far! Keep it up .We are now about to
29 learn about a very important skill that will definitely make you
30 relate to your past experiences.
31
32 SHERYL The world, as we know it, is constantly evolving. Concepts
33 around us continue to introduce innovations that would require a
34 more complex skill in understanding. Your previous lessons
35 have equipped you with necessary information to grasp the
36 whole idea and mechanism of the innovative language
37 communication process. In this particular chapter of this
38 quarter’s learning, you are expected to compose an independent
39 critique of a chosen selection based on moralist’s approach.
40 SHALE: Critical thinking is one of the highest forms of skills that must be
41 developed to make the communication process more effective.
42 The ability to break down complex information and analyze
43 situations for better understanding is way significant. It does not
44 only promote your capacity to understand and process

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1 information. Above all, it will very much give you a better

2 judgment of what to do next or how to respond to a particular
3 situation accordingly.
4 SHERYL With the digital rise coupled with open and inclusive principles
5 and ideas, analyzing is the key to better understanding. Critical
6 thinking unlocks the power to pass better judgment and learning
7 becomes more effective as it gears towards a higher level of
8 thinking.
9 SHALE: Previously, you have learned the process of analyzing a literary
10 selection using a reading log and writing a formalist literary
11 criticism or essay on a literary selection. Before we proceed to
12 the discussion, let us first identify the objectives of today’s
13 lesson. What are those Ma’am Sheryl?
14 SHERYL At the end of this radio episode, our Grade 9 listeners will be
15 able to : Define critique and moralist criticism, critique a literary
16 selection based on Moralist approach and write a poem based
17 on the theme of selected approach.
18 SHALE: Wow that’s exciting maám Sheryl. I’m sure our Grade 9learners
19 are equally excited to learn literature since it is a form of human
20 expression. It helps to understand the society and culture of
21 people around us.
22
23 SHERYL You are right Ma’am Shale. Dear Grade 9 learners, Reading
24 literature is important as it enriches vocabulary and improves
25 reading comprehension skills furthermore, it gives us enjoyment
26 while getting the gist of the story. And as we understand
27 literature we come to learn how to critique a literary selection
28 since Literary Criticism is a Tool for Interpreting Literature.
29
30 SHALE: Don’t be anxious Grade 9. We will be with you every step of the
31 way as you go through this lesson. We will discuss meaningful
32 concepts that will help you to write critique using the Moralist’s
33 Approach.
34
35 SHERYL: Let us first do “Agree or Disagree” Activity to find out what you
36 already know regarding the topic to be discussed today.
37 Learners, prepare your paper and pen and be ready to answer
38 our activity. All you have to do is listen to each item carefully and
39 write whether you Agree or Disagree to it.
40 (1) Moralistic approach is a literary criticism to judge literary
41 works based on moral rather than formal principles.
42
43 SHALE: (2)Moralistic approach is judging literary works by their ethical
44 teachings and by their effects on the readers.
45
46 SHERYL: (3)Literature that is ethically sound and encourages virtue is
47 praised.

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1
2 SHALE: (4)Moralist’s particular interests are the elements form-style,
3 structure, tone, imagery that are found on the text.
4
5 SHERYL: (5)Critique is the same as “summary”.
6
7 SHALE: (6)The part of the critique that contains the title of the
8 book/article and the name of the writer is the conclusion.
9
10 SHERYL: (7)The introduction contains the thesis statement.
11
12 SHALE: (8)Critique is also termed as “review”.
13
14 SHERYL: (9)Literary criticism is the comparison, analysis, interpretation,
15 and/or evaluation of works of literature.
16
17 SHALE: And (10) The last part of a critique paper is the summary.
18
19 SHERYL: That’s it our dear Grade 10 learners! We’ll go back and check
20 your answers after our discussion.
21 Now let’s get started! Do you know what literary criticism is? If
22 you think it is the comparison, analysis, interpretation, and/or
23 evaluation of works of literature, you are definitely correct.
24
25 SHALE: According to (Dickinson Waidner Spahr Library, 2020), Literary
26 criticism is essentially an opinion, supported by evidence,
27 relating to the theme, style, setting or historical or political
28 context.
29
30 SHERYL: It usually includes discussion of the work’s content and
31 integrates your ideas with other insights gained from research.
32
33 SHALE: Literary criticism may have a positive or a negative bias and
34 may be a study of an individual piece of literature or an author’s
35 body of work.
36
37 SHERYL: Researching, reading and writing works of literary criticism will
38 help you to make better sense of the work, form judgements
39 about literature, study ideas from different points of view, and
40 determine on an individual level whether a literary work is worth
41 reading. It can also help you create opportunities for new styles
42 of writing.
43
44 SHALE: There are various ways or approaches by which you can
45 analyse and critique a certain material based on its technical
46 aspects, its approach to gender, your reaction as the audience,
47 or through its portrayal of class struggle, social culture or
48 through judgement according to moral rather than formal
49 principles. Ma’am Sheryl, can you give us several approaches to
50 literary criticism?

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1
2 SHERYL Of course Ma’am Shale, these are several approaches to literary
3 criticism. We have Formalism, structuralism, Marxism,
4 historicism, cultural studies, psychoanalytic, gender
5 studies/queer theory, reader response and more.
6
7 SHALE: All right! Thank you ma’am Sheryl!
8 To give a short review about some of the approaches, when we
9 say formalism, this claims that literary work contains intrinsic
10 properties and treats each work as a distinct work of art. In
11 short, it is assumed that the key to understanding a text is
12 through the text itself; the historical context, the author, or any
13 other external contexts are not necessary in interpreting the
14 meaning. How about reader response Ma’am Sheryl?
15
16 SHERYL Reader response criticism is concerned with the reviewer’s
17 reaction as an audience of a work. It claims that reader’s role
18 cannot be separated from the understanding of the work .It asks
19 the reader to examine, explain and defend his/her personal
20 reaction to a reading.
21
22 SHALE: Marxist criticism, this approach is concerned with differences
23 between economic classes and implications of a capitalist
24 system, such as the continuing conflicts between the working
25 class and the elite. It examines literature to see how it reflects
26 (1) the way in which dominant groups exploit the subordinate
27 groups and (2) the ways in which people become alienated from
28 one another through power, money and politics.
29
30 SHERYL: Feminist criticism, this approach focuses on how literature
31 presents woman as subjects of socio-political, psychological and
32 economic oppression. While reading a text, a feminist literary
33 critic contests traditional standards or outlooks. It involves the
34 following fundamental methods: Identifying with female
35 characters and reevaluating literature and the world in which
36 literature is read and Historical criticism analyses literary text by
37 using historical events and evidences that include information
38 about the author’s life, historical and social circumstances.
39
40 SHALE: It’s good to know the definition of some approaches that can be
41 used to critique a literary work. But today we will just be
42 focusing on Moralist criticism. Ma’am Sheryl, can you give as an
43 idea what is moralist criticism?
44
45 SHERYL Moralist Criticism is a type of literary critique that judges the
46 value of the literature based on its moral lessons or ethical
47 teachings. The reader is the person identifies if the reading is
48 moral or not. Moralist criticism in simple terms, determine the
49 worth of literature by seeing if it encourages good out of the
50 reader.

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1
2 SHALE: That’s right Ma’am Sheryl, as long as it judges the value of
3 literature based on its moral lessons or ethical teaching it is
4 Moralist criticism. There are common aspects looked into when
5 using moralist criticism in literature.
6
7 SHERYL Literature that is essentially sound and encourages virtue is
8 praised and literature that misguides and/or corrupts is
9 condemned. There are things you need to consider in evaluating
10 works using this approach. What are those ma’am Shale?
11
12 SHALE: You have to consider the maturity, sincerity, honesty, sensitivity
13 and courage in evaluating literary works using Moralist criticism.
14
15 SHERYL Just to add information, moral critics believe that the larger
16 purpose of literature is to teach morality and to probe
17 philosophical issues.
18
19 SHALE: The Christian Bible and any other religious ‘guide’ book is a form
20 of moral literature.
21
22 SHERYL Literature should combine “the sweet and useful”, mixing
23 pleasure of reality with moral instruction. However, the way
24 literature interacts with moral values is not always simple.
25 Literature is more of an experimental art form. This approach
26 has its own benefit or advantage.
27
28 SHALE: This approach is useful for such work which does present an
29 obvious moral philosophy. Readers can fruitfully interrogate a
30 text from this point of view. However moral approach has
31 become less popular and influential during the last few decades.
32 What do you think is the reason, Ma’am Sheryl?
33
34 SHERYL Well, ma’am Shale, it could be due to being judgmental; one
35 difficulty with evaluating a text’s ideas from moral perspective is
36 that it is not always easy to discern character intentions as good
37 or bad or both in separate contexts, this approach also has
38 limitations.
39
40 SHALE: Plenty of critics point to dangers inherent in applying moral
41 values to the evaluation of literature. This idea that literature is
42 moral or good if it portrays morally correct behaviour and
43 immoral of bad if it portrays morally corrupt behaviour that has
44 been with us a long time.
45
46 SHERYL: Critics may also examine the moral effect or value of a work in a
47 more general way, considering how the image, events,
48 character and even styles in work affect its reader as moral
49 being.
50

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1 SHALE: Our dear Grade 9 learners, always remember that when using
2 this approach to critique a literary selection, it must judge the
3 value of the literature based on its moral lessons or ethical
4 readings and see if it encourages good out of the reader.
5
6 SHERYL: Thank you for that information Ma’am Shale. I’m sure that our
7 Grade 9 listeners are now very excited to learn more about this
8 lesson so continue listening so you can grasp the important
9 concepts on how to critique a literary selection using the moralist
10 approach. Right, Ma’am Shale?
11
12 SHALE: Yes, of course Ma’am Sheryl, Now that you already know what
13 literary criticism is and the moralist criticism; let us now study
14 what critique is and the structure of a critique paper. So grade 9
15 listeners, are you familiar with the definition of critique?
16
17 SHALE: Critique is a genre of academic writing that briefly summarizes
18 and critically evaluates a work or concept.It is a systematic
19 analysis of a piece of fiction or nonfiction that discusses its
20 validity and evaluates its worth.It is also otherwise termed as
21 “review”. Maám Sheryl, can you give us examples of works or
22 concepts where critique can be used / applied?
23
24 SHERYL: Critique can be used to carefully analyse a variety of works such
25 as: Creative works – which include novels, exhibits, film, images
26 and poetry, Research – monographs, journal articles, systematic
27 reviews and theories, lastly, Media - news reports and feature
28 articles.
29
30 SHALE: That’s it ma’am Sheryl! Like an essay, a critique uses a precise,
31 academic writing style and has a clear structure, that is, an
32 introduction, body and conclusion. However, the body of a
33 critique includes a summary of the work and a detailed
34 evaluation. The purpose of an evaluation is to gauge the
35 usefulness or impact of a work in a particular field.
36
37 SHERYL Take note Grade 9 that when writing a critique, you do not just
38 simply summarize, but you have to make critical assessment,
39 analyses, or evaluation of different works. As advanced form of
40 writing, this involves your skills in critical thinking and
41 recognizing arguments.
42 SHALE: To critique a form of writing is to do the following: (1) DESCRIBE
43 – give the reader a sense of the writer’s overall purpose and
44 intent.This will tell you whether the article is sad, exciting, boring
45 or fun. Are the characters fabulous? Are the setting grandest?
46 (2) ANALYZE- examine how the structure and language of the
47 text convey its meaning
48
49 SHERYL (3) INTERPRET- state the significance or importance of each
50 part of the text and (4) ASSESS- make a judgment of the work’s

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1 worth or value. It should ultimately answer the question, “Is the

2 selection worth reading?”
3
4 SHALE: You will probably ask why we write critique. Writing a critique on
5 a work helps you to develop: your knowledge of the work’s
6 subject area or related works. It gives clear understanding of the
7 work’s purpose, intended audience, development of argument,
8 and structure of evidence or creative style. And it gives
9 recognition of the strengths and weaknesses of the work.
10
11 SHERYL: There are two steps in writing a critique paper. These are critical
12 reading and critical writing. In critical reading, you have to
13 identify the author’s thesis and purpose, analyse the structure of
14 the passage by identifying all main ideas, consult a dictionary or
15 encyclopedia to understand the material that is unfamiliar to you.
16
17 SHALE: Make an outline of the work or write a description of it, write a
18 summary of the work and lastly, evaluate the means by which
19 the author has accomplished the purpose.
20
21 We know that you are more that eager to be judgmental but
22 wait, not just yet because you first have to be knowledgeable in
23 writing a critique
24
25 SHERYL Speaking of writing a critique, a good critique paper follows a
26 logical organization and structure to be able to present your
27 critical evaluation effectively. Let us now look closer at the
28 anatomy of a critique.
29
30 SHALE first to our list on the structure of a critique is the introduction.
31 What must be included in the introduction Ma’am Sheryl?
32
33 SHERYL: Around 5% of the paper in writing a critique is your introduction;
34 In these part you must first write the title of the book/article/work,
35 writer’s name, outline the main ideas then identify the author’s
36 thesis (what the literary work you have read and about to
37 critique is about). These are all objective or based on the text
38 alone. After this, you have to state your own thesis statement.
39 When we say thesis statement, it is a short statement which
40 provides an insight into what the essay is going to be about.
41 They are used to enlighten the audience on a variety of things,
42 including the main argument, or point to be discussed, the
43 purpose of the essay and your point of view on a specific topic.
44 The most important element in writing a critique is a workable
45 thesis statement. This part is subjective or is based on your own
46 perception.
47
48 SHALE: Second is the summary, around 10% of the paper. This is also
49 objective since this should only depend on the flow of the story.

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1 You have to summarize the literary text you have read in your
2 own words. Do not copy/paste from another source.
3
4 SHERYL: Third is the body, around 75% of the paper. Use about three to
5 five points to support your thesis statement. It comprises with
6 the following: a) appropriateness of methodology to support the
7 arguments b) theoretical soundness, or coherence of ideas c)
8 sufficiency and soundness of explanation in relation to other
9 available information and experts d) other perspective in
10 explaining the concepts and ideas. There are questions that are
11 best to ask during this part: what are those Ma’am Shale?
12
13 SHALE: In writing the body, it is very helpful to ask the following
14 questions: Does the writer explicitly state his/her thesis
15 statement? What are the assumptions for example, a
16 scientific/logical/literary explanation without evidence mentioned
17 in the work? Are they explicitly discussed? What are the
18 contributions of the work to the field where it belongs? What
19 problems and issues are discussed or presented in the work?
20 What kind of information for example observation, survey,
21 statistics, historical accounts are presented in the work? How
22 are they used to support the arguments or thesis?
23
24 SHERYL: Are there other ways of supporting the arguments or thesis
25 aside from the information used in the work? Is the author or
26 creator silent about these alternative ways of explanation? By
27 answering these questions, it will guide you to come up with a
28 good critique.
29
30 SHALE: And the last part of your critique is the conclusion, around 10%
31 of the paper. This part is also subjective for it depends on how
32 you compose your thoughts and understanding of the selection.
33 It contains the overall impression of the work. On is part, you
34 may restate your thesis in fresh words, summarize your main
35 ideas, if possible, with new and stronger words. And also, you
36 may include a call to action. For example, if you want to
37 recommend or encourage other people to read the text, you may
38 say it here. But remember to avoid introducing your ideas by
39 stating, “I think” or “In my opinion”. You have to keep your focus
40 on the subject of your analysis and not on yourself.
41
42 SHERYL: Just additional information Ma’am Shale, critiques usually range
43 in length from 250 to 750 words. As we mentioned a while ago,
44 critiques are not just simply summaries but critical assessment,
45 analysis, or evaluation of different works.
46
47 SHALE: Take note grade 9 listeners that writing a critique on a work
48 helps us to develop knowledge of the work, an understanding of
49 the work’s purpose, intended audience, development of

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1 argument, structure of evidence or creative style and recognition

2 of the strengths and weaknesses of the work.
3
4 SHERYL To sum it up, literary criticism studies the text. It is the
5 comparison, analysis, interpretation, and/or evaluation of works
6 of literature.
7
8 SHALE: Literary criticism is essentially an opinion, supported by
9 evidence, relating to theme, style, setting or historical or political
10 context.
11
12 SHERYL: Yes, dear listeners! A moralist criticism evaluates the value of
13 the literature based on its moral lessons or ethical teachings and
14 by their effects on readers.
15
16 SHALE: That is very helpful Ma’am Sheryl! Dear Grade 9 learners
17 always remember that Moralist usually describes or evaluates a
18 work in terms of the ideas and values it contains. This means
19 examining a work’s ideas and values both those expressed
20 directly by the narrator or character and those implied by the
21 overall design and content in relation to a particular ethical,
22 philosophical system.
23
24 SHERYL: Yes, Ma’am Shale, and also remember grade 9 learners, in
25 order for you to write an effective evaluation or analysis, you
26 must follow the structure on writing critique, first is the
27 introduction, summary, body and conclusion. But we give more
28 importance to the body of your critique as it must answer the
29 questions that are mentioned earlier to come up with a good
30 critique.
31
32 SHALE: Always keep in mind that you have to read the entire book or
33 article before writing a critique. Do not rate unless you can read
34 it in its entirety, it will be unfair for the author. Also include the
35 pros and cons in your critique. A critique with only compliments
36 is suspicious to other readers and a lame way of critiquing.
37 Nevertheless, do not dwell much on the cons.
38
39 SHERYL: Make your critique clear. Saying “This book bores” or “This book
40 is interesting” does not tell the reader why you liked or did not
41 like a particular work or text. If it bored you or fell short of your
42 expectations, explain what you didn’t like and where you
43 became lost. If you enjoyed, point out what the author did to
44 keep you reading or what was the ultimate reason to make you
45 want to finish reading it.
46
47
48 SHALE: Since we are now done with the discussion, let us go back and
49 answer the “Agree or Disagree” activity we had a while ago.
50 Students, check your answers honestly.

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1
2 SHERYL: (1)Moralistic approach is a literary criticism to judge literary works
3 based on moral rather than formal principles.
4 AGREE
5
6 SHALE: (2)Moralistic approach is judging literary works by their ethical
7 teachings and by their effects on the readers.
8 AGREE
9
10 SHERYL: (3)Literature that is ethically sound and encourages virtue is
11 praised.
12 AGREE
13
14 SHALE: (4)Moralist’s particular interests are the elements form-style,
15 structure, tone, imagery that are found on the text.
16 DISAGREE (Moralist’s interests are moral lessons and ethical
17 teachings)
18
19 SHERYL: (5)Critique is the same as “summary”.
20 DISAGREE (It is a critical assessment, not summary)
21
22 SHALE: (6)The part of the critique that contains the title of the
23 book/article and the name of the writer is the conclusion.
24 DISAGREE (Introduction)
25
26 SHERYL: (7)The introduction contains the thesis statement.
27 AGREE
28
29
30 SHALE: (8)Critique is also termed as “review”.
31 AGREE
32
33 SHERYL: (9)Literary criticism is the comparison, analysis, interpretation,
34 and/or evaluation of works of literature.
35 AGREE
36
37 SHALE: And (10) The last part of a critique paper is the summary.
38 DISAGREE (Conclusion)
39
40 SHERYL: All right! Did you have fun learners? How many items did you
41 answer correctly?
42
43 SHALE: That is excellent! Congratulations Grade 9 learners.
44 At this juncture, we are now ready to answer the questions sent
45 through our FB live and text hotline. Don’t hesitate to ask if you
46 have some points to grill or clarify.
47
48 QUESTION AND ANSWER WITH THE ANCHOR
49
50

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1
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3

4 SHALE That was great! Thank you for your active participation Grade 9
5 learners. I hope all your questions were answered and you are
6 now ready to deal with the tasks in the Learning Activity Sheets
7 or the parallel tests given by your subject teacher.
8 SHERYL That’s right Ma’am Shale! I’m sure our Grade 9 listeners already
9 grasped the needed concepts for them to explore what’s waiting
10 for them in the Learning Activity Sheets. Thank you for listening.
11 Let us be together again in the next episode of our radio
12 program. Again, I am Sheryl Natino from Delia Diezmo National
13 High School.
14 SHALE And I am Shale Pilapil from Gonzalo Aler National High School.
15 Thank you very much for inviting us in today’s episode.
16

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18 FREYA: Thank you Ma’am Shale and Ma’am Sheryl for that very
19 wonderful discussion. I’m sure our Grade Ten students learned so
20 much from you about the different types of essay and they are now
21 very much ready to answer the tasks given by their subject teachers
22 with regards to this lesson. Good luck students. I know you can do it.
23
24 EXTRO DEP STINGER MSC 3 SECS UP THEN FADE UNDER
25 FREYA: This is the end of our Paaralan sa Radyo episode for today.
26 Thank you for spending your time with us as we continue to
27 deliver relevant and quality education under the Learning
28 Continuity Plan of the Department of Education. I hope you
29 enjoyed and learned a lot in today’s episode. I am Freya Calibjo,
30 your host for Paaralan sa Radyo radio program. Be safe and
31 have a fruitful day ahead, ‘til next time.

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