The Reaction Paper,

Review and Critique

Module 3
 Reaction Paper 2

EAPP
Essay that conveys to one or several
texts or films that he
/she has read or seen (Lund
University, 2017).
Also known as “response
paper”

TheReactionPaper,ReviewandCritique|Module3
 STRUCTUR
EAPP

3
E

Introduction Title,author/
creator /brief overview of the
article or story or film.

Body
1 or several issues
Analyze text
Validate reasons

Conclusion Sum up and state

conclusion
TheReactionPaper,Review and Critique | Module
3
 Guide Questions 4

EAPP
 1. How is the material related ideas and concerns discussed in the
course for which you are preparing for your paper.
 2. How is the work related to problems in our present-day world?
 3. How is the material related to your life experiences, feelings, and
ideas?For instance, what emotions did the work arouse in you?
 4. Did the work increase your understanding of a particular issue? Did it
change your respective in any way?

TheReactionPaper,ReviewandCritique|Module3
5
EAPP
 Activity:
6
In 400 words, make a reaction

EAPP
paper about the documentary that
you just watched. Please follow
the structure:

Introduction
Body
Conclusion

Submission: October 11,

TheReactionPaper,ReviewandCritique|Module3
2022
CRITERIA PERFORMANCE POINTS
INDICATORS
Content Provided a clear ang appealing 20
7
introduction, a body that E
A
contains relevant, accurate, and P
P

substantial evidence that

supports the given information
and leaves the reader with a
final thought.
Used correct grammar,
Grammar punctuation, spelling, and 10
capitalization.
Expressed the points in a clear
Organization of Ideas logical arrangement of ideas in 20
the paragraph.

Total 50
TheReactionPaper,ReviewandCritique|Module3
Review 8
Describes,
analyzes, and
evaluates a
work.
 The Reaction Paper, Review andCri
tique | Module 3
9
EAPP
Critique
Criticize

Critic

Critique
 12

• ls a genre of academlc wrltlfl$

2/1/20XX
Sample Footer Text
brlefiy summarizes and
Orltically e›aluates a work
or 00ñ0é§t. Ofltlques can be
used to carefully analyse a
›ar1Pt\ 0$ works such as
creat1›e vorks,
 Sample Footer Text
13
2/1/20XX
 14
Critical Approaches

2/1/20XX
Sample Footer Text
1. Formalist Approach

2.Reader-Response Approach

3. Feminist Approach

4. Marxist Approach
 Example of Formalist € iticism:
A Rose for Emily
(Source:vicfo1ajcrossman.wordpress.com)

..ttiachara4e/s are wall-prasantadasthe authordascribadaach oftham

- Miss Emily as a respected woman, wall-known, charming,
intarasting, introveh and stubborn; Homer 8aron as an interesting,
easy-going, popular and charming man; Tobe ( the servant), wño
is quite silent,
«ysterious and loyal to Miss E«ily; and the ladies who like «aking gossip
and are always cuflous about Miss Emily.
The fat and thiA peaon points of visw are used by the
nacafor as evident in the usage of the pronoun "we° and °Miss
 Faulkner’s @@@z$ pesenfed /he da tg.of fhe sfo/y in the
old south, with words such as 2adition°, generation and °sofi
of heredita/yobligaflon° which contributed to the old sontharn
fee/.
7he Story has an implausible that is rarely seen in the eve/yday
sense of reality. The storysta/tell»ith the death of uiss Emily followed
by the introduction of the4gt sg the daath of uiss Emily’s Bther,
and fhe reason whysha chose to hida he/ss/f. 7he flsing aNionof the
story bega as Homer8aon appeamdin fhesfo/y, the em/ance ofuiss
Emily's cousin in her loom on the second day of her death and bund
a skeleton w“£h a longgrayhair. 7he escape of 7obe, Miss Emily’s
se/vanf, tj;atno one knew
and saw »hsre he hadpone ca«pIstedthe the falling»ction»ndthe
cIi«ex, ending of the siory...
 p S yOU /tylñ / ee , in
the example, it diSCUSS9#
17
 The 3 idiots film also gava emphasis to 18
tha impo/tance ofha/d woN and the danger of The example gaveS
living a medionra lifa. Although tha movie emp asis on the lesson
encouraged humility in pursuit of excellence, Ie Idiots
as one of fhe
im, whi ch are the pU› S
characters best said it “1egs down to eafih foUg h assloh,
exCeile nc e th
and U S §
he pUfSUtt 0!
eyes looking beyond the s/‹y”, people must not
be
t
afraid to fai/ and must not be tacified in going imp yyn ¢e O f life ahdItS
nce
out
beaug , and th9 g’! ***
sl
of their comfo¥ zones. People must push
or k as well at the
their boundaries to the limits. Additionally, w
of hard V a mediocre
most Filipinos can relats to the movie dange› 0 !! l ”*
especially be-
cause the plot revolves around the i«poxance of !8i
 education, povefiy, fflendship and love for family
rich are close to eve/y Filipino’s haafi...
 r/ie stoiy also shovs hov napaaple in ue «pper
dass make their best afiezpt to keep theirpeuonall“Ee
pflvate, and away from f/ie genera/ knowledge of fhe
population. Like what Miss Emily did, she stayed at home
day by day, not seen
by anyone, unless she was out
»ith Homer. She yy y «zpIe explained
w»nted
separationtrom the community. e e £I IO-
She »ntedher to keep t he t O ¢i CI-ec onomiC lde O

personal life from the people gie nted in

that she locked herseltinone of the iOrS
the rooms in their gigantic of
MISS er class. and I
hous {he U t class.
g ffOITI
the
loW9f
 •****R** OfUazxist Criticism: A Rose for
Emily
(Sourse: www.scribd.com)

..intha beginning of tha story, Emily Grierson is

an outlier to the general population of her town. Her/ife is
«ush befier thantha foivnspeop/e because she comes ñom
avealthy family, with a higher income thantha rest, until the
death of her father happened. Miss Emily shuts herself
from socie/y throughout the story. Despite that, the townspeop/e
still keep tabs on her as if they were her fans because she is
held higher than fhe averape, middle-class townspeople. This
shows how pal people ao intha uppai dass, as they are
put on a pedestal
»hich sho»s the diHerence beMeenthe higher and the lower
class.
 5n//yslile re‹0liesarOxndhei
l»it»is dec/s/Or. fliiho»laIaifei’a»4 atrstand Ei»ilj oe‹oi»es
lJ0/df9b 1/02 ll\9 tOIfiIYJftIly. 9 !I0J0/119 G6lftl6lñl I3 f00f9b /J t9f
 22

Thank You