ENGLISH CLUSTER

SCHOOL YEAR 2021 - 2022

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

ENG03

Course Outcome 4

Prepared by: Dangaran, Venice Cristine

Contributors:

Desierto, John Angelo B.

Mascariola, Mellicynt M.
ENG03 | English for Academic and Professional Purposes

NAME: ____________________________________ TEACHER: ________________________

YEAR AND SECTION: _______________________ SCHEDULE: _______________________

How to Use This Module:

This module is careful created to assist the students during synchronous classes. This module, together with other
materials such as PPTs, recorded live lectures, and mini video lectures, would help students benefit from blended
learning. In ENG03, the completion of this module would serve as your Performance Task. Kindly see Performance-
Based Instructions and Rubrics to know how this module will be graded. Refer to the guidelines below on the specific
instructions on how to use this module:
1. Use Calibri Light, 11, when answering the activities and filling out fillable items.
2. Always answer the pre-test before reading the discussion.
3. Ask your subject teacher where to submit the module.
4. All modules have to be in PDF form.

Parts of the Module:

This module has the following parts:

Expectations These are what you will be able to know after completing the lessons
in the module.

Pre-Test This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.

Discussion and This section will provide a lecture of the lesson. There are also
Activities activities incorporated in the discussion. These activities are designed
to develop critical thinking and other competencies. This can be done
with or without a partner depending on the nature
of the activity.

Takeaway It will verify how much you learned from the lesson.

Post-Test This will measure how much you have learned from the entire module.

Answer Card This contains answers to the activities in the module.

References This is a list of all sources used in developing this module.

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Subject Matter:
Lesson 8: Writing a Reaction Paper

Expectations:
1. To write a reaction paper for a work of art
2. To write a reaction paper for a journal article
3. To critique their classmate’s reaction paper

Pre-test:
Identify whether the statement is True or False. Write your answer on the space provided before each number.

_____1. Reaction, critique, and review paper are all the same.

_____2. You could write a critique paper about anything under the sun.

_____3. A critique paper should be based on the author’s feelings.

_____4. Citations are no longer necessary when writing a reaction paper.

_____5. The way we write a review for academic text is different from work of art.

_____6. The formalism literary approach believes that the key understanding of the text is through the text

itself.

_____7. A critique paper is not merely summaries but critical assessments, analyses, or evaluation of different

works.

_____8. Reviewers should look for specific parts of the work he/she agrees with and provide arguments taken

from other sources.

_____9. Reader-response criticism considers readers' reactions to literature as vital to interpreting the meaning
of the text.

_____10. When evaluating a work of art, different approaches could be used.

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Discussion and Activities:

VIII. Writing a Reaction Paper
While you were in junior high school, you might have written a lot of reaction paper about a book or a
movie your class was required to read or watch. Usually, it is composed of a summary and your overall evaluation
of the work. In this lesson, the same essence of review would be discussed; however, it would also present its
components with its corresponding appropriate length.

Activity 8. Watch the documentary “Cult”. You could access the video through
https://www.youtube.com/watch?v=6NWIfiV1_XQ, and answer the following questions:

1. Who created the message?

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2. Why was the message created?

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3. What did you feel after reading the text?

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4. Are the perspectives similar to yours? Yes No

5. Is the message clear? Yes No

6. Does the paper use an organizational pattern and structure? Yes No

7. Are the cohesive devices effectively used? Yes No

8. Is the flow of ideas smooth and easy to read? Yes No

9. Are the ideas correctly places? Yes No

10. Is the paper free from discriminating words? Yes No

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A critique paper evaluates the following media:

1. a scholarly work (e.g., academic books and articles)

2. a work of art (e.g., performance art, play, dance, sports, films, and exhibits)
3. designs (e.g., industrial designs, furniture, fashion design)
4. graphic designs (e.g., posters, billboards, commercials, and digital media).
It evaluates a wide scope of works. However, its component depends on the type of work it evaluates.

A critique paper is not merely summaries but critical assessments, analyses, or evaluation of different works.
Reviewers do not simply rely on mere opinions. Reviewers should look for specific parts of the work he/she agrees
with and provide arguments taken from other sources. Moreover, before writing your critique paper, it is important
to determine the type of work you are evaluating. When evaluating a work of art, different approaches could be
used. In this lesson, four of its most common types will be discussed.

CRITICAL APPROACHES TO LITERARY CRITICISM:

a. Formalism

b. Feminist

c. Reader’s response

d. Marxist

A. FORMALISM
In this approach, intrinsic properties of the work are focused on. It also believes that the key understanding
of the text is through the text itself.

Following are the common aspects looked into in formalism:

a. central passages that sum up the entirety of the work.

b. relationship of form and the content.
c. imagery and symbolism

Example of a review viewed in formalist approach:

The narration of “A Rose for Emily” is written in first person, or as a member of the community. Using phrases
such as, “we did not say she was crazy then” (86) made the story believable, as if it actually happened, rather
than a third person narrative most fiction stories use. The imagery Faulkner presents in this story gives off a
setting in the old south. Words such as “tradition,” (93) “generation” (93), and “sort of hereditary obligation”
(93) contribute to an old southern feel. Even though the story is written as if it were told by a member of the
community, the imagery is fitting since Faulkner himself is from Mississippi during the Civil War (83).The old
feel of the story is suitable, since “A Rose for Emily” begins and ends with her death. The old-timey feel aids

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the reader in realizing that they are reading a story which switches back and forth over the main characters
life. The plot of “A Rose for Emily” jumps back and forth in non-chronological order. This method of
storytelling delivers an immense element of surprise at the end of the story. The narration also ties into the
element of surprise at the end of the story. Since the story is read as if a member of society were writing it in
present tense, there is very little way the reader could predict the end of the story until further down. For
example, in the story Emily purchases poison and the members of the community were certain “she will kill
herself” (88).

https://victoriajcrossman.wordpress.com/american-literature/a-rose-for-emily-a-formalistapproach/

B. FEMINIST
This reveals how aspects of our culture are patriarchal and aims to expose misogyny in writing about
women, which can take explicit and implicit forms.

Aspects looked into:

a. how culture determines gender

b. how gender issues are presented in literary works
c. how women are socially, politically, psychologically, and economically oppressed by patriarchy.
d. how patriarchal ideology is an overpowering presence

Example of a review viewed in feminist lens:

However, not all critics are ready to accept Alice’s perceived power so unconditionally. Carina Garland, for
instance, argues that the way Carroll describes Alice demonstrates his idea of female sexuality as a
“frightening and destructive force” (23). She describes Alice as a slave to whims of the male author and the
male characters of the book. For instance, she cites the episode of Alice and the mushroom. The Caterpillar
gives Alice the ambiguous instruction that "one side will make you grow taller, and the other side will make
you grow shorter." However, as Garland points out, “Alice doesn't know what the food will do to her, but is
told she must eat it…The result…is that the [instruction] completely denies her knowledge and therefore
any control over what she consumes and the changes her body undertakes as a result of this eating” (31).
In Garland’s view, Alice, the small girl, represents the passive femininity which was a large part of what
attracted Carroll to his “child friends,” and in the book is completely controlled by the male powers around
her.

https://www.carleton.edu/departments/ENGL/Alice/CritFem1.html

3. READER’S RESPONSE

At its most basic level, reader-response criticism considers readers' reactions to literature as vital to
interpreting the meaning of the text.

The common aspects looked into when using reader’s response criticism are as follows:
a. Interaction between the reader and the text in creating meaning
b. The impact of reader’s delivery of sounds and visuals on enhancing and changing the meaning.
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Example of a review viewed in reader’s response lens:

"The Things They Carried," by Tim O'Brien at first seemed to be just another war story. As I started reading
I thought I was not going to have any interest at all in the story; however after I got into the story I found
myself more interested than I thought I was going to be. This story is an excellent depiction of war itself. It
is very realistic and easy to relate to even without any personal experience

with war. The title itself paves the way for the entire story, it could not be any better for the story then it is.
The entire story is about "the things they carried," and the author does choose to go into great detail about
the things that they did carry.
While I was reading the story one question that kept running through my mind was in regard to the depth of
information about the physical weights of the soldiers' items. Why would O'Brien go into this much depth
about how much every individual item weighs? One thought on this that came to mind was that perhaps it
is not as much about the physical weight as much as it is about the overall psychological experience. War is
very stressful and can very easily become more then one can handle.

http://pirate.shu.edu/~jonesedm/ReadingResponseExample.htm

4. MARXIST

This approach deals with differences between economic classes and implications of a capitalist system.

The common aspects looked into are:

a. Social class as represented in the work
b. Social class of the writer/creator
c. Social class of the characters
d. Conflicts and interactions between economic classes

Example of a review viewed in Marxist lens:

As a tyrannical government is allowed to rule freely over the ignorant masses, yearly tradition becomes
etched into the minds of the working class, as the old wonder with a pessimistic eye where society is going,
and reminisce about lost days of youth spent hurling stones at their society’s helpless sacrifice. Shirley
Jackson’s “The Lottery” is a horrifying example of what happens when society can only distinguish two
classes, specifically the downtrodden working class and the wealthy leader class. This is made clear through
the characterization of the higher class, as well as the lower class, and the effects on social change due to
the class differences.
In this story, two main characters make up the leader class: Mr. Summers and Mr. Graves. As part of the
upper class, they control all that surrounds them, including the minds of the working class. Mr. Summers is
the more obvious example: “The lottery was conducted – as were the square dances, the teen club, the
Halloween program – by Mr. Summers, who had time and energy to devote to civic activities” (1). In stating
that only Mr. Summers has the time and energy for these activities, Jackson insinuates that he is not part of
the proletariat; like most dictators, he is extremely

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wealthy and has probably never worked a day in his life, making him unable to relate to the people’s needs
and struggles.

http://www.teenink.com/nonfiction/academic/article/317598/The-Lottery-Marxist-Criticism/

Activity 9. Read the article entitled “Gifted Kid Burnout” by Neil Lencio. You may access it through
https://opinion.inquirer.net/130102/gifted-kid-burnout. After reading, write a 500-700 word critique paper using
reader’s response approach. Guidelines are provided below. After writing, exchange output with a chose partner and
evaluate his or her work using these

1. How does the interaction of the film and reader create meaning?
2. What does a phrase-by-phrase analysis of a short literary text, or a key portion of a longer text, tell us about
the reading experience prestructured by (built into) that text?
3. Do the sounds/shapes of the words as they appear on the page or how they are spoken by the reader
enhance or change the meaning of the word/work?
4. How might we interpret a literary text to show that the reader's response is, or is analogous to, the topic of
the story?
5. What does the body of criticism published about a literary text suggest about the critics who interpreted
that text and/or about the reading experience produced by that text? (Tyson 191)

Adapted from https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_

theory_and_schools_of_criticism/reader_response_criticism.html

Write your critique here:

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Activity 10. For peer evaluation: Choose a partner and write a 3-paragraph review on his/her critique on “Gifted Kid
Burnout”. These guides must be followed:
In the first paragraph, critique the summary provided. Was it too short? Or too lengthy? Did it explicitly give
the gist of the text? Did it use formal language and flawless grammar?

In the second paragraph, evaluate whether the type of critical approach used was appropriate. Did it use
snippets of the text to cite the author’s claim(s)? Did the author cite other sources when proving his/her
argument?

In the third paragraph, provide your comments on what could have been done that would have made the
critique better.

Write your critique here:

Name of partner: ________________________________________________

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Structure for Critiques of Academic Researches and Articles

Introduction (around 5% of the paper)

▪ Title of the book/article/work
▪ Writer’s name
▪ Thesis statement
Summary (around 10% of the paper)
▪ Objective or purpose
▪ Methods used
▪ Major findings, claims, ideas, or messages
Review/Critique (in no particular order and around 75% of the paper)
▪ Appropriateness of methodology to support the arguments (for books and articles) or appropriateness
of mode of presentation
▪ Theoretical soundness, coherence of ideas
▪ Sufficiency and soundness of explanation in relation to other available information and experts
▪ Other perspectives in explaining the concepts and ideas

It is best to ask the following questions in this part:

▪ Does the writer explicitly state his/her thesis statement?
▪ What are the assumptions mentioned in the work? Are they explicitly discussed?
▪ What are the contributions of the work to the field where it belongs?
▪ What are the problems and issues discussed or presented in the work?
▪ What kinds of information are presented in the work? How are they used to support the arguments or
thesis?
▪ Are there other ways of supporting the arguments or thesis aside from the information used in the
work? Is the author or creator silent about these alternative ways of explanation?

Guidelines in Writing a Reaction Paper, Review, or Critique for Journal Articles

1. For articles or journals

▪ Get the gist.
▪ KWL
▪ Focus on discussing how the book treats the topic and not the topic itself. Use phrases such as as
this book/work presents and the author argues.

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▪ Situate your review.

▪ Report the type of analysis or mode of presentation the writer/creator used and how this type of
analysis supports the arguments and claims.
▪ Examine whether the findings are adequately supported.
▪ Compare the writer’s or creator’s explanation of the topic to that of another expert from the same
field of study.
▪ Provide gaps or niches.
▪ Show your agreement with the writer’s or creator’s ideas and present an explanation for this
agreement.

2. For artworks and other media

▪ Use speculative verbs such as evoke, create, appear, or suggest to show that your interpretation of the
artist’s work is just that—an interpretation.
▪ Describe them; don’t spoil.
▪ Describe the materials in simple terms.

3. On a general note, your reaction paper’s conclusion may focus on the following ideas: ▪ Interesting?
▪ Interactive?
▪ Inspiring?
▪ Making you recall?

Takeaway
A reaction paper is the same as ________________ and _______________. When critiquing a
literary work, the most common approaches are ________________, _______________,
______________, and _________________. Although all works could be viewed in these lenses,
there is most appropriate critical approach. A review of a journal article is different from the way
a review of a literary work is written because of its content.

Consulting your peers or teacher when writing a critique paper is helpful to identify
whether your critique presents fair argument and valid points. Although a critique of
work of art could be personal, the writer should still give fair judgement regardless of
his/her personal taste.

END OF LESSON 8

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Post-test:
Identify whether the statement is True or False. Write your answer on the space provide before each
number.

_____1. Reaction, critique, and review paper are all the same.

_____2. You could write a critique paper about anything under the sun.

_____3. A critique paper should be based on the author’s feelings.

_____4. Citations are no longer necessary when writing a reaction paper.

_____5. The way we write a review for an academic text is different from a work of art.

_____6. The formalism literary approach believes that the key understanding of the text is through the text

itself.

_____7. A critique paper is not merely summaries but critical assessments, analyses, or evaluation of
different works.

_____8. Reviewers should look for specific parts of the work he/she agrees with and provide arguments
taken from other sources.

_____9. Reader-response criticism considers readers' reactions to literature as vital to interpreting the
meaning of the text.

_____10. When evaluating a work of art, different approaches could be used.

Answer Cards:

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References:
Barrot, J.S. & Sipacio, P.J. (2016). Communicative today: English for academic and professional
purposes for senior high school. C&E Publishing, Inc.
Channel, C.E. & Crusius, T.W. (2021). Engaging questions: A guide to writing (3rd edition). McGraw-Hill.
Russell, K.L. (2020). Write now (3rd edition). McGraw-Hill Education.
Purdue Online Writing Lab (n.d.). Literary theory and schools of criticism. https://owl.purdue.
edu/owl/subject_specific_writing/writing_in_literature/literary_theory_and_schools_of_criticism/inde
x.html

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