English for Academic and

Professional Purposes
QUARTER 1– MODULE 6:
Writing A Balanced Review/
Reaction Paper/Critique
English for Academic and Professional Purposes
Alternative Delivery Mode
Quarter 1-Module 6: Writing A Balanced 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 copy-
right 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
Layout Artist/ Illustrator : Ma. Ragie P. Tabotabo
Management Team
Schools Division Superintendent : Dr. Marilyn S. Andales, CESO V
Asst. Schools Division Superintendent : Dr. Cartesa M. Perico
Dr. Ester A. Futalan
Dr. Leah B. Apao
Chief Education Supervisor, CID : Dr. Mary Ann P. Flores
Chief Education Supervisor, SGOD : Dr. Novie O. Mangubat
Education Program Supervisor, 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

ii
English for Academic
and Professional
Purposes
QUARTER 1– MODULE 6:
Writing A Balanced Review/
Reaction Paper/Critique

iii
Introductory 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 “ Writes
an objective/balanced review or critique of a work of art, an event or a
program (CS_EN11/12A-EAPP-Idf-18)” 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 “ Writes
an objective/balanced review or critique of a work of art, an event or a
program (CS_EN11/12A-EAPP-Idf-18)” 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:

This will give you an idea of the skills or

What I Need competencies you are expected to learn in the
to Know module.

This part includes an activity that aims to check

What I what you already know about the lesson to take. If
you get all the answers correct (100%), you may
Know
decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

I
What’s New InIn this portion, the new lesson will be introduced
to you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.

What Is It
This section provides a brief discussion of the lesson.
This aims to help you discover and understand new
concepts and skills.

This comprises activities for independent practice to

What’s More solidify your understanding and skills of the topic.
You may check the answers to the exercises using
the Answer Key at the end of the module.

v
 What I Have This includes questions or blank sentence /
Learned paragraph to be filled into process what you learned
from the lesson.

What I Can This section provides an activity which will help you
Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

master in achieving the learning competency.
Assessment

Additional In this portion, another activity will be given to you

to enrich your knowledge or skill of the lesson
Activities
learned.

This contains answers to all activities in the

Answer Key module.

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.

6. This module should be returned in good condition to your teacher/facilitator

once you completed it.

vi
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 How to Write a Balanced 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 write an objective/balanced

review or critique of a work of art, an event or a program
(CS_EN11/12AEAPP-Idf-18) 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. Distinguish the characteristics of a good review/reaction paper/

critique;
B. Compare and contrast sample reviews ;
C. Evaluate a review/reaction paper/critique; and
D. Write a balanced review/reaction paper/critique.

What I Know

I. Directions: Evaluate the sample critique below by

answering the questions found in the table that follows.

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.
1
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 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.

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.

2
Tick the box for YES/NO (whichever applies to your answer to the question).
Then, if your answer is YES, write the paragraph and sentence number wherein
the said part can be found. Do this in your notebook.

Question YES NO Paragraph and Sentence

Number?

1. Does the article critique

introduce to the reader the
title of the article, the
authors, and the main point
of the article?

2. Does the article contain a

thesis statement?

3. Does it provide a
summary of the article in
one’s own words?

4. Did the writer include

specific examples to support
his critiques?

5. Does the critique include

in-text citation?

6. Did the writer summarize

the key points of his/her
article?

Do you consider the sample article critique a good one? Why or why not?

3
 What’s In

Directions: Identify the critical approach that you

think can be best used in the following scenarios.

1. Juan was told to write a critique

on the movie, “The Lion King ”. what
critical approach can be best used
by Juan? Explain your answer.

2. Maria evaluated the Women

Empowerment Movement that has
been trending in social media sites
lately. What critical approach can
be best used by Maria? Explain
your answer.

3. Jose was assigned to write a

restaurant review specifically on the
menu and marketing strategy of a
specific restaurant. What critical
approach can be best used by
Jose? Explain your answer.

A. Directions: Read the following movie

reviews below and answer the questions that
follow.

SAMPLE A Heneral Luna: A Movie Review

Heneral Luna is one of my favorite historical films. I was moved by how the
actors portrayed their roles. They were perfectly casted for the movie. I strongly
felt the emotions that were conveyed by the actors as well as the
scenarios presented in the movie. The director did a good job.

4
There was one part though that I felt something was lacking. The ending scene
proved to be insufficient. It seemed like there was not enough research done on
that part. It was too unrealistic and illogical.

Overall, I will give this movie an 8/10. I firmly hope that more historical films like
this could be created in order to preserve and instill the patriotism in today’s
generation.

SAMPLE B Movie Review: Heneral Luna

http://www.filmpolicereviews.com/reviews/heneral-luna

(1) Amidst pacing problems, Heneral Luna manages to tell a compelling story,
allegorical and timely tom present day-supported by a fantastic script, an
impassioned score, and inspired cinematography.

(2) At first glance, one might mistake Heneral Luna as your run-of-themill
historical biopic that showcases a hero of yore whose bravery and passion
unite his people in the face of dastardly foreign invaders. Well, this is only partly
correct. There are invaders, Heneral Luna (John Arcilla) is indeed fiercely brave
and madly passionate, but there is no unity to be found amongst country men-
only in fighting, personal interests, and politicking.

(3) Directed by Jerrold Tarog and with a script co-written by him, Henry Hunt
Francia, and E.A Rocha; Heneral Luna takes a different approach in telling the
story of how we lost the battle and got occupied by the Americans. Taking cues
from Oro, Plata, Mata; the movie deliberately puts the colonialists in the
periphery, making them merely a backdrop whose presence stirred the pot. The
real focus here is the tension, the inner turmoil that brewed in the ranks of our
so-called Filipino founding fathers. Heneral Luna is a tale of how a dissenting
voice can get swept away and ultimately perish under a wave of egos and
personal interest.

(4) Carrying the weight of the story is the above stellar performance of john
Arcilla in the title role of Heneral Antonio Luna. Arcilla plays with the whole
spectrum of emotions in his portrayal of the larger-than-life general. He is able
to showcase the fierce, boisterous, and volatile man the general has been
historically known to be, yet he is also able to flip the coin and show the
passionate, sympathetic, and battle weary softer side of the character. Here’s
a man who rides head first screaming into battle just o rile up his troops’ morale,
but at the same time he is one who can share warm moments and some banter
with his mother. He is an antihero-the Wolverine of the Filipino insurrection.

5
(5) One prime example of just how dynamic Arcilla’s portrayal can be is during
this one scene involving a chicken vendor. Delivering virtually the same line of
dialogue on two separate moments, Arcilla was able to convey anger bordering
on madness at first and compassion nuanced with frustration soon after. It is
truly his performance that propels Heneral Luna (and, sadly, he is alone).

(6) There isn’t much to be said about the rest of the cast of movie, which is a
pity, given that Heneral Luna assembles quite an ensemble. You’ve got names
like Joem Bascon, Alex Medina, Mon Confiado, Nonie Buencamino, Mylene
Dizon, and even Ronnie Lazaro; but sadly none of the other performances
stand out. Not that there are any weak performances, it’s just that none are
able to keep up with gravitas of John Arcilla’s Luna. Mon Confiado’s Emilio
Aguinaldo seems more like a spineless weakling who hides behind his cohorts
rather than a respected political foil; while Ketchup Eusebio’s Capt. Janolino,
the leader of Luna’s killers, feels too forced as a villain scorned by the titular
general. The closest character who can keep up with Luna’s onscreen
presence is his equally proud contemporary, Heneral Mescardo (Lorenz
Martinez) – whose refusal to give into Luna provides a tension-filled back-and-
forth sequence in the middle of the film. Unfortunately, because of some
jagged pacing, tension such as is this is not consistent throughout the movie.

(7) This erratic pacing is felt most during the first act of Heneral Luna – where
things play out very much like an oral history. Used as plot device to serve as
the audience’s perspective. Arron Villaflor portrays journalist, Joven Hernando,
who is tasked to interview the general. This frame narrative leads to various
snippets that feature Luna’s patriotism; from an expertly-short rowdy meeting
with Aguinaldo’s cabinet to earlier battles against the Americans. Oddly, these
scenes just feel lacking in connectivity tissue. Its pacing is too quick to really
tie the storytelling together and doesn’t help either that some set
pieces looked too clean and glossed over-lacking the grit and weariness you’d
expect from a war movie. Couple with these efforts to add a humor at some odd
moments throughout the film, and you’ve got a trifecta that hinders the movie
from the fully immersing you.

(8) Heneral Luna more than makes for these flaws though through its artistic
components --- such as its beautiful score, well-crafted cinematography, and
most especially, its fantastic rhythmic script.

(9) Technically marvelous is the only way to describe the movie’s sound
design --- from Luna’s table banging overpowering the raucous in a cabinet
meeting, to a guitar mini concert midway the film, to the overall masterful score.
You have to give it to effort put in by Jerrold Tarog, who not only directed the
movie but also provided its music.

(10) All sorts of appealing too is Heneral Luna’s cinematography. One scene
you have to look out for is the flashback sequence to the general’s youth. This
particular scene employs one lone take, seamlessly moving from different sets
6
 that pass of as a childhood home, Europe, and the other settings from different
timelines. It is a visual spectacle, innovative and masterful in its execution.

(11) Most notable tough among the movie’s artistry in its script. Poetic yet
conversational, Heneral Luna’s script is filled to the brim with flowery lines of
dialogue as if lifted from a sonata. It’s not every day that you get to hear lines
as beautifully crafted as “Kailangan mong tumalon sa kawalan.” “digmaan ang
iyong asawa, ako lamang ay iyong querida,” and “para kayong mga birhen na
naniniwala sa pag-ibig ng puta.” Here is a script so elegant that it can even
make curse words sound so cultured, so tasteful.

(12) Overall, Heneral Luna is not just a film but a wakeup call driving the ever
reminder that some things never change. Its message --- we Filipinos are our
own worst enemies, lacking in resolve and torn by self-interests. It is a story
representative of not just our current and still chaotic political landscape but of
who we are and what we can do but don’t. Though it may not be perfect in its
execution, the film does its duty in leaving with the question lingering “Bayan
o sarili?”

Questions:

1. Compare and contrast the movie reviews. In terms of:

a. introduction-

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

b. body-

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
c. conclusion-

__________________________________________________________________
__________________________________________________________________
7
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. Which among the following reviews showed a more objective view of the
subject? Why do you say so?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. Based from the sample reviews, what makes a balanced

critique/review/reaction paper?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

What Is It

Writing a Balanced Review/Reaction Paper/Critique

Guidelines for Writing the Reaction Paper/Review/Critique

1. Value Communicated

a. Sound critical judgment

b. A fair and balanced assessment of situations or events, people and things

2. Basic Content

a. Ranges from an off-hand gut reaction, favorable or unfavorable, merely

expressive of emotion to a more rational impersonal critical analysis that
seriously communicates some value, ethical or moral, some hidden or forgotten
truth, and some aesthetic delight

8
b. May take the form of a reflection, an appeal, a protest, a tribute or denunciation,
a speculation
c. In general, the content would include the following topics:

2.1. For human situations:

a.) A brief description of the event

b.) People involved, their roles and contributions
c.) Other driving forces, in the open or hidden and unsuspected
d.) Implications and consequences
e.) Assessment and prognostication
f.) Some offered solutions

2.2. For cultural affairs, people, works, performances:

a.) The central purposes of the event or product

b.) The means, devices, strategies employed to achieve the purposes
c.) An evaluation of the achievement: success or failure
d.) The significance (if any) beyond mere entertainment of the event or product in
ethical and/or aesthetic terms, its timeliness and/or timelessness

3. Modes of Ordering (Any of the following):

a. From the event/performance/artifact/work presented and

described/narrated in themselves to the writer’s critical evaluation of the entire
event, show or work in a sequence of its elements

b. Discussion that intersperses critical comments between mention or

description of the details of the event, show or work
c. From a cover statement giving an over-all judgment of the event, show or
piece to a discussion of each angle, aspect or element of the event, show or work
illustrating or providing evidence for the evaluative cover statement

4. Basic qualities of a Good Reaction Paper

a. Gives a fair and balance social commentary

b. Provides relevant and accurate factual information on the situation
c. Exhibits by means of thorough and in-depth analysis an appreciation of context
(including time, place, people, involvement, their motivation, and actuations)
d. Makes a clear distinction, through language, between what is actual and what
is probable or possible
e. Exhibits a deep sense of humanity and an understanding of the human
situation even while expressing disapproval or disagreement most intensely

9
 What’s More

Directions: Put a (/) in the box if the statement can help make a good
review/reaction paper/ critique; an (x) if it does not. Do this on a separate
sheet of paper.

1. A good review/reaction paper/critique should include a

thesis statement.

2. A good review/reaction paper/critique revolves only around

one’s strong emotion about the subject.

3. A good review/reaction paper/critique must include

concrete examples of one’s key points.

4. A good review/reaction paper/critique does not need a

summary or background of the subject.

5. A good review/reaction paper/critique should be fair and

objective.
6. A good review/reaction paper/critique must contain proper
citation of other people’s work or idea.

7. A good review/reaction paper/critique should also include

other literature to establish reliability and intertextuality.

8. A good review/reaction paper/critique must only be written

using technical words to ensure one’s credibility as a writer.

9. A good review/reaction paper/critique should be able to

connect with the readers and the world.

10. A good review/reaction paper/critique should be grounded

with theories, approaches, principles, etc. to avoid biases and
inconsistencies in one’s work.

10
 What I Have Learned

What makes a good and balanced review/reaction

paper/critique?

What I Can Do

Directions: Read the text entitled, “The Digital Divide: The Challenge of
Technology and Equity”. Then, react to the text by answering the guide
questions presented below. Do this on a separate sheet of paper.

The Digital Divide: The Challenge of Technology and Equity

(1) Information technology influences the way many of us live and work
today. We use the internet to look and apply for jobs, shop, conduct research,
make airline reservations, and explore areas of interest. We use E-mail and
internet to communicate instantaneously with friends and business associates
around the world. Computers are commonplace in homes and the workplace.

(2) Although the number of internet users is growing exponentially each year,
most of the world’s population do not have access to computers of the internet.
Only 6 percent of the population in the developing countries are connected to
telephones. Although more than 94 percent of U.S households have telephones,
only 56 percent has personal computers at home and 50 percent has internet
access. The lack of what most of us would consider a basic communication
necessity -the telephone-does not occur just in developing nations. On some
Native American reservations only 60 percent of the residents have a telephone.
The move to wireless connectivity may eliminate the need for telephone lines, but
it does not remove the barrier to equipment costs.

(3) Who has internet access? The digital divide between the populations who
have access to the internet and information technology tools and those who don’t
is based on income, race, education, household type, and geographic location,
but the gap between groups is narrowing. Eighty-five percent of households with
an income over $75,000 have internet access, compared with less than 20
percent of the households with income under $15,000. Over 80 percent of
college graduates use the internet as compared with 40 percent of high school
completers and 13 percent of high school dropouts. Seventy-two percent of
household with two parents have internet access; 40 percent of female, single
11
parent households do. Differences are also found among households and
families from different racial and ethnic groups. Fifty-five percent of white
households, 31 percent of black households, 32 percent of Latino households,
68 percent of Asian or Pacific Islander households, and 39 percent of American
Indian, Eskimos, or Aleut households have access to the internet. The number
of internet users who are children under nine years old and persons over fifty
has more than triple since 1997. Households in inner cities are less likely to have
computers and internet access than those in urban and rural areas, but the
differences are no more than 6 percent.

(4) Another problem that exacerbates these disparities is that

AfricanAmerican, Latinos, and Native Americans hold few of the jobs in
information technology. Women about 20 percent of these jobs and receiving
fewer than 30 percent of the Bachelor’s degrees in computer and information
science. The result is that women and members of the most oppressed ethnic
group are not eligible for the jobs with the highest salaries at graduation.
Baccalaureate candidates with degree in computer science were offered the
highest salaries of all new college graduates.

(5) Do similar disparities exist in schools? Ninety-eight percent of schools in

the country are wired with at least one internet connection. The number of
classrooms with internet connection differs by the income level of students.
Using the percentage of students who are eligible for free lunches at a school to
determine income level, we see that the higher percentage of the schools with
more affluent students have wired classrooms than those with high
concentrations of low-income students.

(6) Access to computers and the internet will be important in reducing

disparities between groups. It will require higher equality across diverse groups
whose members develop knowledge and skills in computer and information
technologies. The field today is overrepresented by white males. If computers and
the internet are to be used to promote equality, they have to become accessible
to schools cannot currently afford the equipment which needs to be updated
regularly every three years or so. However, access alone is not enough; Students
will have to be interacting with the technology in authentic settings. As
technology has become a tool for learning in almost all courses taken by
students, it will be seen as a means to an end rather than an end in itself. If it is
used in culturally relevant ways, all students can benefit from its power.

Source: English for Academic and Professional Purposes Learner’s Material,

DepEd, 2016

Guide Questions:
a. How can the internet be used in “culturally relevant ways?”

b. In the Philippines, have students benefitted much from information

technology?

c. Can computers and internets bridge the gaps in educational achievements

between the rural and urban schools in the Philippines?

12
d. Considering that internet speed in the Philippines is much slower than that
of its ASEAN neighbors, does this speed create another reason for disparity?

I. Directions: Write a 300-500 word critique/

review/reaction paper on the
government’s fight against the COVID-19
pandemic. Do this on a separate sheet of paper.

_______________________________
(Title)
Introduction:
_______________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Body:
_________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Conclusion:
_________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

13
NOTE: You will be assessed using the rubric below.
Content (50%)
Organization (20%)
Language (20%)
Mechanics (10%)

Additional Activity

Choose one topic related to your track

(Academic/Tech Voc/Arts and Designs/Sport)
and write a comprehensive
critique/review/reaction paper. Write this in a
short bond paper (can be encoded or
handwritten).

Notes to the Teacher!

The teacher will check all the

Answers Vary Part.

14
Answer Key

15
References:
Electronic Files
Department of Education. Curriculum and Instruction Strand. K to 12 Most
Essential 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
Sample Article Critique_Neutral.pdf. Retrieved from writingcenter.ashford.edu.
Retrieved date August 7, 2020.

16
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

17