EAPP11 Week-6

Senior High School
Grade 11
English for Academic and Professional Purposes
ENGLISH LEARNING KIT

First Semester - Week 6
Using Appropriate Critical

Approaches
Grade 11 – English for Academic and Professional Purposes

Competency:
Grade 11 – EnglishUses appropriate
for Academic andcritical approaches*
Professional Purposesin writing a critique such as formalism,
feminism, etc.-
Competency: Uses(CS_EN11/12A-EAPP-Id-f-16)
appropriate critical approaches* in writing a critique such as formalism,
feminism, etc.- (CS_EN11/12A-EAPP-Id-f-16)
English – Grade 11
English Learning Kit
Using Appropriate Critical Approaches
First Edition, 2020
Published in the Philippines

By the Department of Education
Schools Division of Iloilo
Luna Street, La Paz, Iloilo City
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This English Learning Kit is published to be utilized by the Schools Division

of Iloilo.
ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the Schools Division of Iloilo.
Development Team of English Learning Kit
Writer: Glenn Grace B. Bayhon

Illustrators: Armand Glenn S. Lapor
Mark T. Dasa
Layout Artists: Lilibeth E. Larupay, Jun Victor F. Bactan

Merlo Ceasar O. Francisco, Ricky T. Salabe
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Lilibeth E. Larupay, Dr. Ruby Therese P. Almencion
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Bonafe T. Davasol
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Dr. Lilibeth T. Estoque, Dr. Azucena T. Falales
Ruben S. Libutaque, Lilibeth E. Larupay
Dr. Ruby Therese P. Almencion
Grade 11 – English for Academic and Professional Purposes

Competency: Uses appropriate critical approaches* in writing a critique such as formalism,
Using Appropriate Critical Approaches
BEGIN
English for Academic and Professional Purposes

helps you improve your English skills and appreciate the
English Language used for communication.
With the skills developed within your understanding
and valuing the concepts, it can boost your confidence
and create a good impression since you know what you
are saying, be it in spoken or written form.
In learning Critical Approaches to Literature, it will
give us ideas why or how it is constructed and what are
the implications towards social and cultural life.
Comprehending the different critical perspectives will help
us see and appreciate a literary work as a multilayered
construct of meaning.
Have a meaningful learning!
TARGET
At the end of the lesson, you should be able to:
1. use of appropriate critical approaches in writing a critique such as

formalism, feminism, etc.; (CS_EN11/12A-EAPP-Id-f-16)
2. understand through comprehension questions; and
3. appreciate the importance of writing effective reviews and critiques.
Grade 11 – English for Academic and Professional Purposes 3

TRY THIS
Directions: Match the important words in column A with its correct definition in column
B. Write your answers in your EAPP activity notebook.
A B
A. This theory is linked to other existing works in the same
1. Authorial Theory period and is used to examine the linkage of a certain text
by closely comparing and analyzing the similar
characteristics, style, ideas, and attitude that form the
work.
B. This theory is a way for researchers to gather
2. Marxist Criticism information about how other human beings make sense
of the world in order to understand the ways in which
members of various cultures and subcultures make sense
of who they are, and of how they fit into the world in which
they live.
C. This approach examines images of women and
3. 3. Literary Tradition Theory concepts of the feminine in myth and literature and uses
the psychological, archetypal, and sociological
approaches.
D. This theory believes in the idea that the ultimate
4. 4. Reader Response Theory source of meaning is the author.
E. This approach assumes that a collection of symbols,
5. Mimetic Theory images, characters, and motifs evokes a similar
response in all people.
6. 6. Feminist Criticism F. This approach focuses on the
psychology of characters, psychological motivations
of the characters or of the authors themselves
G. It is a type of criticism in which literary works are

7. Formalistic Approach/ viewed as the product of work and whose practitioners
New Criticism emphasize the role of class and ideology as they reflect,
propagate, and even challenge the prevailing social
order.
H. This theory views literature as an
8. Mythological / Archetypal imitation or reflection of the real or
ideal world.
I. This theory allows you to take your own personal
9. Psychological Approach feelings and your own perspective into account when
you analyze a literary text.
J. This approach focuses on form and close reading of
10. Textual Analysis Theory the text essential to the interpretation of a work.

DO THIS
Activity 1. LEGIT OR FAKE?

Directions: Write TRUE if the statement is correct and FALSE if it is not. Write your
answers in your EAPP activity notebook.
1. A counter-argument should be expressed thoroughly, fairly and objectively to show

your reader that you have considered all sides of the question.
2. Writing a quick sentence and then immediately rebut it is one way to use a counter-
argument.
3. One of the most effective ways to rebut a counter-argument is to show that it is
based on faulty assumptions.
4. Look for arguments that make sense to you or that seem reasonable even if you
don’t agree with them.
5. A counter-argument can go anywhere except the conclusion.
EXPLORE
E
Well done learners! You did a great job in
answering Task 1. Let’s now connect your
answers to the following questions. Write your
answers in your EAPP activity notebook.
Activity 2. UPDATE YOURSELF!

Directions: Read the excerpt of the Declaration of Policy from Republic Act No. 9372,
otherwise known as “Human Security Act of 2007” and answer the
comprehension questions. Write your answers in your EAPP notebook.
Section 1. Short Title. - This Act shall henceforth be known as “The Anti-Terrorism
Act of 2020.”
Section 2. Declaration of Policy- It is declared a policy of the State to protect life,
liberty, and property from terrorism, to condemn terrorism as inimical
and dangerous to the national security of the country and to the welfare
of the people, and to make terrorism a crime against humanity, and
against The Law of Nations.
In the implementation of the policy stated above, the State shall uphold the
basic rights and fundamental liberties of the people as enshrined in the Constitution.
The State recognizes that the fight against terrorism requires a
comprehensive approach, comprising political, economic, diplomatic, military, and
legal means duly taking into account the root causes of terrorism without
acknowledging these as justifications for terrorist and/or criminal activities.
Such measures shall include conflict management and post-conflict peacebuilding,
addressing the roots of conflict by building state capacity and promoting equitable
economic development.
Nothing in this Act shall be interpreted as a curtailment, restriction or
diminution of constitutionally recognized powers of the executive branch of the
government. It is to be understood, however, that the exercise of the constitutionally
recognized powers of the executive department of the government shall not prejudice
respect for human rights which shall be absolute and protected at all times. 1
Comprehension Questions:
1. What is the text all about?
2. What is the major intention of approving this bill?
3. What are the positive and the negative effect/s of “The Anti-Terrorism Act of
2020?”
4. How it will affect your life and the society?
5. Why are analysis and comprehension important while reading such article?
6. Why is it important to update yourself and give your opinion in the current issues
such as Anti-Terrorism Act 2020?
7. How can this activity help you in understanding counter arguments?
KEEP THIS IN MIND
Kudos! To make it in our spiral progression of

learning, let us now proceed to our next
lesson which is using literary theories and
approaches.
Activity 2. SAY SOMETHING!

Directions: Study the image below and answer the questions in your EAPP activity
notebook.
Author: William Shakespeare
1. What is the symbol of the heart

found at the upper center image?
2. What is the theme of the story?
3. Relate the picture to any real-life
social issues.
4. Interpret the line “My only love
sprung from my only hate.”
5. Why do you think the men on
both sides aim guns to each
other?
6. Why is it important to critique this
kind of literary piece?
Source: https://www.imdb.com/title/tt0117509/
1” Declaration of Policy from Republic Act No. 9372.” Accessed July 1, 2020. file:///C:/Users/Client/Downloads/CR00340.pdf/.

LITERARY THEORIES AND CRITICISM: SOME PERSPECTIVES
A very basic way of thinking about literary theory is that these ideas act as different
lenses that critics use to view and talk about art, literature, and even culture. These
different lenses allow critics to consider works of art based on certain assumptions within
that school of theory. The different lenses also allow critics to focus on particular aspects
of a work they consider important.3
A. Mimetic Theory
René Girard’s mimetic theory began with an understanding about desire and
blossomed into a grand theory of human relations. Based on the insights of great novelists
and dramatists – Cervantes, Shakespeare, Stendhal, Proust, and Dostoevsky – Girard
realized that human desire is not a linear process, as often thought, whereby a person
autonomously desires an inherently desirable object (Meredith desires McDreamy).
Rather, we desire according to the desire of the other (many women are attracted to
McDreamy, suggesting to Meredith that he is irresistible).
We rely on mediators or models to help us understand who and what to desire. The
problem, however, is that imitative desire leads to conflicts because a model can quickly
become a rival who competes with us for the same object.
Mimetic desire leads to escalation as our shared desire reinforces and enflames our
belief in the value of the object. This escalation contains the potential for a war of all
against all. According to Girard, the primary means for avoiding total escalation came
through what he calls the scapegoat mechanism, in which conflict is resolved by uniting
against an arbitrary other who is excluded and blamed for all the chaos. With the guilty
party gone, the conflict ends and peace and social order return to the community.
Achieving social order in this way is only possible, however, if the excluding parties
unanimously believe that the person or group expelled is truly guilty or dangerous.
3 Literary Theories: A Sampling of Critical Lenses .Accessed July 2,2020 http://www.mpsaz.org/rmhs/staff/rkcupryk/aa_jr/files/microsoft_word_-

_literary_theories.pdf

Girard’s examination of different “myths of origin” revealed that scapegoats,
regardless of their actual crime, have carried the weight of all of the community’s
transgressions. Read inside out, these stories reveal much about primitive society’s
attempt to curtail violence and restore order in a fragile world with no civil structures. All
of human culture, according to Girard, is built upon the edifice of scapegoating and ritual
repetition. This reading of culture, inspired by an insight into of the innocence of the victim
made available in the Jewish and Christian scriptures, has made possible an increased
awareness of this mechanism and its aftereffects, so as to interrupt these processes and
achieve a different kind of peace.4
B. Authorial Theory
This theory believes in the idea that the ultimate source of meaning is the author.
In the attempt to study the work, both the text and the author’s background
(biography) are being examined and analyzed. Thus, this may mean that the work
can be an extension or expression of the writer’s aspirations, feelings, inspiration,
and imagination. Indeed, this provides a way to reveal and to find out significant
information about the author.5
C. Reader Response Theory

Why Should Readers Care?
Ever read a book and think, "I'm just not getting this. Am I stupid or
something?" Ever get bored to death by the text, or so excited you want to jump up
and run and tell everyone you know how great this book is? That's part of being a
reader, right?
Texts move you or they don't move you. They confuse you or they clarify
things for you. Characters in a novel may remind you of real people in your life; a
description in a poem may make you remember some childhood incident; heck, a
book can even change your life. Reading is a totally personal experience, after all.
4 “What is Mimetic Theory ?” Accessed July 2,2020. https://violenceandreligion.com/mimetic-theory/.

5
Andrew John C. Baronda, “21st Century Literature from the Philippines and the World,” (Accessed July 2, 2020

That's the whole point of Reader-Response theory. This theory allows you to
take your own personal feelings and your own perspective into account when you
analyze a literary text. According to Reader-Response theorists, it is significant that
a certain character reminds you of a certain passage recalls something from your
childhood. Reader-Response theory isn't just about understanding a text better; it's
also about understanding yourself better.6
D. Literary Tradition Theory

The work of literature is linked to its literary history as it also considers the
tradition that exists in a certain period. This is also familiar to many as the work in
relation to other literary masterpieces. Here, other existing works in the same period
are being used to examine the linkage of a certain text by closely comparing and
analyzing the similar characteristics, style, ideas, and attitude that form the work. 7
E. Textual Analysis Theory

What is textual analysis?
Textual analysis is a way for researchers to gather information about how
other human beings make sense of the world. It is a methodology - a data-gathering
process - for those researchers who want to understand the ways in which
members of various cultures and subcultures make sense of who they are, and of
how they fit into the world in which they live. Textual analysis is useful for
researchers working in cultural studies, media studies, in mass communication, and
perhaps even in sociology and philosophy.
Let's open with a straightforward description.
What is textual analysis?
When we perform textual analysis on a text, we make an educated guess at
some of the most likely interpretations that might be made of that text. We interpret texts
6
Reader-Response Theory Introduction. Accessed July 2,2020. https://www.shmoop.com/study-guides/literary-schools-of-theory/reader-response-theory
7
Andrew John C. Baronda, “21st Century Literature from the Philippines and the World,” (Accessed July 2, 2020)

(films, television programmes, magazines, advertisements, clothes, graffti, and so on) in
order to try and obtain a sense of the ways in which, in particular cultures at particular
times, people make sense of the world around them. And, importantly, by seeing the
variety of ways in which it is possible to interpret reality, we also understand our own
cultures better because we can start to see the limitations and advantages of our own
sense-making practices.8
FaYou were able to learn new ideas. Now, let

us continue in learning several ways of
reading a text.
Literary Criticism: Questions for a Variety of Approaches
I. Formalistic Approach: This approach focuses on form. The analysis stresses items
like symbols, images, and structure and how one part of the work relates to other
parts and to the whole. A formalistic approach to literature, once called New
Criticism, involves a close reading of the text. Formalistic critics believe that all
information essential to the interpretation of a work must be found within the work
itself; there is no need to bring in outside information about the history, politics, or
society of the time, or about the author's life. Formalistic critics spend much time
analyzing irony, paradox, imagery, and metaphor. They are also interested in the
work's setting, characters, symbols, and point of view.
A Checklist of Formalistic Critical Questions:

❖ How is the work structured or organized? How does it begin? Where does it go
next? How does it end?
❖ What is the word’s plot? How is its plot related to its structure?
8 Frey, L., Botan, C., & Kreps, G. (1999). Investigating communication: An introduction to research methods. (2nd ed.) Boston: Allyn & Bacon.
Chapter 9: Textual Analysis. Accessed July 2,2020. http://www1.cs.columbia.edu/~sbenus/Teaching/APTD/McKee_Ch1.pdf

❖ How do various elements of the work reinforce its meaning?
❖ What recurring patterns (repeated or related words, images, etc.) can you find? What is
the effect of these patterns or motifs?
❖ How does repetition reinforce the theme(s)?
❖ How does the writer’s diction reveal or reflect the work’s meaning?
❖ What is the effect of the plot, and what parts specifically produce that effect?
❖ What figures of speech are used? (metaphors, similes, etc.)
❖ Note the writer’s use of paradox, irony, symbol, plot, characterization, and style of
narration. What effects are produced? Do any of these relate to one another or to
the theme?
❖ Is there a relationship between the beginning and the end of the story?
❖ What tone and mood are created at various parts of the work?
❖ How does the author create tone and mood? What relationship is there between
tone and mood and the effect of the story?
❖ How do the various elements interact to create a unified whole?
❖ Who is narrating or telling what happens in the work? How is the narrator, speaker,
or character revealed to readers? How do we come to know and understand this
figure?
❖ What are the time and place of the work – the setting? How is the setting related to
what we know of the character and his/her action? To what extent is the setting
symbolic?
II. Philosophical Approach: This approach focuses on themes, view of the world, moral
statements, author’s philosophy, etc. Moral / philosophical critics believe that the
larger purpose of literature is to teach morality and to probe philosophical issues.
Practitioners include Matthew Arnold (works must have “high seriousness”), Plato
(literature must exhibit moralism and utilitarianism), and Horace (literature should be
“delightful and instructive”).

A Checklist of Moral/Didactic Critical Questions:
❖ What view of life does the story present? Which character best articulates this
viewpoint?
❖ According to this work’s view of life, what is mankind’s relationship to God? To the
universe?
❖ What moral statement, if any, does this story make? Is it explicit or implicit?
❖ What is the author’s attitude toward his world? Toward fate? Toward God?
❖ What is the author’s conception of good and evil?
❖ What does the work say about the nature of good or evil?
❖ What does the work say about human nature?
❖ What enduring truth is revealed in the theme of this work?
❖ How are the actions of the protagonist rewarded and the actions of the antagonist
punished?
III. Historical / Biographical Approach: Historical / Biographical critics see works as
the reflection of an author’s life and times (or of the characters’ life and times). This
approach deems it necessary to know about the author and the political, economic,
and sociological context of his times in order to truly understand the work(s).
A Checklist of Historical Critical Questions:
❖ When was the work written? When was it published? How was it received by the
critics and public and why?
❖ What does the work’s reception reveal about the standards of taste and value
during the time it was published and reviewed? (Consider beliefs and attitudes
related to race, religion, politics, gender, society, philosophy, etc.)
❖ What social attitudes and cultural practices related to the action of the word were
prevalent during the time the work was written and published?
❖ What kinds of power relationships does the word describe, reflect, or embody?

❖ How do the power relationships reflected in the literary work manifest themselves
in the cultural practices and social institutions prevalent during the time the work
was written and published?
❖ To what extent can we understand the past as it is reflected in the literary work? To
what extent does the work reflect differences from the ideas and values of its time?
❖ What literary or historical influences helped to shape the form and content of the
work?
❖ What other literary works may have influenced the writer?
❖ What historical events or movements might have influenced this writer?
❖ How would characters and events in this story have been viewed by the writer’s
contemporaries?
❖ 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?
❖ How important is it the historical context (the work’s and the reader’s) to interpreting
the work?
A Checklist of Biographical Critical Questions:
❖ What influences—people, ideas, movements, events—evident in the writer’s life
does the work reflect?
❖ To what extent are the events described in the word a direct transfer of what
happened in the writer’s actual life?
❖ What modifications of the actual events has the writer made in the literary work?
For what possible purposes?
❖ What are the effects of the differences between actual events and their literary
transformation in the poem, story, play, or essay?
❖ What has the author revealed in the work about his/her characteristic modes of
thought, perception, or emotion? What place does this work have in the artist’s
literary development and career?

IV. Psychological Approach: This approach focuses on the psychology of characters.
Psychological critics view works through the lens of psychology. They look either at
the psychological motivations of the characters or of the authors themselves,
although the former is generally considered a more respectable approach. Most
frequently, psychological critics apply Freudian and/or Jungian (archetypes)
psychology to works.
Freudian Approach: A Freudian approach often includes pinpointing the
influences of a character’s psyche (Greek for “soul”), which consists of the:
❖ Id (reservoir of libido or pleasure principle in the unconscious)
❖ Superego (the moral censoring agency and repository of conscience/pride that
protects society)
❖ Ego (the rational governing agent of the unconscious that protects the individual)
❖ Freudian critics steer toward the sexual implications of symbols and imagery, since
Freud theorized that all human behavior (drives) derives from libido/sexual energy.
❖ Concave Images, such as ponds, flowers, cups, and caves = female symbols.
❖ Convex Images, such as skyscrapers, submarines, obelisks, etc. = male symbols
❖ Actions, such as dancing, riding, and flying = sexual pleasure.
❖ Water = birth, the female principle, the maternal, the womb, and the death wish.
❖ Oedipus complex = a boy’s unconscious rivalry with his father for the love of his
mother
❖ The Electra Complex = a girl’s unconscious rivalry with her mother for the love of
her father
❖ Critics may also refer to Freud’s psychology of child development, which includes
the oral stage (eating), the anal stage (elimination), and the genital (reproduction).
A Checklist of Psychological Critical Questions:
❖ What connections can you make between your knowledge of an author’s life and
the behavior and motivations of characters in his or her work?

❖ How does your understanding of the characters, their relationships, their actions,
and their motivations in a literary work help you better understand the mental
world and imaginative life, or the actions and motivations of the author?
❖ How does a particular literary work—its images, metaphors, and other linguistic
elements—reveal the psychological motivations of its characters or the
psychological mindset of its author?
❖ To what extent can you employ the concepts of Freudian psychoanalysis to
understand the motivations of literary characters? Do any of the characters
correspond to the parts of the tripartite self? (Id, ego, superego)
❖ What kinds of literary works and what types of literary characters seem best
suited to a critical approach that employs a psychological or psychoanalytical
perspective? Why?
❖ How can a psychological or psychoanalytical approach to a particular work be
combined with an approach from another critical perspective—for example,
biographical, formalist, or feminist criticism?
Jungian Approach: Jung is also an influential force in myth (archetypal) criticism.
Psychological critics are generally concerned with his concept of the process of
individuation (the process of discovering what makes one different form everyone else).
Jung labeled three parts of the self:
❖ Shadow -- the darker, unconscious self; rarely surfaces, yet must be faced for
totality of Self
❖ Persona -- the public personality/mask (particularly masculine)
❖ Anima/Animus -- a man’s/woman’s “soul image” (the negative that makes a
composite whole)
❖ A neurosis occurs when someone fails to assimilate one of these unconscious
components into his conscious and projects it on someone else. The persona
must be flexible and be able to balance the components of the psyche.

V. Mythological / Archetypal: A mythological / archetypal approach to literature
assumes that there is a collection of symbols, images, characters, and motifs (i.e.,
archetypes) that evokes a similar response in all people. According to the psychologist
Carl Jung, mankind possesses a “collective unconscious” (a cosmic reservoir of
human experience) that contains these archetypes and that is common to all of
humanity. Myth critics identify these archetypal patterns and discuss how they function
in the works. They believe that these archetypes are the source of much of literature's
power.
A Checklist of Mythological/Archetypal Critical Questions:
❖ What incidents in the work seem common or familiar enough as actions that they
might be considered symbolic or archetypal? Are there any journeys, battles, falls,
reversals of fortune, etc.?
❖ What kinds of character types appear in the work? How might they be classified?
❖ What creatures, elements of nature, or man-made objects playing a role in the work
might be considered symbolic?
❖ What changes do the characters undergo? How can those changes be
characterized or named? To what might they be related or compared?
❖ What religious or quasi-religious traditions might the work’s story, characters,
elements, or objects be compared to or affiliated with? Why?
❖ How does this story resemble other stories in plot, character, setting, or symbolism?
❖ What universal experiences are depicted?
❖ Are patterns suggested? Are seasons used to suggest a pattern or cycle?
❖ Does the protagonist undergo any kind of transformation, such as movement from
innocence to experience, that seems archetypal?
❖ Are the names significant?
❖ Is there a Christ-like figure in the work?
❖ Does the writer allude to biblical or mythological literature? For what purpose?
❖ What aspects of the work create deep universal responses to it?

❖ How does the work reflect the hopes, fears, and expectations of entire cultures (for
example, the ancient Greeks)?
❖ How do myths attempt to explain the unexplainable: origin of man? Purpose and
destiny of human beings?
❖ What common human concerns are revealed in the story?
❖ How do stories from one culture correspond to those of another? (For example,
creation myths, flood myths, etc.)
❖ How does the story reflect the experiences of death and rebirth?
❖ What archetypal events occur in the story? (Quest? Initiation? Scapegoating?
Descents into the underworld? Ascents into heaven?)
❖ What archetypal images occur? (Water, rising sun, setting sun, symbolic colors)
❖ What archetypal characters appear in the story? (Mother Earth? Femme Fatal?
Wise old man? Wanderer?)
❖ What archetypal settings appear? (Garden? Desert?)
❖ How and why are these archetypes embodied in the work?
VI. Feminist Criticism: This approach examines images of women and concepts of the
feminine in myth and literature and uses the psychological, archetypal, and
sociological approaches. This approach often focuses on female characters who
have been neglected in previous criticism. Feminist critics attempt to correct or
supplement what they regard as a predominantly male-dominated critical
perspective. Feminist criticism is concerned with the impact of gender on writing and
reading. It usually begins with a critique of patriarchal culture, and is concerned with
the place of female writers in the cannon. Finally, it includes a search for a feminine
theory or approach to texts. Feminist criticism is political and often revisionist.
Feminists often argue that male fears are portrayed through female characters. They
may argue that gender determines everything, or just the opposite: that all gender
differences are imposed by society, and gender determines nothing.

A Checklist of Feminist Critical Questions:
❖ To what extent does the representation of women (and men) in the work reflect the
place and time in which the work was written?
❖ How are the relationships between men and women or those between members of
the same sex presented in the work? What roles do men and women assume and
perform and with what consequences?
❖ Does the author present the work from within a predominantly male or female
sensibility? Why might this have been done, and with what effects?
❖ How do the facts of the author’s life relate to the presentation of men and women in
the work? To their relative degrees of power?
❖ How do other works by the author correspond to this one in the depiction of the
power relationships between men and women?
❖ How are women’s lives portrayed in the work?
❖ How do male and female characters relate to one another? Are these relationships
sources of conflict? Are these conflicts resolved?
❖ Does the work challenge or affirm traditional views of women?
❖ 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?
❖ What marital expectations are imposed on the characters? What effect do these
expectations have?
❖ What behavioral expectations are imposed on the characters? What effect do these
expectations have?
❖ If a female character were male, how would the story be different (and vice versa)?
❖ How does the marital status of a character affect her decisions or happiness?
VI. Marxist Criticism: Marxist criticism is a type of criticism in which literary works are
viewed as the product of work and whose practitioners emphasize the role of class
and ideology as they reflect, propagate, and even challenge the prevailing social
order. Marxist critics view texts as material products to be understood in broadly

historical terms. In short, literary works are viewed as a product of work (and hence of
the realm of production and consumption we call economics).
Core Marxist Principles & Basic Terms:
Proletariat: that class of society, which does not have ownership of the means of
production.
Bourgeoisie: wealthy class that rules society.
Power of the Base: Marx believed that the economic means of production in a society
(the base) both creates and controls all human institutions and ideologies
(the superstructure). This superstructure includes all social and legal
institutions, all political and educational systems, all religions, and all art.
These ideologies develop as a result of the economic means of production,
not the reverse.
Alienation -- Marx believed that capitalist society created three forms of alienation:
▪ First, the worker is alienated from what he produces;
▪ Second, the worker is alienated from himself; only when he is not
working does he feel truly himself;
▪ Finally, in capitalist society people are alienated from each other; that
is, in a competitive society people are set against other people.
Marx believed that the solution was communism, which would allow the
development of our full “potentialities as a human. For Marx, the possibility that one may
give up ownership of one's own -- one's capacity to transform the world -- is tantamount
to being alienated from one's own nature; it is a spiritual loss.
A Checklist of Marxist/Cultural Critical Questions:
❖ Who are the powerful people in the text? Who are the powerless? Who receives
the most attention?
❖ Why do the powerful have the power? Why are the powerless powerless?

❖ Is there class conflict and struggle?
❖ Do the powerful in the text suppress the powerless? How? News? Media?
Religion? Literature?
❖ What can you infer from the setting about the distribution of wealth?
❖ What is the economic status of the characters?
❖ What happens to them as a result of this status?
❖ How do they fare against economic and political odds?
❖ What other conditions stemming from their class does the writer emphasize? (e.g.,
poor education, poor nutrition, poor health care, inadequate opportunity) 9
SUM UP
You are almost done with this module,

reading literature is not an ordinary task.
Thus, to gain genuine appreciation and
understanding of any work of art, you need to
exhibit a critical and inquisitive disposition.
Now, let’s recap the important things you
have learned.
A. Mimetic Theory
This theory adheres to the idea proposed by Aristotle that views literature as
an imitation or reflection of the real or ideal world. Simply, it covers the work and the
world it imitates. It also considers the social, historical, and cultural contexts in
presenting the literary text.
B. Authorial Theory
This theory believes in the idea that the ultimate source of meaning is the
author. In the attempt to study the work, both the text and the author’s background
9 Literary Criticism: Questions for a Variety of Approaches. Accessed July 3,2020 https://www.cusd80. com/cms/lib/AZ01001175/Centricity/ Domain/ 2081/
Literary%20Criticism%20from%20Different%20Lenses.pdf

(biography) are being examined and analyzed. Thus, this may mean that the work
can be an extension or expression of the writer’s aspirations, feelings, inspiration,
and imagination. Indeed, this provides a way to reveal and to find out significant
information about the author.
C. Reader Response Theory

This theory allows you to take your own personal feelings and your own
perspective into account when you analyze a literary text. According to Reader-
Response theorists, it is significant that a certain character reminds you of Dad, or
that a certain passage recalls something from your childhood. Reader-Response
theory isn't just about understanding a text better; it's also about understanding
yourself better.
D. Literary Tradition Theory
The work of literature is linked to its literary history as it also considers the
tradition that exists in a certain period. This is also familiar to many as the work in
relation to other literary masterpieces. Other existing works in the same period are
being used to examine the linkage of a certain text by closely comparing and
analyzing the similar characteristics, style, ideas, and attitude that form the work.
E. Textual Analysis Theory
Textual analysis is a way for researchers to gather information about how
other human beings make sense of the world. It is a methodology - a data-gathering
process - for those researchers who want to understand the ways in which members
of various cultures and subcultures make sense of who they are, and of how they fit
into the world in which they live. It is useful for researchers working in cultural
studies, media studies, in mass communication, and perhaps even in sociology and
philosophy.

Literary Criticism: Questions for a Variety of Approaches
I. Formalistic Approach/ New Criticism: This approach focuses on form and close
reading of the text. The analysis stresses items like symbols, images, and structure
and how one part of the work relates to other parts and to the whole involves a.
Formalistic critics believe that all information essential to the interpretation of a work
must be found within the work itself; there is no need to bring in outside information
about the history, politics, or society of the time, or about the author's life. Formalistic
critics spend much time analyzing irony, paradox, imagery, and metaphor. They are
also interested in the work's setting, characters, symbols, and point of view.
II. Philosophical Approach: This approach focuses on themes, view of the world, moral
statements, author’s philosophy, etc. Moral / philosophical critics believe that the
larger purpose of literature is to teach morality and to probe philosophical issues.
Practitioners include Matthew Arnold (works must have “high seriousness”), Plato
(literature must exhibit moralism and utilitarianism), and Horace (literature should be
“delightful and instructive”).
III. Historical / Biographical Approach: Historical / Biographical critics see works as
the reflection of an author’s life and times (or of the characters’ life and times). This
approach deems it necessary to know about the author and the political, economic,
and sociological context of his times in order to truly understand the work(s).
IV. Psychological Approach: This approach focuses on the psychology of characters.
Psychological critics view works through the lens of psychology. They look either at
the psychological motivations of the characters or of the authors themselves,
although the former is generally considered a more respectable approach. Most
frequently, psychological critics apply Freudian and/or Jungian (archetypes)
psychology to works.

V. Mythological / Archetypal: This approach assumes that there is a collection of
symbols, images, characters, and motifs (i.e., archetypes) that evokes a similar
response in all people. According to the psychologist Carl Jung, mankind possesses
a “collective unconscious” (a cosmic reservoir of human experience) that contains
these archetypes and that is common to all of humanity. Myth critics identify these
archetypal patterns and discuss how they function in the works. They believe that
these archetypes are the source of much of literature's power.
VI. Feminist Criticism: This approach examines images of women and concepts of the
feminine in myth and literature and uses the psychological, archetypal, and
sociological approaches. It often focuses on female characters who have been
neglected in previous criticism.
VII. Marxist Criticism: Marxist criticism is a type of criticism in which literary works are
viewed as the product of work and whose practitioners emphasize the role of class
and ideology as they reflect, propagate, and even challenge the prevailing social
order.
APPLY WHAT YOU HAVE LEARNED
Activity 3. JOURNEY TO MEANINGFUL LEARNING

Directions: Select one (1) literary piece that you are going to analyze. Then copy and
accomplish the table below. Do this in your EAPP activity notebook.
Title and Author of the Literary Piece
Specific Type of Literary Theory
Possible Purpose
Main Subject

Essential Points Discussed
Significant Ideas Gained from the Text
Impressions
REFLECT
REFLECT
Congratulations! You have shown great

improvement after accomplishing all the tasks in
each lesson. This time you will reflect on your
work and rate your confidence.
Activity 4. I WONDER….
Directions: Write what you wonder before, during and after reading the selection
used in Activity 3. Write your answers in your EAPP activity notebook.
Before Reading
During Reading
After Reading
Activity 5. WHY AND HOW?

Directions: Answer the given questions in your EAPP activity notebook.
1. Why is critical approaches to literature important for students?

___________________________________________________________________
_____________________________________________________________.
2. How can critical approaches be effective in having critical thinking?
___________________________________________________________________
_____________________________________________________________.

ASSESS WHAT YOU HAVE LEARNED
Activity 6. LOADED MIND

Directions: Read each item carefully and write the letter of your answer in your
EAPP activity notebook.
1. Mary Jean is composing a “HAIKU” Poem about Nature. What literary criticism
must she apply?
A. Structuralism Criticism C. Mythological/Archetypal

B. Deconstruction D. Literary Tradition Theory
2. Daniel reads a novel and relates the experience of the main character to his.
What literary criticism did he apply?
A. Textual Analysis Theory C. Literary Tradition Theory

B. Reader Response Theory D. Mimetic Theory
3. Marian wanted to know the background of the author and his/her motivation to
write such. What literary criticism did she use?
a) Archetypal Criticism C. Marxist Criticism

b) New Criticism or Formalist Criticism D. Historicism
4. The only sole source of interpreting the literary piece is the writer himself. What
literary theory is being applied?
a) Mimetic Theory C. Reader Response Theory

b) Textual Analysis Theory D. Authorial Theory
5. Ma’am Jhoanna teaches the young journalists on how to write news story in
preparation for the upcoming Congressional Schools Press Conference. What
literary criticism is being observed?
A. Historicism C.New Criticism or Formalist Criticism

B. Mythological/ Archetypal Criticism D. Feminist Criticism
6. The story is showing the awareness of the women’s role in the society during World
War II. What literary criticism is used?
A. Feminist Criticism C. Mythological/ Archetypal Criticism

B. New Criticism or Formalist Criticism D. Historicism
7. Julian studied and made a comparison between Greek Mythology and Roman
Mythology. What literary criticism is observed?
A. Reader Response Theory C. Literary Tradition Theory

B. Mimetic Theory D. Reader Response Theory

8. Florabel identifies the story elements of Romeo and Juliet. What literary criticism
is being used?
A. Formalistic Approach C. Historical/ Biographical Approach

B. Philosophical Approach D. Psychological Approach
9. Teniente Gimo is a popular creature in the Filipino Folklore. What literary criticism
is being used?
A. New Criticism or Formalist Criticism C. Marxist Criticism

B. Historicism D. Mythological/Archetypal Criticism
10. The story “Budoy” in ABS-CBN Teleserye is about a mentally challenged person due
to Angelman Syndrome and was rejected by his own family, yet he touched the hearts
of many viewers because of his happy disposition in life. What literary criticism is being
used?
A. Formalistic Approach C. Historical/Biographical Approach

B. Philosophical Approach D. Psychological Approach
GLOSSARY
Critical Approaches - reveal how or why a particular work is constructed and what
its social and cultural implications are.
Literary Criticism- the art or practice of judging and commenting on the qualities and
character of literary works.
Literary Theory- the body of ideas and methods we use in the practical reading of
literature. By literary theory we refer not to the meaning of a work of
literature but to
the theories that reveal what literature can mean.

ANSWER KEY
PAIR ME UP!
1. D
2. G
3. A
4. I
5. H
6. C
7. J
8. E
9. F
10. B
Task 1. LEGIT OR FAKE?
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. TRUE
Activity 1. UPDATE YOURSELF!

Comprehending Questions:
1. It’s all about “The Anti-Terrorism Act of 2020” which tends to uphold the basic rights
and fundamental liberties of the people as enshrined in the Constitution.
2. The major intention of approving this bill is to protect life, liberty, and property from
terrorism, to condemn terrorism as inimical and dangerous to the national security
of the country and to the welfare of the people, and to make terrorism a crime
against humanity, and against The Law of Nations.
3. Answers may vary.
4. Answers may vary.
5. It is important to analyze and comprehend in reading such article in order to enrich

your understanding of the literary work. (Answers may vary)
6. It is important to update yourself and give your opinion in the current issues such
as Anti-Terrorism Act 2020 for it increases your awareness in the different current
issues such as economic news, political news, business and finance related news,
general current events, and other global news. You can make reliable decisions
based on more realistic and plausible information. You can also identify what will
be the threats and opportunities. Thus, you can shape the strategy and goal of
your future profile and company, as you will gain a tremendous competitive edge.
(Answers may vary.)
7. This activity may help you in understanding your counter arguments because it
shows that you've considered other points of view. It also set up the chance to
refute the opposition and show why your position is the right one to have. Placing

a counterargument in your persuasive essay increases your ethos (credibility)
because it shows fairness. (Answers may vary.)
Activity 2. SAY SOMETHING!
1. It symbolizes true love.
2. Love is naturally the play's dominant and most important theme.
3. Answers may vary
4. She means that Romeo is her only love, but she hates his family because they're the
enemies. She didn't know that he was a Montague (and her enemy) so she fell in
love with him, but when she realizes it’s too late, because she's already in love, that
he's a Montague and so should be her enemy.
5. The people on both sides aimed guns with each other because they are feuding
families of Romeo and Juliet.
6. It is important to analyze and comprehend in reading such article in order to enrich your
understanding of the literary work. (Answers may vary)
Activity 3. JOURNEY TO MEANINGFUL LEARNING

Answers may vary.
Title and Author of the Literary Piece
Specific Type of Literary Theory
Possible Purpose
Main Subject
Essential Points Discussed
Significant Ideas Gained from the Text
Impressions
Activity 4. I WONDER….
Answers may vary.
Before Reading
During Reading
After Reading
Activity 5. WHY AND HOW?

Answers may vary.
Activity 6. LOADED MIND
1. A 6. A
2. B 7. B
3. D 8. A
4. D 9. D
5. C 10. D

REFERENCES
Baronda, Andrew John C. July 2,2020. “21st Century Literature from the Philippines and
the World,”
“Chapter 9: Textual Analysis”. Accessed July 2, 2020.http://www1.cs.columbia.

edu/~sbenus/Teaching/APTD/McKee_Ch1.pdf
” Declaration of Policy from Republic Act No. 9372.” Accessed July 1, 2020.
file:///C:/Users/Client/Downloads/CR00340.pdf/.
Frey, L., Botan, C., & Kreps, G. (1999). Investigating communication: An introduction to
research methods. (2nd ed.) Boston: Allyn & Bacon.
“Literary Criticism: Questions for a Variety of Approaches”. Accessed July 3,2020.

https://www.cusd80.com/cms/lib/AZ01001175/Centricity/Domain/2081/Literary%2
0Criticism%20from%20Different%20Lenses.pdf
“Literary Theories: A Sampling of Critical Lenses”. Accessed July 2,2020.

http://www.mpsaz.org/rmhs/staff/rkcupryk/aa_jr/files/microsoft_word_-
_literary_theories.pdf
“Reader-Response Theory Introduction”. Accessed July 2,2020.

https://www.shmoop.com/study-guides/literary-schools-of-theory/reader-
response-theory
Romeo and Juliet Movie Image. https://www.imdb.com/title/tt0117509/

The Internet Encyclopedia of Philosophy (IEP). Accessed July 3,2020.
https://www.iep.utm.edu/literary/
“What is Mimetic Theory?” Accessed July 2, 2020.https://violenceandreligion.

com/mimetic-theory/.


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Senior High School

English for Academic and Professional Purposes

ENGLISH LEARNING KIT

Using Appropriate Critical

Grade 11 – English for Academic and Professional Purposes

Published in the Philippines

This English Learning Kit is published to be utilized by the Schools Division

ALL RIGHTS RESERVED. No part of this learning resource may be

Development Team of English Learning Kit

Writer: Glenn Grace B. Bayhon

Layout Artists: Lilibeth E. Larupay, Jun Victor F. Bactan

Division Quality Assurance Team:

Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason, Jr.

Grade 11 – English for Academic and Professional Purposes

English for Academic and Professional Purposes

At the end of the lesson, you should be able to:

1. use of appropriate critical approaches in writing a critique such as

Grade 11 – English for Academic and Professional Purposes 3

G. It is a type of criticism in which literary works are

Grade 11 – English for Academic and Professional Purposes 4

Activity 1. LEGIT OR FAKE?

1. A counter-argument should be expressed thoroughly, fairly and objectively to show

Activity 2. UPDATE YOURSELF!

KEEP THIS IN MIND

Kudos! To make it in our spiral progression of

Activity 2. SAY SOMETHING!

Author: William Shakespeare

1. What is the symbol of the heart

Grade 11 – English for Academic and Professional Purposes 6

of a work they consider important.3

and dramatists – Cervantes, Shakespeare, Stendhal, Proust, and Dostoevsky – Girard

autonomously desires an inherently desirable object (Meredith desires McDreamy).

McDreamy, suggesting to Meredith that he is irresistible).

become a rival who competes with us for the same object.

3 Literary Theories: A Sampling of Critical Lenses .Accessed July 2,2020 http://www.mpsaz.org/rmhs/staff/rkcupryk/aa_jr/files/microsoft_word_-

Grade 11 – English for Academic and Professional Purposes 7

achieve a different kind of peace.4

can be an extension or expression of the writer’s aspirations, feelings, inspiration,

information about the author.5

C. Reader Response Theory

4 “What is Mimetic Theory ?” Accessed July 2,2020. https://violenceandreligion.com/mimetic-theory/.

Grade 11 – English for Academic and Professional Purposes 8

analyze a literary text. According to Reader-Response theorists, it is significant that

also about understanding yourself better.6

D. Literary Tradition Theory

E. Textual Analysis Theory

Textual analysis is a way for researchers to gather information about how

other human beings make sense of the world. It is a methodology - a data-gathering

researchers working in cultural studies, media studies, in mass communication, and

perhaps even in sociology and philosophy.

Let's open with a straightforward description.

What is textual analysis?

When we perform textual analysis on a text, we make an educated guess at

Grade 11 – English for Academic and Professional Purposes 9

FaYou were able to learn new ideas. Now, let

Literary Criticism: Questions for a Variety of Approaches

work's setting, characters, symbols, and point of view.

A Checklist of Formalistic Critical Questions:

next? How does it end?

Grade 11 – English for Academic and Professional Purposes 10

the effect of these patterns or motifs?

❖ How does repetition reinforce the theme(s)?

❖ What figures of speech are used? (metaphors, similes, etc.)