English for Academic and

Professional Purposes
Quarter 3- Module 5
Critical Approaches in Writing the
Reaction Paper/Review/Critique

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English for Academic and Professional Purposes -Grade12
Alternative Delivery Mode
Quarter 3-Module 5- Critical Approaches in Writing the Reaction Paper / Review
/Critique
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government
agencyor office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do
not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Catherine A. Credo

Editors: Ellen E. Edrial EdD/ Teofan C. Gallosa

Reviewes: Ellen E. Edrial EdD

Illustrator: None

Layout Artist/Typesetter: Josephine V. Austero

Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Joelyza M. Arcilla, EdD Maricel S. Rasid

Nilita l. Ragay, EdD Elmar L. Cabrera

Marcelo K. Palispis, EdD

Printed in the Philippines by

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our 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 Teacher 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 exercises and tests. And
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.

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 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE i

INTRODUCTORY MESSAGE --------------------------------- iii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1

WHAT I KNOW 2

WHAT’S IN 2

WHAT’S NEW 3

WHAT IS IT 4

WHAT’S MORE 6

WHAT I HAVE LEARNED --------------------------------- 8

WHAT I CAN DO ---------------------------------------- 9

ASSESSMENT 11

ANSWER KEY 12

REFERENCE LIST 13

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 WHAT I NEED TO KNOW

In the previous module, you learned that in academic writing you have
to develop an argument or point of view. To be substantial, this argument
should be supported by concrete evidence, examples, and information from
sources. Hence, the writing you produce in this way will need to be 'critical
writing'.

In this module, you are going to look at critical writing in detail, first
by giving a definition of critical writing and approaches on how to write
critically. Finally, you will be using these approaches in writing an objective
and balanced review or critique.

MOST ESSENTIAL LEARNING COMPETENCIES

CS_EN11/12A-EAPP-Id-f-16. Uses appropriate critical approaches in
writing a critique such as formalism, feminism, etc.
CS_EN11/12A-EAPP-Id-f-18. Writes an objective/ balanced review or
critique of a work of art, an event or a program

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

Knowledge: identify the various approaches in writing a critique;

Skills: analyze texts, movies, articles, art, etc. using different

approaches of criticism; and,

Attitude: justify one’s argument by providing proofs and logical

reasoning.

Please take note that all answers shall be written in your activity
notebook, and there should never be any markings placed in this module.

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 WHAT I KNOW

Task 1 TRUE OR FALSE

Directions: Read and analyze the following statements. Write TRUE if the
statement is correct and FALSE if the statement is incorrect.
1. As a critic, you must not simply rely on mere opinions; rather,
you must use both proofs and logical reasoning to substantiate
your comments.
2. Reader-response criticism argues that the meaning of a text is
dependent upon the reader’s response to it.
3. Formalism examines texts out of the context of their time period,
social setting, and author’s background.
4. Marxist criticism focuses on the act of reading and how it
affects readers’ perceptions of a text.
5. Biographical criticism states that understanding an author’s
background cannot help readers interpret a text.
6. Formalism focuses on "objectively" evaluating the text, identifying
its underlying form. It may study, for example, a text's use of
imagery, metaphor, or symbolism.
7. Feminism reveals how aspects of our culture are patriarchal i.e.,
how our culture views men as superior and women as inferior.
8. Historical criticism examines how literary texts reflect the
ideas, beliefs, and attitudes of the time in which they were
created.
9. Marxist criticism focuses on how class, power, race and economic
status affect the content and theme of a certain work.
10. Facts are needed to make an objective assessment/critique.

WHAT’S IN

Task 2 FLASHBACK

Directions: Recall lessons in the previous modules. Read and answer the
questions below. Write only the letter that corresponds to your
answer.

1. Which among the following describes academic language?

A. used when talking with family members and friends
B. used to communicate feelings, needs, and wants usually

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 associated with gestures
C. used to write emails, friendly letters, and texts or retelling
stories
D. used to describe and comprehend complex ideas, process
higher-order thinking, and understand abstract concepts
2. The following are set of rules in academic language, EXCEPT
A. Explicit B. Formal C. Informal D. Factual
3. What text structure is being used when a text states the reasons for such
phenomenon and its consequences?
A. Cause and Effect B. Exemplification
C. Classification D. Narration
4. The following are basic rules in summarizing, EXCEPT …
A. Only write down important points.
B. Copy repeating ideas because they signify urgency.
C. Use your own words to write the summary.
D. Change general terms for specific names.
5. Which of the following shows a strong thesis statement?
A. History is an important subject.
B. Charles Dickens is a good author.
C. Charles Dickens uses the setting of his novels to emphasize the
theme of class division.
D. Sigmund Freud is one of the greatest psychologists in medical
history.

WHAT’S NEW

Task 3 SAY SOMETHING

Directions: Take a look at this picture. Considering the present situation

and your experiences, give at least five (5) points that you see
in the picture. Write your answers in your notebook.

https://businessmirror.com.ph/2020/05/29/editorial-cartoon-may-29-2020/

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PROCESS QUESTIONS:
1. What present event is shown in the picture?
2. By looking at the picture, are you thinking about the country’s situation
and the world as a whole?
3. Who is/are responsible of this present situation?
4. What about the feeling of the people especially the women and the
marginalized sector?
5. Do you ask yourself if you also feel the same?
6. What do you think are the reasons why these things happen? Have you
also asked God why?

What are your reactions on the picture shown? Do you base your
answers on facts or on your personal experiences and emotions?

In giving reactions, there are critical approaches that can help you
write or formulate effective critique. Anchoring your ideas on these critical
approaches will allow you to produce a reliable written work.

WHAT IS IT

What is Critique?
A critique is a specialized form of writing where the reader or reviewer
evaluates or analyzes judiciously variety of works. It is mainly written to
communicate a fair assessment of situations, people, events, literary and
artistic works, and performances like the following:

 Creative works – novels, exhibits, film, images, poetry

 Research – monographs, journal articles, systematic reviews, theories
 Media – news reports, feature articles
 Designs- industrial designs, furniture, fashion design
 Graphic designs- posters, billboards, commercials and digital media

As a reviewer and critic, you must not simply rely on mere opinions; rather,
you must use both proofs and logical reasoning to validate your comments.
You must process ideas and theories, revisit and extend ideas in a specific
field of study and present an analytical response to the subject of your
review.

Source: https://www.citewrite.qut.edu.au/write/critique.html
Date Retrieved: February 8, 2021

Structure of Critique
A critique can be structured in several ways. The following example,
however, showcases the main features of a critique.

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These are introduction, summary, critical evaluation, conclusion and
reference list.

Critical Approaches to Writing a Review/Reaction Paper/Critique

Critical approaches are sometimes called lenses. These are different
perspectives one can consider when looking at a piece or several pieces of
work, literature or a concept.
Here are the important critical approaches:
1. Formalist criticism emphasizes the form of a literary work to
determine its meaning. It focuses on the literary elements of form
such as style, structure, tone, imagery, etc. and how they work to
create meaning. A primary goal for formalist critics is to determine
how such elements work together with the text’s content to shape its
effects upon readers.

2. Biographical Criticism emphasizes the importance of the author’s life

and background into account when analyzing a text.

Focus on the life and background of the writer/artist and connect it to

the subject of your review or critic.

Example: How did the life of Dr. Jose Rizal affect his written works?

3. Feminist criticism emphasizes on the roles, positions, and

influences of women. It focuses on how women are portrayed in a
certain literary work, in arts, in commercials, in movie, etc.

Example: Are women viewed as inferior beings in the movie?

How were they portrayed?
4. Historical Criticism: This approach “seeks to understand a literary
work by investigating the social, cultural, and intellectual context that
produced it—a context that necessarily includes the artist’s biography
and milieu.” A key goal for historical critics is to understand the effect
of a literary work upon its original readers.
5. Reader-Response Criticism emphasizes that the meaning of a text
is dependent upon the reader’s response to it or simply focuses on
the meaning you created while reading a text, watching a movie or
looking at a certain object. It focuses on your personal connection
with and understanding of the subject of your review. It attempts “to
describe what happens in the reader’s mind while interpreting a text”
and reflects that reading, like writing, is a creative process.
6. Marxist Criticism emphasizes on how power, politics, and
money play a role in literary texts and amongst literary societies
and characters. It also focuses on how class, power, race and
economic status affect the content and theme of a certain work.

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 Source: Critical Approaches to Literature.pdf. Retrieved from
www.miamiartscharter.net

Now, you have learned the basic principles of writing criticisms. Let’s
apply your skill by doing the following activities.

WHAT'S MORE

Task 4 READ AND OBSERVE

Let us learn more about this skill by reading a text which is an excerpt of
the homily of the Catholic Archbishop of Manila, Jaime Cardinal Sin. But
before you read it, let us define these words first.

Directions: Get the meaning of these words from any dictionary so that you
can understand what you are reading better: Write your
answer in your notebook.
WORDS MEANINGS FROM DICTIONARY
Cynic
Anarchic
Unrelentingly
Callous
Transcend

Ang Bayan Muna Bago ang Sarili

(Excerpts from the Homily of Jaime Cardinal Sin
at the mass celebrating the 5th death anniversary of Ninoy Aquino)

(1) Five years later, we might ask ourselves; has Ninoy’s dream been
fulfilled? Have we succeeded in building a new nation, by “transcending our
petty selves,” by setting aside our differences by working together in a spirit
of true self-giving, loving our country first, above our own interest? Bayan
muna, bago ang sarili. It is a question we must ask ourselves, as we
remember Ninoy’s gift.

(2) It has been said that the truest motto of our people is “K.K.K”. No, not
Katipunan, shaping unity out of our diversity. How we wish that we are our
authentic name! But rather:

Kanya-Kanya’ng Katwiran,
Kanya-Kanya’ng Kagustuhan,
Kanya-Kanya’ng Kabig (or worse)
Kanya-Kanya’ng Kurakot...

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or whatever else each one “specializes” in!

(3) Cynics among us say that K.K.K is the definition of our national
character, the predominant strain in our national culture. It’s what we are
when we are “most natural”, most ourselves. “Bayan muna, Bago ang
Sarili” is an abstract, non-operative ideal, good for speeches, good for
posters, good for classroom rhetoric but not for real, not for real life. For real
is K.K.K.

(4) Kanya-Kanyang Katwiran, Kanya-Kanyang kagustuhan. We all

remember the three monkeys; See no Evil, hear no evil, speak no evil.
Sometimes one wonders, if it has become a national pastime, to see and hear
and speak nothing, but evil against our fellow-citizens. Talk can be a great
service in a free nation: Talk is space for free discussion, for intelligent
debate, the exchange of information and perception, the clash of views.

(5) Ninoy himself said: “We must criticize in order to be free, because we are
free only when we criticized.” We may not, at our own peril, forget that. But
we must remind ourselves that criticism is not an end in itself; it is not the
absolute. It is meant to help us to become free, but if it becomes the all-
encompassing output of our days, a way of life... so it takes up most of our
energy, most of our time, when we begin to take delight in tearing down,
demoralizing, destabilizing; when we are at each other’s throats all day long,
then we really are engaged in self-destruction, and the destruction of hope,
the creation of despair, especially among the poor who continue to suffer in
our midst.

(6) There is a Latin saying: “Unicuique suum, non praevalebunt.” “Every

man for himself: That’s the formula for disaster.” When Ninoy spoke of “the
quest for that elusive national unity which is imperative for the nation’s
survival”- he said “survival”. He meant “survival”. How can we survive, as a
nation and as a people, if we have made the name of our national game as
anarchic
free-for-all in a “basket of crabs?”

(7) K.K.K also means, we are told, Kanya Kanyang Kabig, Kanya-
Kanyang Kurakot. Surely, I don’t need to dwell on this theme this morning.
For weeks, the papers, radios, TV, have shouted nothing else. It is the talk of
the marketplace. I myself have spoken, often enough, of the 40 big thieves
left behind in our midst, and many many smaller ones which might include . .
. even ourselves? Who among us did not re-echo the sentiments and the work
of the beloved Chino Roces when he asked for a renewed moral order in
government and society? It is a problem which must be addressed and
addressed vigorously and unrelentingly.

(8) I am sure this will be increasingly done by our president, by consistent

personal example she has set a pattern for others to follow. I know she is
bent on pursuing the battle against corruption with ever more forceful and
energetic action. But we know, we know that she and those around her
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cannot do this all by themselves. As citizens, we must go “into an action

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mode ourselves.” The task cannot be done without us.

(9) We must begin, rather, where we can begin, with ourselves we must ask:
What can we do about it? What in our own heart, in our own attitudes, in
our own practices, must be changed? What sacrifices must we ourselves do
to make a positive contribution of deeds, to put under control this chronic
illness in our society, and in our culture?

(10) If all we do is talk and talk, and throw dirt at each other-forgetting to
mind the ship and its engines, and steer it in mine-filled waters-why, we will
still be taking and quarrelling when our ship goes down into the sea!

(11) If everyone in this church this morning, in Ninoy’s memory, pledge

before the Lord that for one year, “Bayan Muna, Bago ang Sarili”, would
really be made an operative guideline, could it not mark at least a
beginning? If for one year, just to get going, we would make the principle
govern our deeds, our conduct in society, would that not be smart already?
How can we “dream the impossible dream” and promise to follow the stars”
if we have become too calloused to do even this?

Questions: Write your answers in your notebook.

1. What critical approach did the author use? Explain why you think
that is the approach used.

2. Do you agree with the author or not? Support your answer.

What you have read is an example of how one expresses opinions

using one approach in criticism. This can be a good model for you to study
and follow.

WHAT I HAVE LEARNED

Task 5 REFLECT
Directions: Write your reflection in your notebook by completing the
unfinished statements below with focus on the following guide
question:
Why is understanding the critical approaches necessary in writing
a review/reaction paper/critique?

I have learned that

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I have realized that

I will apply

WHAT I CAN DO

Task 6
Directions: Write a short critique with 10-15 sentences on the following
works using the specified approach. Write your answers in your
notebook/activity sheet.

1. Movie: The Hunger Games

Critical Approach: Feminist Criticism

https://upload.wikimedia.org/wikipedia/en/4/42/HungerGamesPoster.jpg

2. Song: PANALO by EZ MIL

Critical Approach: Reader-Response Criticism

https://www.metroheadlines.ph/ez-mil-

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3. POEM: SA AKING MGA KABATA
by Dr. Jose P. Rizal
Critical Approach: Historical Criticism

Sa Aking Mga Kabatà

Kapagka ang baya’y sadyang umiibig

Sa kanyang salitang kaloob ng langit,
Sanlang kalayaan nasa ring masapit
Katulad ng ibong nasa himpapawid

Ang wikang Tagalog tulad din sa Latin,

Sa Ingles, Kastila, at salitang anghel
Sapagka’t ang Poong maalam tumingin
Ang siyang naggawad, nagbigay sa atin

’Pagka’t ang salita’y isang kahatulan

Sa bayan, sa nayo’t, mga kaharian
At ang isang tao’y katulad kabagay
Ng alin mang likha noong kalayaan

Ang salita nati’y tulad din sa iba

Na may alfabeto at sariling letra
Na kaya nawala’y dinatnan ng sigwa
Ang lunday sa lawa noong dakong una

Ang hindi magmahal sa kanyang salita

Mahigit sa hayop at malansang isda
Kaya ang marapat pagyamaning kusa
Na tulad sa Inang tunay na nagpala

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 For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros

Oriental Kagawasan, Avenue, Daro, Dumaguete City,
Negros Oriental
Tel #: (035) 225 2376 / 541 1117
Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net