Creative Nonfiction

Quarter 2 – Module 7
Presenting a Commentary/Critique
on a Chosen Creative Nonfiction Text
Representing a Particular Type
Creative Nonfiction
Alternative Delivery Mode
Quarter 2 – Module 7: Presenting a Commentary/Critique on a Chosen Creative
Nonfiction Text Representing a Particular Type or Form (Biography/Autobiography,
Literary Journalism/Reportage, Personal Narratives, Travelogue, Reflection Essay,
True Narratives, Blogs, Testimonies, Other Forms)

Republic Act No. 8293, Section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or 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

Writer: Marissa C. Bandalan
Editors:
Reviewers:
Illustrator:
Layout Artist: Marissa C. Bandalan
Management Team: Name of Regional Director
Name of CLMD Chief
Name of Regional EPS In Charge of LRMS
Name of Regional ADM Coordinator
Name of CID Chief
Name of Division EPS In Charge of LRMS
Name of Division ADM Coordinator

Printed in the Philippines by ________________________

Department of Education – National Capital Region

Office Address: ____________________________________________
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Creative Nonfiction
Quarter 2 – Module 7
Presenting a Commentary/Critique
on a Chosen Creative Nonfiction Text
Representing a Particular Type
Introductory Message
For the facilitator:

Welcome to the Senior High School Creative Nonfiction Alternative Delivery Mode
(ADM) Module on HUMSS_CNF11/12-II-7: Presenting a Commentary/Critique
on a Chosen Creative Nonfiction Text Representing a Particular Type or Form
(Biography/Autobiography, Literary Journalism/Reportage, Personal
Narratives, Travelogue, Reflection Essay, True Narratives, Blogs, Testimonies,
Other Forms).
This module was collaboratively designed, developed, and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator, in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints in
schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to Creative Nonfiction Alternative Delivery Mode (ADM) Module on

Presenting a Commentary/Critique on a Chosen Creative Nonfiction Text
Representing a Particular Type or Form (Biography/Autobiography, Literary
Journalism/Reportage, Personal Narratives, Travelogue, Reflection Essay,
True Narratives, Blogs, Testimonies, Other Forms).
The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action and purpose. Through our hands we learn, create, and
accomplish many things. Hence, the hand in this learning resource signifies that
you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

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 What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in support of the revised
curriculum set by the Department of Education for the School-Year 2020-2021. This is
intended to guide and expand students’ understanding on the subject Creative Nonfiction.
This assures the health and safety of learners and educators in this time of the “New
Normal”. The lessons in this module are aligned with the Most Essential Learning
Competencies (MELCS) crafted to streamline the K to 12 Curriculum.
As you go through this module, you will be introduced to lessons about Presenting a
Commentary/Critique on a Chosen Creative Nonfiction Text Representing a
Particular Type or Form (Biography/Autobiography, Literary Journalism/Reportage,
Personal Narratives, Travelogue, Reflection Essay, True Narratives, Blogs,
Testimonies, Other Forms).

This revolves communicative, constructivist, and learner-centered activities. This

also includes comprehensive discussion of the particular competency in application to real
life situations for the students.

The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the module you are now using.

After going through this module, you are expected to:

1. identify the structures used in writing a critique paper
2. discuss the different parts of writing a critique paper
3. evaluate a masterpiece for assessment or improvement purposes
4. write a critique essay based on a given article

Good luck and Enjoy!

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 What I Know

Directions: Write TRUE if the statement tells the nature of a critique paper, and
FALSE if it is NOT.

______ 1. Creative works like novels, images, and poetry can be subjects for a
critique paper writing.

______ 2. Critique paper writing uses informal writing style.

______ 3. The body of a critique includes a summary of the work and a detailed
evaluation.

______ 4. Critiquing is a form of assessment of a work on a specific area.

______ 5. The content of this paper focuses on the piece’s strengths more than the
weaknesses.

______ 6. The purpose of an evaluation is to gauge the usefulness or impact of a

work in a particular field.

______ 7. Before you start writing, it is important to have a thorough understanding

of the work that will be critiqued.

______ 8. Writing a critique on a work helps us to develop a knowledge of the work’s

subject area or related works.

______ 9. Referencing is an option in writing a critique paper.

______ 10. Mentioning the name of the work, the date of its creation and the
name of the creator is necessary in critiquing.

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Lesson
Presenting a Commentary/Critique on a Chosen

7 Creative Nonfiction Text Representing a Particular

Type or Form

Richard Nordquist (2019), an English and Rhetoric Professor, emphasized that a

critique is a formal analysis and evaluation of a text, production, or performance—either
one's own (a self-critique) or someone else's. In composition, a critique is sometimes
called a response paper. When written by another expert in the field, a critique can also
be called a peer review. Peer reviews are done to decide whether to accept an article for
publication in a scholarly journal or, in an education setting, can be done in groups of
students who offer feedback to each other on their papers (peer response).

Critiques differ from reviews (these are also different from peer reviews) in that
critiques offer more depth to their analysis. Think of the difference between a scholarly
article examining a work of literature in a journal (critique) and the kinds of topics that
would be covered there vs. a few-hundred-word review of a book in a newspaper or
magazine for the lay audience, for readers to decide whether they should purchase it.

Critiquing criteria are the standards, rules, or tests that serve as the bases for
judgments. (https://www.thoughtco.com/what-is-critique-composition-1689944)

What is an article critique?

An article critique requires you to critically read a piece of research and identify and
evaluate the strengths and weaknesses of the article.

How is a critique different from a summary?

A summary of a research article requires you to share the key points of the article
so your reader can get a clear picture of what the article is about. A critique may include a
brief summary, but the main focus should be on your evaluation and analysis of the
research itself.

What steps need to be taken to write an article critique?

Before you start writing, you will need to take some steps to get ready for your critique:

 Choose an article that meets the criteria outlined by your instructor.

 Read the article to get an understanding of the main idea.
 Read the article again with a critical eye.

As you read, take note of the following:

 What are the credentials of the author/s? Is the author qualified to write about the
topic?
 Are the chosen research methods appropriate to answer the research question(s)?
 Are there issues related to the generalizability of the results?
 Is there evidence of bias or a conflict of interest?

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  Is the article timely and relevant or is it outdated?
 Did the author/s ground their research in theory and previous literature?

What are the main parts of an article critique?

a. Introduction - Include an introductory paragraph and consider the

following:
- The author’s name(s) and the title of the article
- The author’s main point
- A thesis statement that previews your analysis
b. Summary - After your introduction, discuss the following in your own words:
- The main points of the article
- The arguments presented in the article
- The findings of the article
c. Critique - After summarizing the article, critique the article by doing the
following:
- Discuss the strengths and weaknesses of the article that you noted
while critically reading the article.
- State your informed opinions about the clarity, relevancy, and
accuracy of the article, using specific examples from the article to
support your statements. Include proofs and evidences to support the
flaws presented.
d. Conclusion - Finally, end your article critique with a conclusion that does
the following:
- Summarize the key points in the article, as well the key points from
your own analysis.
- Close with a comment about the significance of the research or a
statement of future research needed in the field.
- https://writingcenter.ashford.edu/writing-article-critique

https://www.thoughtco.com/what-is-critique-composition-1689944

What’s In

The following authors tell the nature of a critique paper (Nordquist, R. 2019):

a. Geri LoBiondo-Wood and Judith Haber - The critique is the process of

objectively and critically evaluating a research report's content for
scientific merit and application to practice, theory, and education.
- This entails the presentation of the summary of the topic.

b. Nursing Research: Methods and Critical Appraisal for Evidence-Based

Practice." Elsevier Health Sciences, 2006) - It requires some knowledge
of the subject matter and knowledge of how to critically read and use
critiquing criteria.
- This focuses on the reviewer’s analysis of the topic.

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 c. H. Beall and J. Trimbur - A critique should emphasize first what the
article contributes to the field and then identify the shortcomings or
limitations
- This centers on showing what works well in the topic.

d. How to Read a Scientific Article." In "Communicating Science:

Professional Contexts," ed. by Eileen Scanlon et al. Taylor & Francis,
1998) - In other words, a critique is a balanced appraisal, not a
hatchet job.
- This emphasizes on touching both the strengths and weaknesses on a
critique paper.

e. C. Grant Luckhardt and William Bechtel - It is important to be clear

about what a critique is supposed to accomplish
- This focuses on providing specific examples and supporting evidences
on the critic’s arguments on the topic.
https://www.thoughtco.com/what-is-critique-composition-1689944

Notes to the Teacher

This contains helpful tips or strategies that will help you in
guiding the learners.

What’s New

As mentioned by Dapat, R. (2016) on his book “Applied English for Academic and
Professional Services,” strengths and weaknesses of masterpieces may it be a written
composition or article, book, work of art, and other types are always identified by readers
regardless of its status and experience. He further said that, critiquing is objectively
reviewing works or materials systematically. Its purpose is significantly to highlight the
good and weak of the masterpiece.

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 Sample of Commentary and Steps in Critiquing

Work of Art Critique

a. Describe the piece of art by giving
the artist’s name and the work’s
title and type, subject, object,
and even sensory qualities.
b. Analyze or have an in-depth
examination of the art’s technical
description and how technical
elements were used.
c. Interpret the artist’s perspective,
inspiration and historical milieu
in making a particular piece of
art.
d. Evaluate the importance and
success of the work of art.

Figure 1. Burg Ai Arab

The Critique Article: Burg Ai Arab

Burg Ai Arab, repeatedly voted as the world’s most
luxurious hotel, is the 3rd tallest hotel in the world and the symbol
of modern Dubai. It is located on an artificial island 280 meters Presentation
Summary from Jumeirah beach and is connected to the mainland by a
of Factual or
private bridge. It stands 321 meters with 197 meters floor area,
objective
18 elevators, and 202 rooms. It was designed to look like a sail of
information
the ship by Tom Wright as the official architect from WKK
Architects and structure engineer, Atkins. It has a helipad at a
height of 210 meters above ground. It was built in 1994 and
finished in 1999.
Strengths As one of the best hotels in the world as far as facilities and
amenities are concerned, it offers the finest services including an
optional chauffeur driven Rolls Royce, and discreet check. A
private reception on every floor, host of a personal butler,
sophisticated bars and floor ceiling view of the city and Arabian
Gulf.
However, the hotel has received various criticism since 39% Weaknesses
of its total height is made up of non-occupiable space.
Architecture critics have agreed that “both the hotel and the city
are monuments of the triumph of money over practicality, both
elevated style over substance. A theater of opulence and a state-of
the art construction technology that stretches the limits of the
ambitious urban imaginations that is largely due to the power of
excessive wealth.

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 What’s More

Below is a sample of an article critique, read and understand the piece.

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 https://content.bridgepointeducation.com/curriculum/file/75d32f2b-960a-4c31-bed7-
fb98b4e79493/1/Sample%20Article%20Critique.pdf

Activity 1

Based from the article critique you have read, complete the table below.

Structure Pointers Sample Presented

Introduction Title of the article 1.Eg. Student Anxiety: Effects of a new
graduate student orientation program
Author’s main point 2.

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 Thesis statement 3.
Summary Article’s main point/s 4.
Arguments presented 5.
in the article
Findings of the article 6.
Critique Strengths 7.
weaknesses 8.
Evidences 9.
Conclusion Reiteration of the 10.
thesis statement

What I Have Learned

Things to Remember:

Critique papers summarize and judge the book, journal article, and artwork, among
other sources. Basically, these papers include a critical evaluation of the item under
reflection. In this case, learners must follow an academic writing style and include
different sections, like the introduction, body, and conclusion. Moreover, creating a strong
thesis statement in critique essays determine the focus of the entire work. In turn, the
body section must summarize and evaluate the source objectively. Besides, one must
avoid biased judgment during the assessment. The closing paragraph makes an informed
summary of the main points and arguments. Hence, one may use recommend ways on
how to write a critique paper to improve the work under evaluation.

General Rules on How to Write a Critique Paper

Critique essays contain summaries of the book, journal article, and artworks,
among other sources. In particular, critiques use formal rules for academic writing.
Students engage in a critical evaluation of the item under consideration. Then,
compulsory sections include the introduction, body, and conclusion. In turn, a
persuasive thesis statement at the beginning communicates the primary focus of the
written work. Further on, the body section summarizes and appraises the source by
considering how to write a critique paper. Avoiding biased judgment during the
assessment improves the quality of the composition. As a result, the conclusion brings
closure to work and connects to the central claim. However, one may restate the thesis
and provide practical recommendations.

Definition of a Critique Paper

Critique papers contain a summary and a critical analysis of a source or concept.

Basically, these papers lead to a careful analysis of a variety of works like:

 Research Papers – published journal articles, scientific reports, and general

reviews
 Media – news reports and periodicals
 Creative Works – paintings, poems, songs, and novels

Critiques use formal and academic writing styles. For instance, students follow a clear
structure to present ideas. In practice, critique papers must have the introduction, body,

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and conclusion. Besides, the body paragraphs contain an evaluation that gauges the
usefulness or impact of work under evaluation.

Additional Help in Developing a Critique Paper:

 covering knowledge of the subject or object under review;

 having a deeper understanding of related works;
 including an appreciation of work’s purposes under analysis;
 recognizing the intended audience and advancement of a central argument in the
critique essays;
 considering how the book, journal article, or artwork relates to the broader issue or
context.

Activity 2.
Directions: Identify words which can be associated with the word critique.

CRITIQUE

Concept assessment evaluation review

Appraisal detachment silence belief

Activity 3
Directions: Complete each statement by choosing the correct word on the list below.

a. Critique papers f. Thesis statement

b. Journal article g. Academic writing
c. Writing styles h. Strengths
d. Credible sources i. Weaknesses
e. Academic article j. Research paper

1. A __________ is a credible source of information for learning different concepts and

use evidence for further research
2. A structured study written by scholars to explore a specific area of knowledge is
called __________.

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 3. One last sentence of your introduction provides a roadmap to your whole essay,
highlights its main points, and clearly answers all of the questions you tried to
investigate within the essay is termed as a __________.
4. These __________ help people to shape their knowledge as writers.
5. The __________ summarize and judge the book, journal article, and artwork, among
other sources.
6. What elicit confidence and positive attitudes among scholars are __________.
Basically, these contain valuable and accurate information to support various
assertions.
7. An __________ is a periodical that undergoes a peer-review process.
8. The good points in a critique paper are the __________ of the piece.
9. Areas which need improvement of a masterpiece are referred to as the paper’s
__________.
10. Scientific reports, journal articles and general reviews subject to critiquing can be
used in __________ .

What I Can Do

Activity 4.

Directions: Read and understand the critique article and complete the table after the
piece.

Article Title – Bullying and Teasing: No Laughing Matter

By-Unknown
Website-Scholastic

The Scholastic website is mainly geared toward the discourse community involved
with education, such as parents, teachers, librarians or school administrators. It provides
educators with many learning resources such as books, activities, and tips to help
students be successful. The website keeps a focus on the education of children ranging
from pre-school to middle school.

The article begins by explaining that teasing becomes bullying when it becomes
repetitive and is intended to cause pain in someone else. It defines the three types of
bullying that exist such as verbal, psychological and physical bullying. The article provides
information on how bullying begins, the effects of bullying on children as well as warning
signs and behaviors that parents should be cautious of. It lays out ideas for parents on
ways to approach and help children suspected of being affected by bullying. Parents are
also encouraged to speak to the parents of the bully and speak to teachers and school
administration about the suspected incidents of bullying as well as of the behaviors of
their children.

The strong elements of this article include the content, such as the defining of
terms. It is also effective in providing parents and educators with helpful ideas in their
attempts to prevent bullying. The article did a great job at providing some background of

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bullying. However, it was weak in making the article attracting as it did not have any
forms of visual rhetoric except for children's books that could aid in the subject of
bullying. Overall, the author is trying to be of help to those who have difficulty speaking to
children about bullying and I feel that the article accomplishes that goal through
suggestions on how to communicate with the children and school staff about the bullying
incidents.
Personally, I enjoyed reading this article as it provided some great suggestions to
tackle the issue of bullying. If I was to rate the article on a scale of 1 to 10 it would
definitely earn an eight from me as it is very helpful. After reading it I feel so much more
educated and feel as though I would know what to do if I encountered a child who was
affected by bullying. This article was most definitely worth reading.

https://parentsagainstbullies.weebly.com/blog/article-critique-1

Structure What were discussed Specific lines

Introduction
Summary
Critiquing
Conclusion

Assessment

Directions: Read and analyze the blog article below and write a critique essay considering
its structure – introduction, summary, critiquing, and conclusion.

What I Learned From 100 Days of Rejection (By Jia Jiang)

When my startup was rejected by an investor, I almost gave up. Then I discovered a game
of intentional rejection that changed my life.

Four days before my son was to be born, I walked away from my job at a Fortune 100
company to begin building my startup.

I built a team of engineers and we were four months into our venture when I was
approached with a major investment opportunity. It was an investment that was going to
take our company to the next level and allow me to live the life I had always dreamed of.

Then something unexpected happened.

While at dinner for a friend’s birthday, I received an email from the investor that read:
“We’re going to pass.”

I was crushed. I had to excuse myself from the table so my friends didn’t see me cry. The
next few days I mulled over this defeat and realized just how discouraged I truly was. I
thought I had made a mistake by leaving my job, and maybe it was time to count my
losses and get another “real job.” Luckily, I realized that having that thought meant I had

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a problem–my fear of rejection. If I was going to keep moving forward with my company. I’d
have to shake this fear of being rejected again. Whether it was rejection by customers or
another investor, to succeed as an entrepreneur I knew that I would need to become
invincible to find success.

So, in the spirit of the 21st-century entrepreneur I turned to Google to help solve my
problem. I Googled: “How to overcome the fear of rejection?”

I found a game called Rejection Therapy. The purpose of the game is to help you overcome
your fear of rejection by intentionally seeking out rejection. I loved it. I decided I would try
“100 Days of Rejection Therapy” to help me overcome this fear. The game only
recommended 30 days, but I needed a higher dosage. I would also film my rejection
attempts and upload them to my blog so that the world would keep me accountable.

What came next was something I could have never imagined.

The first day I approached a security officer and asked him for $100. He said no. I was
terrified and ran away quickly after the rejection.

The second day I asked Five Guys to give me a burger refill. The cashier said no. I had fun
with this one and stuck around to joke with the employee. It felt better than my first
attempt.

The third day I asked a manager at Krispy Kreme to rearrange my donuts into the shape of
the Olympic Rings. She said yes. Not only did she say yes, but she gave them to me for
free!

I was amazed at the human kindness and customer service, and apparently, so was the
rest of the world. My video went viral on YouTube with over 5,000,000 views and I began
to receive emails from people all over the world, telling me that my story of intentionally
fighting my fear of rejection was somehow inspiring to them. What I thought was a
personal issue wasn’t a personal problem after all. It was something I shared with millions
of people all over the world.

As my rejection journey continued, I began to feel more and more fearless when asking for
things. I realized I could focus on the controllable factors, and by the end of my 100-day
journey it actually became difficult for me to receive a “no.” I even intentionally made
outrageous requests such as asking a stranger if I could fly his airplane (with no
experience), knocking on a stranger’s front door to ask if I could play soccer in his
backyard, and pulling over a police officer to ask if I can sit in his front seat and act like
I’m driving his car.

The crazy thing? They all said yes.

In the end, my 100-day journey concluded with 51 yeses and 49 nos.

In the process of my rejection journey, here is what I learned about rejection:

1. Handling rejection is a muscle.

If you don’t constantly work outside your comfort zone, you’ll lose it and you’ll become
weak and timid.

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2. Rejection is a numbers game. Fight through enough ‘Nos’ and you will eventually find a
Yes.

3. Avoiding rejection doesn’t mean you avoid failure. Most people believe avoiding rejection
is a good thing, by avoiding something bad we’ve dodged a bullet and we are somehow net
positive. That’s not true. When we shy away from rejection, we reject ourselves and our
ideas before the world ever has a chance to reject them. This is the worst form of rejection
and, as default, we are ignored by the world.

The greatest lesson I’ve learned from rejection is no matter what, don’t be ignored by the
world.

As for me? The initial investment rejection turned into me sharing my message, first on
the street, and then on stage at TEDx and now in my new book Rejection Proof. As people
began to follow my journey and email me during the 100 days of rejection I realized I had
found the answer to one of the world’s greatest problems: How do we conquer the fear of
rejection?

https://www.fastcompany.com/3045858/what-i-learned-from-100-days-of-rejection

The Critique Essay

Title: ______________________________________________________
Author: ____________________________________________________
Introduction: ______________________________________________
____________________________________________________________
___________________________________________________________
Summary: _________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Critiquing: _________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Conclusion: ________________________________________________
____________________________________________________________
____________________________________________________________
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____________________________________________________________
 Rubric in Critique Essay Writing
Criteria Description Points
INTRODUCTION There is a well-developed introduction with an attention 10
and CONCLUSION grabber that grabs the reader’s interest and continues to
(Background engage the reader up until the thesis statement. The
History/Thesis thesis statement should clearly state the experience or
Statement) event that will be described as well as the effect on the
writer. Conclusion should effectively wraps-up and re
stresses the importance of the thesis.
MAIN POINTS (Body Well-developed main points/topic sentences that relate 10
Paragraphs) directly to the thesis. Supporting examples are concrete
and detailed. The analysis is developed with an effective
point of view.
ORGANIZATION Logical Progression of ideas with a clear structure that 10
(Structure and enhances the thesis. Transitions are effective and vary
Transitions) throughout the paragraph, not just in the topic
sentences.
STYLE (Sentence Writing is smooth, skillful, and coherent. Sentences are 10
Flow, Variety, strong and expressive with varied structure. Diction is
Diction) consistent and words are well chosen.
MECHANICS Punctuation, spelling, and capitalization are all correct. 10
(Spelling, No errors.
Punctuation,
Capitalization)
Total Points 50

Additional Activity

Agree or Disagree

Directions: Read the following statements carefully. Write TRUE if the statement is
correct and FALSE if it is not.

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__________ 1. Before starting the writing process of a critique paper, students must
understand the work under discussion for writing critique papers.
__________ 2. Making notes on relevant sections of the critique papers is partly needed
__________ 3. Appreciating the main argument and the purpose of the object or work is a
must.
__________ 4. Thesis statement in a critique paper is optional.
__________ 5. Summarizing follows after critiquing the masterpiece.
__________ 6. Identifying the strengths and weaknesses are very significant in critiquing.
__________ 7. Examining the credibility of the writer is prohibited.
__________ 8. A critique paper’s purpose is for improvement of the piece.
__________ 9. Revising critique papers helps to identify major grammatical mistakes.
__________ 10. Credible sources are given consideration on this type of paper.

16
Answer Key

17
 18
10. True
9. True 10. Research Papers
8. True 9. Weaknesses
7. False 8. Strengths
6. True 7. Academic Article
5. False 6. Credible Source
4. False 5. Critique Papers
3. True 4. Writing Styles
2. False 3. Thesis Statement
1. True
Rating
2. Academic Writing
Rubric-Based 1. Journal Article
Activity
Additional Assessment What I Have Learned
What's New
1. (given as an example)
2. Effects of the orientation program on graduate students’ stress and
anxiety
3. The presence of limitations related to the replicability on the What I
results of the online orientation program
4. Thirty-two (32) incoming graduate students used as a sample on Know
the impact of online orientation program (Hullinger & Hogan
1. True
2014)
2. False
5. Hulinger & Hogan (2014) did not provide key information about
3. True
the orientation program they used in their study.
4. True
6. Significant result on the online orientation program; graduate
5. False
students enrolled has increased in recent years.
6. True
7. Important topic was discussed.
7. True
8. Small number of samples were used and samples used were from
8. True
state university which limits the generalizability of the result
9. False
9. Findings of the study is difficult to generalize due to the small
samples (32) used out of 802 samples invited to participate. 10. True
10. Hullinger & Hogan (2014) showed encouraging results
(significant result) of an online orientation program. However,
rsearchers did not adequately describe (limitations) the online
orientation program used in the study.
References

Books

Dapat, Jose Rizal O. 2016. Applied English for Academic and Professional Services.
Pasay
City, Philippines: JFS

Websites
https://www.thoughtco.com/what-is-critique-composition-1689944
https://content.bridgepointeducation.com/curriculum/file/75d32f2b-960a-4c31-bed7-
fb98b4e79493/1/Sample%20Article%20Critique.pdf
https://writingcenter.ashford.edu/writing-article-critique
https://www.citewrite.qut.edu.au/write/critique.jsp#:~:text=A%20critique%20is%20a%20genre,journal%20a
rticles%2C%20systematic%20reviews%2C%20theories
https://www.google.com/search?q=image+of+burj+al+arab&rlz=1C1CHBF_enPH837PH837&tbm=isch&sourc
e=iu&ictx=1&fir=_5i0eUTUlnOYRM%252CdZDhM5Snd2J2ZM%252C_&vet=1&usg=AI4_-
kTOZjkSNNSNDj1FT3YId4R4EGNtdw&sa=X&ved=2ahUKEwihuqGcz_LsAhUzyosBHbe4CFUQ9QF6BAgCEDo&bi
w=1366&bih=657#imgrc=_5i0eUTUlnOYRM
http://bookcovercritique.com/
https://wr1ter.com/how-to-write-a-critique-paper
https://parentsagainstbullies.weebly.com/blog/article-critique-1

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