10 English

Quarter 3 - Module 4
Composing an Independent
Critique of a Chosen Selection

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English – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 4: Composing an Independent Critique of a Chosen Selection
First Edition, 2021

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 10

English
Quarter 3 - Module 4
Composing an Independent
Critique of a Chosen Selection

2
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you need to
ask your facilitator or your teacher’s assistance for better understanding of the
lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also provided
to our facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercise and tests. Read
the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module provides varied activities that will help you learn how to compose an
independent critique of a chosen selection.
At the end of this module, you are expected to:
 identify important elements in critique writing;
 determine tone, mood, technique, and purpose of the author; and
 share viewpoints based on the ideas presented in the materials viewed.

What I Know

Directions: Read each statement and determine the correct answer. Choose
only the letter of your answer.

1. The author’s feelings or emotions towards his/her writing is the ________.

a. mood c. technique
b. purpose d. tone

2. It is the feeling that the reader gets when the text is read.
a. mood c. technique
b. purpose d. tone

3. A dark leaden-colored mass is creeping over the sky towards the sun. Red zigzag of
lightning gleam here and there. There’s a sound of far-away rumbling.
What is the mood of the passage?
a. hopeless c. mysterious
b. joyful d. suspenseful

4. What is the tone of the following text?

"I will not!" she shouted. "I will not do things against my will!"
a. angry c. pleased
b. happy d. suspicious

5. It pertains to author’s written motive and intention.

a. author’s purpose c. mood
b. author’s technique d. tone

6. What is the author's main purpose with his statements below?

“Littering can cause a variety of issues beginning with the environmental impact
leading towards the disruption of a community’s good health and quality of lifestyle. It is
important to keep your local community healthy and looking its best for today and future
generations.”
a. to describe b. to entertain c. to inform d. to persuade

7. An atlas, showing all continents, countries, and oceans intends to _________.

a. describe b. entertain c. inform d. persuade
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8. In this point of view, the writer uses pronouns I, me, and my in narrating the story.
a. first person c. third person
. b. point of view d. viewpoints

9. It is a way of telling one’s thoughts on how he/she looks at something.

a. critique c. sharing viewpoints
. b. elements d. techniques

10. What element of critique writing is recognized if you are asked about the genre of the
selection?
a. author’s intention c. literary device
b. context d. literary techniques

11. It is an action or attitude that refers to your own potential reactions when you
read a literary work.
a. intention c. reaction
b. purpose d. technique

12. It keeps the reader thinking about the story and leaves a feeling of satisfaction.
. a. beginning c. ending
b. critique d. middle

13. It is an in-depth evaluation of the story for the purpose of giving the reading
public insight into the story.
a. abstract c. precis
b. critique writing d. quick writes

14. The beggar-girl runs behind the huts to the kitchen-gardens and there finds
Terenty- the tall old man with a thin pock-marked face, very long legs, and bare feet,
dressed in a woman’s tattered jacket, standing near the vegetable plots, looking with
drowsy, drunken eyes at the dark storm-cloud. On his long crane-like legs he sways
in the wind like a starling-cote.
What literary device is used by the author in this passage?
a. hyperbole c. onomatopoeia
b. metaphor d. simile

15. What feeling is evoked in the following phrases from the passage in item no. 14?
tall old man with a thin pock-marked face
dressed in a woman’s tattered jacket
drunken eyes at the dark storm-cloud
a. curiosity c. Imagination
b. enjoyment d. interest

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 What’s In

Let us take a look at how much you remember about your previous lesson on writing
techniques

Directions: Study the following excerpts below and identify the writing technique being used.

1. Education is a procedure of learning where knowledge, skills, and habits move from
one generation to the other. Moreover, education is essential for the overall development
of a human being. For instance, their personal, social as well as the economic
development of the country. If we talk about the importance of education in our daily life,
we have to admit that it improves our personal lives and helps in running the societies
smoothly by protecting everyone including ourselves from the harmful and unexpected
events
a. argumentative b. informative c. expository d. persuasive

2. I believe education is the most important tool you can receive, that can bring you
most success in society today. Education lessens the challenges you will face in life. The
more knowledge you gain the more opportunities will open up to allow individuals to
achieve better possibilities in career and personal growth. Education has played an
important role in the career world of the twenty-first century. A person with a higher
education will be easily qualified compared to a person without an extended education;
as one will be prepared to do various tasks that careers demand as well as meet job
standards.
a. argumentative b. expository c. informative d. persuasive

3. The effective way to travel solo successfully is to research your area. This is
done using the GPS scanner on a phone. Arrive well-informed on the area. Understand the
public transportation system to where you can blend in as local.
a. argumentative b. expository c. informative d. persuasive

4. Mariano Ponce was born on March 22, 1863, in Baliuag, Bulacan. He is the eldest of the
seven children of Mariano Ponce and Maria Collantes de los Santos. He had his early
schooling in his hometown and finished his secondary education in the private school of Juan
Evangelista, Hugo Ilagan, and Escolastico Salandanan in Manila.
a. argumentative b. expository c. informative d. persuasive

5. If you want to learn about the Chinese history, you must come to visit Chinese ancient
buildings first.
a. argumentative b. expository c. informative d. persuasive

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 What’s New

The skills you have learned about writing techniques will help you understand better
the lesson as we go through this module. So, let us start with a summary of a famous selection.

Directions: Read the summary below and answer the questions that follow. Write only the
letter of your answer.

The Story of Keesh

(A Summary)

The story of Keeshis a short story which was written by Jack London that was first published
in January of 1904.

In the beginning of the story, the author talks about a boy who had name Keesh lived
in the poor condition together with his mother, Ikeega. Keesh lived at the edge of the polar
sea. Keesh was the son of a great huntsman. He was the only son. Unfortunately, his father
died hunting for food, when he was very young.

One night, the village council met in the big Igloo of

Klosh-kwan, the chief. Keesh listened, then he waited for
silence. He said, “It is true that you give us some meat. But it is
often old and tough meat, and has many bones.” The hunters
were surprised. This was a child speaking against them. The
council ordered Keesh to go to bed. After the reaction from the
council men, Keesh jumped to his feet. “Hear me!” he cried.
“Never shall I speak in the council igloo again. I shall go hunt
meat like my father.

The next day, Keesh started out for the shore, where the land meets the ice. Those who
watched saw that he carried his bow and many arrows. Across his shoulder was his father’s
big hunting spear. Again, there was laughter. One day passed, then a second. On the third
day, a great wind blew. There was no sign of Keesh. His mother, Ikeega, put burned seal oil
on her face to show her sorrow. The women shouted at their men for letting the little boy go.
The men made no answer, but got ready to search for the body of Keesh.

Early next morning, Keesh walked into the village. Across his shoulders was fresh
meat. His mother was very happy. Keesh, trying to be a man, said to her mother that he would
sleep because he was tired. There was much talk after Keesh went to his igloo. The killing of
a bear was dangerous. But it was three times more dangerous to kill a mother bear with cubs.
The men did not believe Keesh had done so. But the women pointed to the fresh meat. At last,
the men agreed to go for the meat that was left. But they were not very happy. So began the
mystery of Keesh.

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 On his next trip, he killed a young bear and on the following trip,
a large male bear and its mate. Then there was talk of magic and
witchcraft in the village. Keesh continued to bring meat to the village.
Some people thought he was a great hunter. There was talk of making
him chief, after old Klosh-kwan. They waited, hoping he would come
to council meetings. But he never came. The council sat up late
talking about Keesh and the meat. They decided to spy on him. On
Keesh’s next trip, two young hunters, Bim and Bawn, followed him.

After five days, they returned. The council met to hear their story, then the two hunters
reported what they had seen. Klosh-kwan led the council to the igloo of Keesh. Keesh told the
people in the village how he had killed the bears: he bent some thin pieces of whalebone. The
ends were pointed and sharp as a knife. Keesh bent the thin, sharp bones as knives into
circles, then put some seal meat inside them, then put them in the snow to freeze. The bear
had eaten the ball of meat with the circle of bone inside. When the meat got inside the bear,
the meat got warm, and the bone went snap! The sharp points made the bear sick. It is easy
to kill them. Keesh used head-craft, instead of witchcraft, he rose from the poorest igloo to be
the chief in the village. And for all the years that followed, his people were happy. No one cried
at night with pains of hunger.
Source: http://philnews.ph/2019/11/21/summar-of-keesh-a-story-written-by-jack-london

1. Based on the summary what do you think is the purpose of the author in writing this
story?
a. to entertain b. to inform c. to inspire d. to persuade

2. Which genre is used by the author?

a. adventure b. fantasy c. Literary d. all of the above

3. What literary device is used by the author in the statements of Ugh-Gluk and
Klosh- Kwan below?
“Ay, with our own eyes. And this continued until the bear stood suddenly upright and
cried aloud in pain, and trash his four paws madly about.”
a. hyperbole b. metaphor c. onomatopoeia d. simile

4. In what part of the story that the mystery of Keesh is revealed?

a. beginning b. ending c. in all parts d. middle

5. What makes the conflict of the story interesting?

a. emotions for the intended audience make it interesting
b. poorly drawn characters make it interesting
c. the twists and turns of the plot make it interesting.
d. the author involves all of the senses in describing the setting.

6. Do you agree or disagree with the ending of the story? Why or Why not?

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 What is It

The summary that you have read is a good example for critique writing. Before critique
writing, let us first define what a critique is and discuss some elements that we have to
consider.

Composing an Independent Critique of a Chosen Selection

A critique is defined as an analytical writing genre that summarizes a work or idea briefly
and critically. Critique writing typically takes the form of an essay. It is a detailed review of
the story in order to provide insight into the story to the reading public. It also allows you to
reassemble the elements so that your target audience understands the strengths, flaws
and highlights of the story better.

The table below contains some of the important elements in critique composition:

ELEMENTS IN CRITIQUE WRITING

Context Reaction Literary Technique
Author’s intention Literary Devices Ending of the Story

Let us try to know them one by one.

 Context - It is the data that helps to make sense of a literary text's message. Some context
is specified and some involve a close reading of the literary work, so understanding what
context is essential for every writer. In this element, genre is important to determine the
particular type or category of literature such as Science fiction, fantasy, literary,
adventure, etc.

The best example is “The Story of Keesh” that comprises

almost all of the genres that are mentioned.

 Author’s Intention- It is the written motive or intention. An

author’s purpose is his reason for or intent in writing. It may be, to
persuade, to inform, to entertain, or to inspire the reader.

 To persuade is an author’s purpose wherein he is writing well

enough to encourage everyone to change his mind about a problem
that is really important to him.

Examples of materials with the purpose to persuade are found in

advertisements, newspaper editorials, and campaign speech. An excerpt from a
campaign as an example is given.

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“The city animal shelter needs more support from all of us to continue helping animals and our
community. Our shelter is the only one in the tri-county area that does not euthanize animals,
but instead seeks homes for them.”

 To inform is an author’s purpose wherein he includes information or data that is useful,

valuable or important.

An excerpt from an essay below discusses and informs the reader the topic of
donating blood.
When you woke up this morning, did you think today would be the day
you save a life? In fact, it's quite easy to save a life and it only takes a little bit
of your time. You don't even need to be a paramedic or firefighter. All you have
to do is set aside approximately one hour to donate blood.

 To entertain and to inspire are author’s purposes wherein his writing gives pleasure,
enjoyment as well touch the reader’s imagination and giving him the idea on what to
do.

Again, “The Story of Keesh” is a good example of writing that entertains. The
best example of writing that will inspire, raise your spirits, and help you find
your journey out of the darkness is the book of inspiring verses which is the
Bible.

 Reaction pertains to your own possible reactions as well as your attitude as critic when you
read the literary piece. It shows your agreement or disagreement, approval or
disapproval of the elements used in it.

Some reactions are as follow:

affirm or negate approve or disapprove

agree or disagree like or unlike

 Literary Devices
Literary devices are tools used by authors to create impact on their writing, to help readers
understand their writing at a deeper level.

Some literary devices are our focus, most of which you can also find in both
prose and poetry.

Metaphor Examples

It is used by the author to compare 1. She is a late bloomer.

one thing to another and is 2. “Go ye men, with dogs
described in non-literal terms. and sleds”

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 Simile
It is a form of metaphor in which
the word "as" or "like" is used
to compare an object, concept,
character, behavior, etc. with
another thing.
Metaphors and similes are both commonly used for clarification or emphasis.
Hyperbole
It is an exaggerated or excessive
statement that is not intended by
the reader to be taken literally. For
humorous effect and/or
emphasis, it is sometimes used.
Onomatopoeia
It is a word or group of words that
represents a sound and imitates
or implies the sound it makes for
dramatic, realistic, or poetic
effects.
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Examples
1. Her cheeks are red like
roses.
2. The hunters were surprised.
This was a child speaking against
them. A child talking like a grown
man! 'Keesh' picked up a 'thin
piece of whalebone'. The ends
were pointed and sharp as a knife.
Examples
1."I'm so hungry I could eat a
horse."
The speaker may not eat an entire
horse literally (and most certainly
couldn't), but this hyperbole
stresses how hungry the speaker
feels.
2.”He hunts with evil spirits,” said
one. “Maybe his father's spirit hunts
with him,” said another.
It is an exaggeration to accuse
someone of things not yet proven.
Examples
1. buzz, boom, chirp, creak,
sizzle, etc.
2. I couldn’t sleep because of the
rustling leaves outside the
window near my bedroom.
Literary Technique is an element in critique writing referring to tone and mood.

 Mood is about the feeling

 Tone is the feeling of the
of the reader towards a piece of
writer expressed in his/her
writing. It is how a piece of writing
writing. It also defines the
made the reader feel during the
overall writing. Examples of
reading process. Words used to
tone in a story are mostly
describe the feeling such as sad,
adjectives like scared, anxious,
happy, excited, frustrated, or
excited, worried, or
peaceful.
encouraging.
Example:
Example:
A dark leaden-colored
"They are trying to leave
mass is creeping over the sky
the company." He leaned
towards the sun. Red zigzag of
forward, his elbows on his knees.
lightning gleam here and there.
"Tell me all of this at once."
There’s a sound of far-away
rumbling.
The tone of the dialogue
is serious in the sense that the
Here, the mood of the
writer describes how the
passage is suspenseful because
character moves as he speaks.
of the feeling of nervousness
Leaning forward signifies
created as the reader imagine
emphasis or force in the manner
and wonder what will happen
it is said.
next.

 Ending of the Story

 The Beginning - This is the first part of the story. It is where the writer
catches the attention of the reader, either with a good opening sentence,
a descriptive character or setting description, or a glance into the story's
subject, issue, or theme. The reader's mood is also set in the beginning;
If it's going to be enjoyable and exciting, sad or boring. An interesting
beginning would make you want to read more.
 The Middle - This is where the story's bulk lies. It presents the subject,
provides important key information, and keeps the attention of the
reader, but most importantly, it is where we achieve the story’s turning
point. The reader will start thinking about how the story will end if the
middle one is successful.


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  The Ending - This serves as the conclusion and solution to the conflict.
This is where the story comes to an end where the character learns a
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lesson or comes to deal with the events of what happened. This is where
how the ending relates both to the story as a whole and to its beginning.
It usually resolves the plot and bring closure to the crisis of the
characters A good ending will keep the reader thinking the story all over
again and leaves the reader feeling great and satisfied.

Below is an example of a very short story showing the beginning, m iddle, and
ending of the story.

The English Exam

Dimitri woke up at 7:00 a.m. He had been chaffing with a friend

on the computer until nearly midnight the previous night so he
was feeling quite tired but also, rather nervous because this was Beginning
the day of an important English exam at school. Dimitri had been
studying very hard for this exam for the previous two weeks so
he thought he had a good chance of passing it.

While Dimitri was to school on the bus, he remembered that he

had forgotten to take his wallet with him so he didn't have any
Middle
money to buy lunch. Just after this, his friend Lucas got on
the bus.

'Can I borrow some money, Lucas?' asked Dimitri.

'Sure, no problem,' replied Lucas. 'Here you go.'

The two boys did the English exam. While they were having
lunch, Dimitri asked Lucas if he thought the exam had been Ending
difficult. Lucas smiled and picked up the slice of chocolate cake
that he was eating.

It was so easy! It was a piece of cake!' said Lucas, smiling.

Source:https://learnenglishteens.britishcouncil.org/sites/teens/files/b2w_a_short_story_english_exam_1.jpg.

 Point of View is how the author tells the story. He usually uses first and third person
point of view.
 In the first person point of view, the writer uses pronouns I, me, and my in narrating
the story. An example is provide below.
Example: “I can steel remember what she looked like, that beautiful face and that
charming smile.”
 In the third person point of view, the writer uses pronouns he, she,
and they in narrating the story.
Example: “They come out of the village and turn along the dusty road towards
the count’s copse that lies dark blue in the distance.”

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 What’s More

Now let us find out if you really understood the discussion on literary techniques.

Independent Activity 1

Directions: Put a check mark (/) on your answer sheet if you agree and a cross mark (x) if
you disagree with the statements below.

1. Tone is what the reader feels about the story.

2. Mood is what the author feels about his writing.

3. Author’s purpose is his reason for or intent in writing

4. Tone and mood are all about feelings. But their elements are distinct.
5. Literary devices are techniques used by authors to create impact
on their writing.
6. Critique is a systematic study, analysis and evaluation of a text,
output, or results.
7. Ending of the story is the identification of genre.

8. Metaphor is comparing two different things or objects using the word

“like” or “as”.
9. In order to make a point or display emphasis and excessive
exaggeration, a writer may use hyperbole.
10. An example of onomatopoeia is sound effect that imitates the object
or thing described making it more expressive and meaningful.

Independent Assessment 1

Directions: Identify what is referred to in each statement by choosing from the pool of words
below.

tone simile hyperbole

metaphor onomatopoeia mood

_______1. There was plenty of food, drinks, and the music was playing. Everybody was
having a good time.

_______2. The sun is rising brightly, let’s go out and play! – excited

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_______3. Bea couldn’t go to sleep because she was too happy.

_______4. Ticktock, ticktock… the sound of the clock was all that could heard in the middle of
the night.

_______5. The preparation began on Saturday as the town of Bustos celebrated its Minasa
Festival, a card drawer for the past 10 years.

Independent Activity 2

You did it well on the first two activities, let us try another.

A. Guess Me

Directions: Fill in the blanks with the missing letters to complete the words based on
the descriptions provided. Two letters are given as clues.

1. I ___ ___ ___ ___ M

It is an author’s purpose wherein he includes information or data that is useful, valuable
or important.

2. ___ ___ T___ ___T ___ ___ ___

An author’s purpose wherein his writing gives pleasure, enjoyment as well touch the
reader’s imagination.

3. I ___ ___ P ___ ___

It is an author’s purpose that raises your spirits, and help you find your journey out of
the darkness

4. P___ ___ ___ ___ ___ D ___

It is an author’s purpose wherein he is writing well enough to encourage or convince
everyone to change his mind about a problem.

5. ___ E ___ ___ ___ A ___ ___

The examples of this author’s purpose are read on advertisements, campaign, and
newspaper.

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 Here is another activity to test your knowledge of the lesson.

B. Choose Me

Directions: Read the passage on the left page of the book, then answer the questions
on the right page by choosing only the letter of the correct answer.

1. What is the tone of the passage?

a. anxious c. excited
b. encouraging d. suspenseful

2. Which mood is implied?

“Read, read read. Read everything a. anxious c. inspired
--trash, classics, good, and bad b. excited d. peaceful
And see how they do it. Just like
a Carpenter and studies the master. 3. What is the technique in writing
Read! You’ll absorb it. Then write. If used?
It’s good. You’ll find out. If it’s not, a. argumentative c. narrative
Throw it out of the window.” b. informative d. persuasive
-William Faulkner
4.What do you think is the author’s
Source: www.goodreads.com) purpose in writing this passage?
a. to amaze c. to inform
b. to entertain d. to persuade

5. Which word would you use to

describe the tone of the line from the
passage?
‘’ Read! You’ll absorb it.’’
a. determined c. dominant
b. dignified d. encouraging

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Independent Assessment 2

A. Answer Me

Directions: Read each statement carefully. On the space provided, write whether it is
author’s intention, context, ending of the story, literary devices, or reaction.

1. It is the data that helps 4. This serves as the

to make sense of a conclusion and
literary text's message solution to the conflict.

conflict.

3. It is the reason for or

intent in writing

2 .These are tools used by

5. It is the possible
authors to create
reactions as well as
impact on their writing,
your attitude as critic
to help readers
when you read the
understand their writing
literary piece.
at a deeper level.

B. Identify Me

Directions: Choose the appropriate literary device used for each of the following texts inside
the organizer. Write only the letter of the correct answer.

a. hyperbole b. literary devices c. metaphor d. onomatopoeia e. simile

1. A child, that
talked like a 3. The anger
grown man, and boiled a white
said harsh things heat.
to their very 5. These help
faces.
readers
understand the
writing at a
deeper level.
2. Then did the
4. It was so cold; I
bear grow
saw polar bears
angry, and rise wearing hats and
up on his hind jackets.
legs, and growl.

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Independent Activity 3

We are now mastering our lesson. It would be great if you can also identify the parts
of a story.

Directions: Reread the summary of “The Story of Keesh” carefully. Analyze and identify from
which part of the story the following events happened. Choose only the letter of
the correct answer.

a. beginning b. ending c. middle

______1. They finally found out, that it isn't about magic or something. This is because of
some little round ice balls made of bones and whale meat prepared by
Keesh. The bear would would get sick as the bear swallowed the ball
and Keesh could easily kill it. He rose to power because he used his brain to hunt,
and no one was left hungry.
______2. The author speaks of a boy named Keesh and his mother living in poor
condition that at the edge of the polar sea, Keesh lived. Keesh's father was a
courageous man. But he died while he was looking or hunting for food.
______3. The tribe's men did not accept that Keesh had killed bear. The women,
however, pointed to the fresh meat. The men eventually decided that they
should go for the meat that was left. Yet they weren't really pleased. So,
started Keesh's mystery.
______4. He killed a young bear on his next journey, and a big male bear and his
mate on the following trip. Then there was talk in the village of evil deeds and
witchcraft.
______5. Keesh pledged that he would respect the memory of his father, that he
would become a great hunter, and that he would bring back the abundance of
meat among his people.

Independent Assessment 3

Directions: Read the selection below. Share viewpoints based on the ideas presented in it
considering the elements in critique writing by answering the questions below.

Will of the River

Alfredo Gonzales

1 By my wife’s ancestral home flows a river. For a dozen summers I have visited it, and almost
every year I make an effort to trace its course back to its source in the neighboring hills; I do
not consider my vacation there complete without doing this. In common with others streams
of its kind, our river suffers much from the summer drought. I have seen it so shrunken that
fish lay lifeless on the parched sand and gravel of its bed. But this summer I saw something I
never had been sufficiently observant in other abnormally dry years; I am sure I could not have
failed to notice the same thing earlier.

15
2 One morning last April, in company with a student friend and also my elder son, I started out
for the hill to spend the day by the rapids and cascades at a place called Intongaban. We
followed the course of the river. After we had walked a kilometer or more, I saw that the river
had disappeared and its bed was dry. I looked around in wonder because past our little country
house below and out toward the sea half a mile or so farther down, the river was flowing clear
and steady in its usual summer volume and depth. But where we stood at the moment there
was no water to be seen. All about us the wide river bed was hot and dry.

3 We pursued our way on toward the hill, however, and walking another kilometer we saw the
stream again, though it had spread itself so thin it was lost at the edge of the waterless stretch
of burning sand and stones. And yet, continuing our way into the hills, we found the river grow
deeper and stronger than it was as it passed by our cottage.

4 To most people, I suppose, there is nothing strange or significant in this. Perhaps they have
seen such phenomenon more than once before. To me, however, it was a new experience
and it impressed me like all new experiences. To me it was not merely strange, it suggested
a spiritual truth.

5 Flowing down from its cradle in the mountains just as it left the last foothills, the river had
been checked by long, forbidding, stretch of scorching sand. I had read of other streams that
upon encountering similar obstacles irretrievably lost themselves in sand mud. But Bakong
because that is the name of our river- determined to reach the sea, tunneled its way, so to
speak, under its sandy bed, of course choosing the harder and lower stratum beneath, until at
last it appeared again, limpid and steady in its march to sea.

6 And then I thought of human life. I was reminded of many a life that stopped short to its great
end just because it lacked the power of will to push through hindrances.

7 But I thought most of all those who, like our river, met with almost insurmountable obstacles
but undismayed continued their march, buried in obscurity perhaps but resolutely pushing their
way to the sea, to their life’s goal. I thought of men like Galileo, who continued his work long
after his sight had failed; of Beethoven, who composed his nobles and sublimest symphonies
when he could no longer hear a single note; of Stevenson, who produced some of his greatest
works after he was doomed to die of tuberculosis; and of Cecil Rhodes, who was sent to Africa
to die of an incurable disease, but before he obeyed the summons carved out an Empire in
the Dark Continent. These resolute and sublime souls reminded me of what our river taught
me- that if we cannot overcome obstacles, we can under come them.

8 Another lesson I learned from Bakong is the fact that the river was not merely determined to
flow just anywhere; it was determined to reach the sea, to the great end. Many streams
manage to surmount barrier they meet along16the way, but they come out of obstacles after
much labor only to end in a foul and stagnant marsh or lake. How like so many human lives.
How like so many people who, in the springtime of their youth and in the summer of their early
manhood, showed splendid heroism against frowning odds, determined to overcome those
hostiles barriers, only in the autumn of their lives to end in defeat, disgrace, and remorse.

16
9 On the other hand, think of other lives that, like our river, kept their way even to the end of
their course.

10 I believe it was on our way back from the hills that the lesson of faithfulness in the
performance of one’s duty was forcefully suggested to me. The truth occurred to me that
nature often fulfills her duty more faithfully than man does his.

11 And what is the duty of a river? It is to furnish safe running water for plant and fish and fowl
and for man and beast. The river is not there just to flow on and enjoy itself. The river must
play its part in the processes of nature; to live, in other words, for the rest of creation.

12 And so it should be with the life of man. It is not to be lived unto itself alone for its own joy
and satisfaction but for others in glad and devoted ministry. How life and beauty and goodness,
indeed, would perish from the world if man and nature should fail in their duty! If our river had
not remained faithful to its duty, instead of a landscape picturesque with the varied green of
the foliage of shrubs and trees and gay with the voices of the birds singing and calling to one
another in the branches that April morning, there would have been spread before us a wide
expanse of desolate and lifeless land, fit only for the wanderings of Cain.

13 For part of the ministering duty of a river is to flow on and on, otherwise be foul and unfit
for use. There is music in running water. Bakong, by continuing its march to the sea, kept itself
fit for the service of nature and man; and not only it expanded its field of usefulness.

14 And does this not suggest that the river of man’s life should be likewise? For if in the face
of obstacles, it lacks the strength of will to continue keeping itself fit to serve and seeking new
opportunities for service, it will ultimately become useless to others.

15 As I marveled at the power of Bakong to push its way through such a seemingly impassable
barrier, I discerned the secret-a secret that has a message for all of us. For Bakong was able
to carry on, to continue its watery pilgrimage and reach the immensity and sublimity of the
sea, only because its source is the vast and lofty mountains. Unless a stream draws its power
from a source of sufficient height and magnitude, it cannot do as our river did this summer. It
will not have the strength to cut its way through great obstacles and reach the sea at last. Here
is one of the marvelous secrets of live, and how many have missed it! Verily, if a man derives
his strength and inspiration from a low and feeble source, he will fail to “arrive.” Unless a man
draw his power from some source of heavenly altitude, unless the stream of his life issues
from a never-failing source, unless, in other words, his soul is fed from heights of infinite power,
he may well fear that he will not reach the sea. But if his spirit is impelled and nourished by an
inexhaustible power he will in spite of all obstructions, finish his course, if not in the glory of
dazzling achievement, at least in the nobility of a completed task faithfully done.

Source: https://jesylabiste.wordpress.com/philippine-literature-in-english/the-will-of-the-river-alfredo-gonzales-jr/

17
 1. Is the author’s purpose or intent in
writing shown in paragraph 2? How?
2. Do you agree or disagree with the ideas
presented in paragraph 6? Why?
3. Cite at least three lines from the essay
that show literary devices used by the
author.
4. Identify the feeling of the writer
expressed in paragraph 8?
5. Share what you feel as you read
paragraph 9 of the essay.

B.Critique Me

Directions: Based on the elements of critique writing learned, fill in the graphic organizer
below. Use information from the essay “Will of the River”.

Context

Author’s Intention

Reaction

Literary Devices

Literary Technique

Ending of the Story

18
 What I Have Learned

Having gone through different activities, you are now familiar with the elements of
critique writing. Complete the statements below by writing the things you have learned from
this module.

A. I have learned that critique writing has the following elements

B. Tone, mood, technique and purpose are important to know because

C. In order to share viewpoints, I must

19
 What I Can Do

Let us try to use a literary piece that you are familiar with and you might be one of the
writers, one which we can consider as trending and technologically updated.
Yes, it’s blog! As we all know, blog is a website or web page of a person or group of
people that contains personal online comments on a particular subject including
experiences, opinions, and observations.

Direction: Read the blog below and answer the questions that follow.

Why Houseplants are the Perfect Valentine's Day Gift

The Beatles sang “money can’t buy me love” but do you think they’d say the same thing about
houseplants and love?

If your partner or crush is a lover of all things green and leafy, then we bet they’d be thrilled
with getting a houseplant for Valentine’s Day. And even if they’re not a convert yet, now is a
good time to get them hooked to the plant gene. It’s early spring for most of us, and this is the
perfect time to bring a new houseplant home.

Sure, you can always default to red roses for a grand Valentine’s Day gesture, but let us try to
change your mind. Here's why houseplants make for much better gifts than cut flowers, plus
a few ideas of low-maintenance and romantic houseplants to get you started!

1.Houseplants last longer

Ok, this is obvious. But we’re trying to slowly ease into advocating for houseplants. The
average life of a bouquet of cut flowers is about a week. Some bouquets come with plant feed
that might stretch that to ten days. After that, it’s bye-bye flowers!

Houseplants last much longer. Even the blackest of thumbs can’t manage to kill a plant in a
week (don’t take that as a challenge though!). Houseplants may last for years as a good
reminder for a thoughtful Valentine’s Day gift.

2. Houseplants are often cheaper

We bet this one is not so obvious, right? You may think of houseplants as an investment. And
some of them are (especially rare specimens). But you can easily find houseplants that cost
10 dollars, and we’re not talking about runts. Prices are going down as the popularity of
houseplants is going up, so even a trip to your local plant nursery won’t break the bank.

3. Houseplants are more environmentally friendly

Most people don’t realize the environmental footprint of the fresh flower industry. That’s
because we tend to associate flowers with nature, and nature can do no wrong, right?

20
Well, not until it’s exploited for profit at a massive scale. Most cut flowers are grown year-round
in greenhouses and fields heavily laden with pesticides. In the United States, most fresh
flowersare imported. And because the flowers are already cut (so pretty much dead), they are
shipped long distances in refrigerated containers that take a lot of energy to stay cool.

There is also a lot of waste in the flower industry because we all want perfect-looking flowers
with zero blemishes. And not to mention the waste caused by the flowers being thrown away
en-masse if the supermarket can’t sell them within the short window when they look nice and
perky. We’re not saying that houseplants have a zero-carbon footprint. But they are definitely
the more responsible choice for eco-conscious Valentines.

4. Houseplants send a message

Now that we got the practical reasons out of the way, let’s talk a bit about the sentimental
symbolism. When you give someone a houseplant, the underlying message is this: I think
you’re a responsible person. I think you can nurture and take care of something. And you can
count on me because I’ll be around to help. Maybe in not so many words. But the sentiment
is there!

If your partner is already someone who loves houseplants, then offering them another plant
for their collection shows that you care about their interests and hobbies. And you get extra
bonus points for being a good listener if they’ve already hinted that they wouldn’t mind another
green friend, and you deliver.
Source: https://www.pilea.com/post/why-houseplants-are-the-perfect-valentine-s-day-gift

1. Is there someone in your family who loves planting? What do you think does he/she
feels after reading this blog?
___________________________________________________________________

2. Pick out lines that reveal the purpose of the author in writing the blog.
___________________________________________________________________

3. Did the author make use of literary devices? Mention some.

___________________________________________________________________
4. Do you agree/ disagree with the ideas of giving plants as a gift on Valentine’s Day?
Why or why not?
___________________________________________________________________
5. Which part of the blog catches your interest and convinces you the most of the
blogger’s reflections or ideas?
___________________________________________________________________

21
 Assessment

Directions: Choose the letter that corresponds to the correct answer for each question.

1. Which of the following statements is an example of simile?

a. I hear the tweets of the birds every morning.
b. Life is a battlefield.
c. Life is as sweet as a chocolate.
d. My mother told me to clean my room million times.

2. What literary device is used to compare two unlike things with the use of as and like?
a. hyperbole c. onomatopoeia
b. metaphor d. simile

3. “The designs for Minasa Festival is as beautiful as a rainbow. This is an example of ______.
a. hyperbole c. onomatopoeia
b. metaphor d. simile

4. Complete the statement below.

“The beggar only sleeps on the road and does not have food to eat. He is ________.”
a. as brave as lion c. as poor as a mouse
b. as happy as king d. as sweet as honey

5. Which of the following literary devices is used in the statement?

“He ran like a greased lightning.”
a. hyperbole b. metaphor c. onomatopoeia d. simile

6. Which of the following statements shows exaggeration?

a. Allen was a pig at dinner. c. My bag weights a ton.
b. The backyard is a green carpet. d. The sun is a yellow balloon.

7. Which of the following elements pertain to your own possible assessment on a piece of
writing?
a. context b. literary devices c. literary technique d. reaction

8. What type of author’s purpose includes information or data that is useful, valuable or
important?
a. to describe b. to entertain c.to inform d. to persuade

9. What are being compared in the sentence?

“JC is as strong as an ox.”
a. as-ox b. Jc-ox c. Jc-strong d. strong-ox

22
10. What is the tone of the following text?
“In the middle of the night, the old man is sitting on his couch, looking at the window and
watching the stars while drinking his coffee.”
a. anxious b. calm c. excited d. nervous

11. “I lay down on the grass, which was very short

22 and soft, where I slept sounder than ever I
remember to have done in my life.” From the literary work “Gulliver’s Travels” written by
Jonathan Swift, which of the following point of view was used?
a. first person c. third person
. b. second person d. viewpoint

12. What is the mood of the following text?

“Ely is ecstatic when he learns that he will be going on a vacation with his family.”
a. showing anger c. showing joy
b. showing fear d. showing no emotion

13. What is the genre of the passage below?

“I have feelings for you. Don’t want to believe me? Do you want me to shout it? I love
you. Should I spell it out? I-L-O-V-E-Y-O-U. Do you want it backward? You love I.”
a. historical c. romance
b. literary d. science fiction

14. What is the main purpose of the author in the statement below?
“The young girl, carrying a picnic basket and blanket, is walking down the hill. “
a. to describe b. to entertain c. to inform d. to persuade

15. Which of the following provides the meaning and clarity of the intended message?
a. author’s intention b. context c. reaction d. setting

23
 Additional Activities

Directions: Read the facebook post by Rosalina F. Inocencio and react positively using
literary devices and other elements of critique writingt you’ve learned. You will be
graded according to the given scoring rubric.

UP BELOVED

Perhaps there is no better time to reminisce on my university days than today because
UP is again in the limelight. The UP-DND accord has been unilaterally revoked by the
secretary just the other day. Never mind if it is a contract- a meeting of the minds of sorts .
“They” are in a hurry to do their thing. So let me start from the very beginning.

It was my father who was eager for me to be admitted at UP. It was not in my mind
when I was in senior year in high school. First, because I may have been in the pilot section
(there were 18 sections then), but I wasn’t in the honors list. In fact, I had poor grades in Math
and Science. Second, I didn’t think we can afford a college education anywhere in the city.
“Pam-probinsya ang tingin ko sa sarili ko noon.” But I still joined my classmates, mostly the
top 10 in my class, and took the UPCAT in early 1970, before our graduation.

In May of the same year, the results of the exams were released in a major daily. My
father bought a copy early in the morning. MY NAME WAS NOT IN THE LIST OF PASSERS.
No big deal, but I can sense my father was disappointed. We did not discuss it. “Wala lang”,
in today’s jargon. BUT, later that day, a small group of my classmates, the boys who all
passed, came to congratulate me. I thought they were pulling my leg. “Sabi ko, ang lupit
naman ng mga ito. Hindi na nga ako nakapasa, kino-congratulate pa ako.” Until they said they
were serious- my name was on the list posted at the Quezon Hall of UP. One of them said
they even marked all our names and I can see it for myself if I want to. When my father heard
it, he said the two of us will go to Diliman the next day. And true enough, my name, FERRER,
ROSALINA D. was there- marked, as my classmate said. So on to the highlights of my
university life- I boarded in a cottage in Area 2 with my girl classmates who also passed the
exams.

First day of classes was marked by an orientation where the APO Hiking Society
performed. The APO then was a very big group. I belonged to a block section composed of
students who intended to major in English, Filipino, Philippine Studies and History. When I
needed to transfer to another accommodation, I applied at Kamia Residence Hall. Many said,
"naku, haba ng waiting list dun". “Baka daw next semester pa ako makakuha ng bed.” But,
surprise! I was called by the matron, a strict-looking old maid who told me there’s a bed space
for me. It turned out, according to another staff, that I was given priority by the matron when
she learned from my interview that I was already “ulila sa ina”. “Nakakaiyak, di ba?” They
care! I appreciated her very much. She didn’t know me, I didn’t pull strings nor use “padrinos”,
but she decided based on what will do me good. God bless her, wherever she is now.

24
 After Kamia, I stayed in a boarding house owned by a Math professor, again in Area
2. I loved her and her family so much that I chose to stay there when I was already employed
at Maryknoll. On my first five semesters, I was a PEFTOK scholar- everything was paid for by
the organization. My father was part of a contingent sent to Korea during the war, before I
was born.

After the lapse of my scholarship, my father and I had to make ends meet. So I took
out loans from the Student Loan Board for my tuition. My father saved little by little so that I
can pay at the end of the semester. Then during enrolment, I would make my visit to the loan
board. So I make two visits per semester, one for the loan, another for payment. That’s how
UP takes care of its students. You have no reason to stop studying. On top of it all, I applied
and was accepted as a Student Assistant at the Education library, a job that paid one peso
per hour for a maximum of 100 hours a month. This job was perfect because I get to read a
lot during one of my assignments- we were on shifting schedule and I love it when I was
assigned at the periodical section. The icing on the cake was, with my 100peso monthly take,
I get to buy things I need and like. (Readers, 100pesos is a lot in the 70s. My allowance from
my father during those years was 20pesos a week.)

What I learned in UP was the body of knowledge I was able to build for myself when I
was a student at UP did not come solely from books. The places I’ve been to on our
researches, the people I encountered- classmates, professors, board mates / dorm mates,
the drivers, the staff in every department I dealt with, the student leaders, the university
officials, all contributed to it and helped me evolve from a coy provinciana into a socially aware
individual who is now able to express herself differently- with much more conviction. The
stress on self-expression pervaded my environment then and it did not mean only verbally.
Many students expressed themselves through their daily attire (how I admire the hats worn
by a gay student then) or through activities they chose to join. This self-expression that I
managed to carry on after UP earned me the displeasure of some people later in life.
Somewhere in my past professional life, I was described as arrogant; more recently, an ex-
friend indirectly tried to shut me up for expressing my views against his idol. Oh, well!

Contrary to what the uninformed groups declare, no one dared say, “Hey, we're the
NPA. Come join us". There may have been such elements, then and now, but it's not like they
put up a table on a corner, ask people to sign up and you're already a bona fide member. At
least during my six years inside the campus, I never encountered such groups or individuals.
In fact, it was the other way around. I got the scare of my life during the days prior to 1081
when I was in Kamia, when every night, we were told on the loudspeaker to prepare wet
towels (in case they use tear gas) if and when the military and police enter the campus and
the dorms. Really scary!

There was this experience that I will never forget about my UP days. My course was
Bachelor of Secondary Education. Every Education student was asked to choose a major-
minor subject. I chose FiIipino and History. During the semester, I was to take Instructional
Methods, I was the only one with the said combination. So there was the chance that the class
maybe dissolved and that my graduation may be delayed if it was not offered that semester.

25
To my relief, the class was not dissolved and my prof and I had a one on one interaction on
the assigned days throughout the semester. That's care of UP to me. Every afternoon at the
time, the UP Carillon plays the university hymn.

Today, the music plays in my head over and over. An institution that produced the best
minds that helped shape the history of the country over more than a hundred years is now
threatened with the proliferation of information that can only be described as deep fake.

Terrorists are not bred in a university. They are bred elsewhere - where there is
injustice, poverty, unequal opportunities, and institutional corruption. They are bred in a
society that knows what is right but still does the wrong. Terrorists are not only the gun
wielding persons who take lives for cash. They are also those who rob the public funds dry-
money taken from daily wages in the hope of securing one's health conditions in the future.
They are those who derive power from the words "sagot ko kayo!" and exercise it as if there
are no written laws. If we take a closer look, there are more terrorists in our midst than in I
the mountains and the country sides.

Postscript: And so it came to pass that this young people who entered UP as a freshman left
it well equipped to conquer the world and make a name for herself in honor of her father who
made sure she will be known as "UP grad". Some good things never turn out as planned. The
"why's" are the hardest to confront and may never be written at all.
Source: Rosalina F. Inocencio’s Facebook post

26
 Rubric

5-4 3 2 1-0
Description
Content Feedback One idea maybe The feedback is The feedback is
makes out of place. hard to follow not
complete The writing is and understandable.
sense. Writing pretty understand. Has no sense
is clear and understandable Somewhat
easy to confusing
understand.
Sentence All sentences Most sentences Most sentences Sentences
structure, are well- are well are well- sound awkward,
grammar constructed constructed and constructed, are distractingly
mechanics, and have varied have varied but they have a repetitive or are
and structure and structure and similar difficult to
spelling length. The length. The structured understand. The
student makes author makes a and/or length. author makes
very few errors few errors in The author numerous error
in grammar, grammar, makes several in grammar.
mechanics mechanics, errors in
and/or spelling. and/or spelling grammar
but these mechanics
mistakes do not and/or spelling
interfere with that interfere
understanding. with
understanding
Critiquing Literary device Literary device There are few The elements of
technique and other and other elements used critique writing
elements of elements of and literary are not evident
critiquing are critiquing are devices are less and not used.
mostly evident. evident. evident.

27
 28
Answer Key
What I know Independent Activity 2
1. d A.
2. a 1. inform
3. d 2. entertain
4. a 3. inspire
5. a 4. persuade
6. d 5. persuade
7. c
8. a
9. c Independent Activity 2
10. b B. What I have learned
11. c 1. b a. context, author’s intention, reaction, literary
12. c 2. c devices, literary technique, and ending of the
13. b 3. d story
14. d 4. d b. it will help me in writing critique
15. c 5. d c. the use of different point of views
What’s in
1. d Independent Assessment 2 What I can do
A. B. 1. Answers vary
2. a
1. context 1. e 2. Ok, this is obvious. But we’re
3. c
4. c 2. literary device 2. d trying to slowly ease into
5. d 3. author’s intention3. c advocating for houseplants.
4. ending of the story 3. Even the blackest of thumbs can’t
4. a
5. reaction 5. b manage to kill a plant in a week-
What’s new
hyperbole
1. a
4. Answers vary
2. d
5. Answers vary
3. c
4. b
5. c
6. Answers vary
Assessment
What’s more
1. c
Independent Activity 1
2. d
1. X
3. d
2. X
4. c
3. /
5. a
4. /
6. c
5. /
7. d
6. /
8. c
7. X
9. b
8. X
10. b
9. /
11. a
10. /
12. c
13. c
Independent Assessment 1
14. a
6. mood
15. b
7. tone
8. hyperbole
9. onomatopoeia Additional Activity
10. metaphor Answer may vary
 References
Books
Almonte, Liza, Flandez Lerma, et.al. Celebrating diversity through World Literature. First
Edition 2013C, REX Book Store, Inc.

Electronic Sources
Alfredo Gonzales Jr., “The Will of the River”, Accessed January 25, 2021,
https://jesylabiste.wordpress.com/philippine-literature-in-english/the-will-of-the-river-alfredo-
gonzales-jr/

“Education is the Key to Success by Jasmeane - April 2015 Scholarship Essay, January 24,
2021, http://www.varsitytutors.com/scholarship_entries/jasmeane-5617

“Examples of Informative Essays” Examples.yourdictionary.com

https://examples.yourdictionary.com/examples-of-informative-essays.html

“Pilea.com” https://www.pilea.com/post/why/-houseplants-are-the-perfect-valentine-s-day-
gift

“Reading a Promotion Paragraph and Essay”, Accessed January 24, 2021,

https://k12.thoughtfullearning.com/lessonplan/reading-promotion-paragraph-and-essay?

Rosalina F. Inocencio, https://www.facebook.com/roferino

“Speech on Importance of Education of Students and Children”, Accessed January, 25

2021, http://www.toppr.com/guidelines/speech-for-students/importance-of-education-
speech/

“The Importance of Beginning, Middle, and End”, The Picture Book Teacher’s Edition,
accessed January 25, 2021,
http://thepicturebookteachersedition.blogspot.com2013/04/the-importance-of-beginning-
middle-and.html

“The Summary of Keesh”, Phil News, accessed date January, 25,2021

http://philnews.ph/2019/11/21/summary-of-keesh-a-story-written-by-jack-london

“Tips for Litter Prevention”, Tips for Litter Prevention: Papillion Sanitation, Accessed date
January 24,2021, https://papillion-sanitation.com/tips-for-litter-prevention

“Why is Context Important in Writing? 4 Types of Context, Explained”, Accessed date

January 25, 2021, https://www.masterclass.com/articles/why-is-context-important-in-
writing#:~:text

29
 For inquiries or feedback, please write:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email Address:lrmdsbulacan@deped.gov.ph