Use Appropriate Critical

Approaches in Writing a
Critique such as
Formalism, Feminism,
etc.
 
Specific Objectives:
1. Identify appropriate critical approaches in
writing a critique;
2. Enumerate and discuss other critical
approaches in writing a critique ; and
3. Write an objective/balanced review or
critique of a work of art, an event or a
program
2
 DRAW YOUR EMOJI
Choose one item/picture of your choice. All
you have to do is to weigh your thoughts and
draw the feeling towards the picture by making
your own emoji style. After which, write and
share why you have drawn/chosen such emoji.
Whether your thoughts are positive or negative
provide your reasons/arguments. One to five
sentences would be enough.
4
5
 Individual Activity:
Inspired by your thoughts above, write at least three
sentences which explain facts about the item of your choice
above. If possible, indicate below your source of information
backing up the correctness of information you have provided.
1. __________________________________________
2.___________________________________________3.
___________________________________________
 
Source of information:
______________________________

6
7
1. What was the film about? Answer it in three
sentences.
2. Did you like the short film? Why or why
not? Give your reasons
3. Which part of the film did you like best?
Why? Which part did you not like? Why?

8
What is Critique?

9
Critique is derived It is not a summary of
from ancient Greek the piece, rather, it is
(“kritike”). It is the critical
defined as a careful evaluation to further
judgment in which Its length may vary understand validity,
you shape your from 250 to 750 worth, effect, use of
opinion about the words or more. the material that
strengths and interests readers,
weaknesses of a and/or the
piece of writing or recommendation or
work of art. appeal for further
appreciation.

10
Reviewers do not simply rely on mere opinions; rather,
they use both proofs and logical reasoning to substantiate
their comments. They process ideas and theories, revisit
and extend ideas in a specific field of study, and present an
analytical response to a book or article.

This could be possible by way of subjecting the piece of

writing on the critical approaches in analyzing the piece
using appropriate evidences and arguments.

11
 Critical
Approach
es in
Writing a
Critique
 

12
FORMALISM OR
NEW CRITICSM
APPROACH

This approach claims

that all that are important
in analyzing and
understanding the text
can be found in the piece
of writing or text itself.

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Formalism claims that
literary works contain
intrinsic properties and
treats each work as a
distinct work of art.
14
Formalism posits that the
key to understanding a
text is through the text
itself; the historical
context, the author or any
other external contexts
are not necessary in
interpreting the meaning.
> Advantage: This approach can be performed without much
research, and it emphasizes the value of literature apart
from its context (in effect makes literature timeless).
Virtually all critical approaches must begin here.
> Disadvantage: The text is seen in isolation. Formalism
ignores the context of the work. It cannot account for
allusions. It tends to reduce literature to little more than a
collection of rhetorical devices.

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Common aspects looked into in formalism:
• Author’s techniques in resolving contradictions within the
work
• Central passage that sums up the entirety of the work •
Contribution of parts and the work as a whole to its aesthetic
quality
• Contribution of rhymes and rhythms to the meaning or effect
of the work
• Relationship of the form and the content • Use of imagery to
develop the symbols used in the work
• Interconnectedness of various parts of the work • Paradox,
ambiguity, and irony in the work
• Unity in the work
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Sample of Formalist Critique of “Dead Stars by Paz Marquez
Benitez”
 
The title of the work already gives an idea as to what it means. In
physics, it is stated that the light and energy of the stars have to travel
light years to reach us. Since they are millions of miles away and light
has to travel this large distance, it is highly possible that the star has
already exploded while its light is still travelling towards us. Therefore,
it is possible that a bright light we see at night actually comes from a
dead star.
In the story, this metaphor is used to refer to Alfredo’s love for
Julia, a woman he meets and falls for one fateful summer. Not only is
the title an indicator of what is to come, even the fate of the characters
in the story can already be seen through their names.

17
 Alfredo’s name means counselor of elves in Spanish and
suggests someone who is wise. In the story, it is indicated that Alfredo
is a lawyer, a person who counsels. Still, his name denotes a certain
irony; despite his supposed wisdom, Alfredo’s actions, especially his
covert courtship with Julia while being engaged to another, are
anything but sensible. Julia’s name, on the other hand, refers to
someone who is youthful, which is how Alfredo sees her for eight years
until he is confronted by reality.

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 FEMINISM
APPROACH
This approach emphasizes the
importance or relevance of
women as subjects and how
gender been perceived in the
piece. The images of women
and the underlying concepts of
femininity including economic,
societal, psychological and
archetypal nature of women are
examined. This approach
likewise stresses equality for a
male dominated society.

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> Advantage: Women have been underrepresented in the
traditional cannon, and a feminist approach to literature
attempts to redress this problem.
> Disadvantage: Feminists turn literary criticism into a
political battlefield and overlook the merits of works they
consider “patriarchal.” When arguing for a distinct
feminine writing style, they tend to relegate women’s
literature to a ghetto status; this in turn prevents female
literature from being naturally included in the literary
cannon. The feminist approach is often too theoretical.

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Common aspects looked into when using feminism:
• How culture determines gender
• How gender equality is presented in the text
• How gender issues are presented in the literary works
and other aspects of human production and daily life 3
• How women are socially, politically, psychologically,
and economically oppressed by patriarchy
• How patriarchal ideology is an overpowering presence

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Sample of Feminist Critique of “Dead Stars”
by Paz Marquez Benitez”

The story is a study of power imbalance brought about

by gender. In the beginning, Dead Stars already clearly
illustrates the gender roles ingrained in Filipino Society: Don
Julian and the judge are portrayed as the male leaders of the
household, taking up lofty professions such as business and
law while the women are portrayed accomplishing domestic
tasks such as tending the children and preparing food.

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The most note-worthy display of imbalance in power,
however, lies on the central theme of Alfredo’s love for Julia
as simply a dead star. Eight years after their forbidden love and
after getting married to another woman. Alfredo still holds
Julia as an object of affection, thus creating a distance between
him and his wife, Esperanza.

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 In their relationship as a wedded couple, the power lies
in Alfredo , not only because patriarchal society designates
him as the head of the household, but also because he
remains unreachable to his wife by harboring feelings for
another woman. Moreover, the realization that his love for
Julia is simply a dead star is brought about by his treatment
of Julia as simply an illusion and an object of affection, and
not as a woman. This gender imbalance leads to a tragic
epiphany for the characters but is also a reflection of how
men are viewed to dominate not only in the household but
also in their relationship with women.
  Barrot & Sipacio. (2017). Communicate Today ENGLISH for
Academic & Professional Purposes for SHS. Quezon City: C&E Publishing, Inc.

24
 READER RESPONSE APPROACH
This approach stresses the attachment or strong connectionism
of an individual reader’s mind to the piece at hand. The reader herself
can put meaning and interpret every part of the text. The text is
nothing unless it has been read and interpreted by the reader.
The reader’s reaction and interaction made out of the piece
recreates and develops a further depth of meaning. The manner a
poem or a short story is read or delivered strengthens and invokes
visuals and imagination to a much sought individual appreciation.
In such a case, a reader who happened to read the same text
may find the experience different from the first against the second
time.

25
 advantages
• Reader Response allows readers to interpret the text
in various ways.
• Allows readers to see different perspectives of others
while reading.
• Allows readers to bring: personality traits, memories
of the past and present experiences to the text.

26
 disadvantages
• One brings their personal interpretations to the text
rather than examining the meaning that the other
created. 
• Reader response criticism focusses on the
importance of the reader and their individual
response to the text. 

27
 Sample of Readers Response Criticism of “Dead
Stars” by Paz Marquez Benitez”
Despite being limited in length, Dead Stars manages to
evoke various feelings which ultimately build up the ending.
While Alfredo is the center of the story, as a woman reader it
is hard not to feel greatly for Esperanza. Esperanza can only
be seen through the perspective of Alfredo. This does a
disservice to her, as we can only know her through the
description of someone who does not love her anymore. Still,
it is also through Alfredo’s descriptions and his
unfaithfulness that Esperanza gains sympathy from the
reader.

28
 During all the moments when Alfredo and Julia are
together, the thought of Esperanza looms in the background—
does she know? How will she react? What will happen now?
The sympathy only increases when they get married, for it is
clear that Alfredo is detached from her and is still harboring
feelings for Julia. While the end certainly evokes a feeling of
loss at Alfredo’s epiphany, it is the feeling of betrayal for
Esperanza that stays.

Barrot & Sipacio. (2017). Communicate Today ENGLISH for Academic &
Professional Purposes for SHS. Quezon City: C&E Publishing, Inc.

29
 MARXIST CRITICISM

This approach tries to unfold how socioeconomic status affects

hierarchy or conflicts involving social classes in the masterpiece
(Karl Heinrich Marx) .
Marxist criticism places a literary work within the context of
class and assumptions about class.

Marxist criticism thus emphasizes class, socioeconomic status,

power relations among various segments of society, and the
representation of those segments. 

30
 What is socioeconomic status?
> Socioeconomic status is the social standing or class
of an individual or group. It is often measured as a
combination of education, income and occupation.
> Examinations of socioeconomic status often reveal
inequities in access to resources, plus issues related
to privilege, power and control

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 MARXIST CRITICISM

This approach likewise attempts to answer the following

questions:
1. What are the differences between economic classes?
2. What conflict has arisen between the working class and the elite?
3. What implication may the socioeconomic system bring?
4. What social class has been emphasized and how was this portrayed
in the piece?

32
 advantages
• A strength of Marxism is that this theory analyses
power and conflict in society. It explains why there
is such an uneven distribution of power and wealth
between social classes.
• Marxism helps explain conflict and change.

33
 disadvantage
• Marxism overlooks alternative ideas that might
shape behavior. with a focus on class conflict, other
issues affecting behavior like gender, race and
individuals are not given attention.

34
Sample of Marxist Critique of “Dead Stars” by Paz
Marquez Benitez”
The imbalanced societal power play is evident in the
short story in the form of the treatment of the characters
based on their class. This is most easily evident in the
conversation between Alfredo and his fiancée. Esperanza,
about Calixta, their note-carrier who grew up in the latter’s
family. The scene depicts a parallelism in the circumstance of
Alfredo and his new love, Julia, and Calixta and her live-in
partner.

35
 However, while no one blatantly frowns upon the
budding relationship between Alfredo and Julia, except for
some whispered rumors that reached Esperanza, Calixta is
dubbed “ungrateful” to her master for doing such an act.
Alfredo does not have to answer to anyone for his
unfaithfulness, but Calixta is responsible not only for what
her family might think, but also for the members of her
master’s family. despite the same circumstances, the two
people are regarded differently based on their positions in
life.

Barrot & Sipacio. (2017). Communicate Today ENGLISH for

Academic & Professional Purposes for SHS. Quezon City: C&E
Publishing, Inc.
>  

36
 Other critical
approaches

37
1. Biographical Approach: Focuses on connection of
work to author’s personal experiences.
Understanding authors’ life can help in comprehending the work. This
aspect amplifies meaning and relevance of the text.
1. What aspects of the author’s personal life are relevant to this story?
2. Which of the author’s stated beliefs are reflected in the work?
3. Does the writer challenge or support the values of her
contemporaries?
4. What seem to be the author’s major concerns? Do they reflect any
of the writer’s personal experiences?
5. Do any of the events in the story correspond to events experienced
by the author?
6. Do any of the characters in the story correspond to real people?
38
2. Historical Approach: This approach focuses on
connection of work to the historical period in which it
was written; literary historians attempt to connect the
historical background of the work to specific aspects of
the work.

39
1. How does it reflect the time in which it was written?
2. How accurately does the story depict the time in which it is set?
3. What literary or historical influences helped to shape the form and
content of the work?
4. How does the story reflect the attitudes and beliefs of the time in
which it was written or set? (Consider beliefs and attitudes related to
race, religion, politics, gender, society, philosophy, etc.)

40
5. What other literary works may have influenced the writer?
6. What historical events or movements might have influenced this
writer?
7. How would characters and events in this story have been viewed by
the writer’s contemporaries?
8. Does the story reveal or contradict the prevailing values of the time in
which it was written? Does it provide an opposing view of the period’s
prevailing values?
9. How important is it the historical context (the work’s and the
reader’s) to interpreting the work?

41
3. Psychological Approach: This approach focuses on the psychology of
characters.

1. What forces are motivating the characters?

2. Which behaviors of the characters are conscious ones?
3. Which are unconscious?
4. What conscious or unconscious conflicts exist between the characters?
5. Given their backgrounds, how plausible is the characters’ behavior?
6. Are the theories of Freud or other psychologists applicable to this work?
To what degree?
7. Do any of the characters correspond to the parts of the tripartite self?
(Id, ego, superego)

42
8. What roles do psychological disorders and dreams play in this story?
9. Are the characters recognizable psychological types?
10. How might a psychological approach account for different responses
in female and male readers?
11. How does the work reflect the writer’s personal psychology?
12. What do the characters’ emotions and behaviors reveal about their
psychological states?
13. How does the work reflect the unconscious dimensions of the writer’s
mind?
14. How does the reader’s own psychology affect his response to the
work?
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4. Sociological Approach: This approach focuses on man’s
relationship to others in society, politics, religion, and business.
1. What is the relationship between the characters and their society?
2. Does the story address societal issues, such as race, gender, and class?
3. How do social forces shape the power relationships between groups or
classes of people in the story? Who has the power, and who doesn’t?
Why?
4.How does the story reflect the Great American Dream?
5. How does the story reflect urban, rural, or suburban values?
6. What does the work say about economic or social power? Who has it
and who doesn’t? Any Marxist leanings evident?
44
7. Does the story address issues of economic exploitation? What role
does money play?
8. How do economic conditions determine the direction of the
characters’ lives?
9. Does the work challenge or affirm the social order it depicts?
10. Can the protagonist’s struggle be seen as symbolic of a larger class
struggle?
How does the microcosm (small world) of the story reflect the
macrocosm (large world) of the society in which it was composed?
11. Do any of the characters correspond to types of government, such
as a dictatorship, democracy, communism, socialism, fascism, etc.?
What attitudes toward these political structures/systems are expressed
in the work?

45
5. Archetypal Approach: This approach focuses on connections to
other literature, mythological/biblical allusions, archetypal images,
symbols, characters, and themes.
1. How does this story resemble other stories in plot, character, setting,
or symbolism?
2. What universal experiences are depicted?
3. Are patterns suggested? Are seasons used to suggest a pattern or
cycle?
4. Does the protagonist undergo any kind of transformation, such as
movement from innocence to experience, that seems archetypal?
5. Are the names significant?

46
6. Is there a Christ-like figure in the work?
7. Does the writer allude to biblical or mythological literature? For what
purpose?
8. What aspects of the work create deep universal responses to it?
9. How does the work reflect the hopes, fears, and expectations of entire
cultures (for example, the ancient Greeks)?
10. How do myths attempt to explain the unexplainable: origin of man?
Purpose and destiny of human beings?

47
11. What common human concerns are revealed in the story?
12. How do stories from one culture correspond to those of another? (For example,
creation myths, flood myths, etc.)
13. How does the story reflect the experiences of death and rebirth?
14. What archetypal events occur in the story? (Quest? Initiation? Scapegoating?
Descents into the underworld? Ascents into heaven?)
15. What archetypal images occur? (Water, rising sun, setting sun, symbolic
colors)
16. What archetypal characters appear in the story? (Mother Earth? Femme Fatal?
Wise old man? Wanderer?)
17. What archetypal settings appear? (Garden? Desert?)
18. How and why are these archetypes embodied in the work?

48
6. Philosophical Approach: This approach focuses on themes, view of the world,
moral statements, author’s philosophy, etc.

1. What view of life does the story present? Which character best articulates this
viewpoint?
2. According to this work’s view of life, what is mankind’s relationship to God? To
the universe?
3. What moral statement, if any, does this story make? Is it explicit or implicit?
4. What is the author’s attitude toward his world? Toward fate? Toward God?
5. What is the author’s conception of good and evil?

6. What does the work say about the nature of good or evil?
7. What does the work say about human nature?
 
49
 WRITING
STRUCTURE

50
There has been no strict rules in terms of structure for it
varies depending on your teacher’s task requirements,
however, for uniformity purposes, let us generally use
the following parts below ranging from at least 250 to
750 words.

51
A. Introduction (Short paragraph/paragraph/s - one to three sentences
or more)
This must include the title of the material, the author, and your
assessment of the material.
For a short story, this part may also include the background
of the piece, your opinion and the thesis. The thesis includes
the subject, your opinion and your main point. For example:
 
SUBJECT: The Blind Assassin
OPINION: show’s Atwood’s skills as a writer
MAIN POINT/S: because of the visual imagery, the strong
characters and the memorable message.

52
B. Plot Summary/Description (Short paragraph/s –
one to three sentences or more) This involves the gist or
the description of the material. For a short story, this is
the understanding of plot or summary of the piece
examined.

53
C. Analysis and Interpretation/ Evaluation (One to three or more
paragraph/s)
In this phase you will retrieve the guiding questions of your
choice to include in your outlined discussion. It does not
necessarily mean that you will include all in one but rather
only those you think are needed depending on the arguments
or points you wanted to stress.

Likewise, though critical approaches are not exclusive and

may be used at the same time, it is better to focus and use at
least one among the many approaches.
For the formalist view for example, any among the character,
dialogue, setting, conflict, suspense, ending and plot would
speak by itself. Analysis of the poem for formalists may
involve imagery, sound, figurative language, language and
other elements.
54
D. Conclusion/Closing paragraph (One to three paragraphs)
At this point, you shall be able to link your thoughts reinforced
with your assessment in the introduction. If in any case it is
possible for you to compare the masterpiece to a similar work,
the better. Your recommendation depends on how you have
perceived the material observing all fair judgment and
appreciation.

55
For academic texts and researches the following parts may
be adopted:
STRUTURE FOR CRITIQUE OF ACADEMIC
TEXTS AND RESEARCHES
A. INTRODUCTION (around 5% of the paper)
This includes the title of the book/article/work, the
writer’s name and the thesis statement which will
preview your analysis.

56
B. SUMMARY (around 10%)
In this phase, objective or purpose must be cited.
Methods used if applicable could be included along with
major finding, claims, ideas or message highlighted in the
material. This also includes arguments and findings on the
material

57
C. REVIEW (around 75%)

In this phase, the following must be observed:

1. Appropriateness of methodology to support the arguments (for

books and articles) or appropriateness of mode of presentation (other
works) must be cited.

2. Theoretical soundness, coherence of ideas.

3. Sufficiency and soundness of explanation in relation to other
available information and experts.

58
4. It is likewise best to ask the following questions during this part:
a. Does the writer explicitly states his/her thesis statement?
b. What are the assumptions mentioned in the work? Are they explicitly
discussed? •
c. What are the contributions of the work to the field where it belongs?
d. What problems and issues are discussed or presented in the work? •
e. What kinds of information are presented in the work? How are
information used to support the arguments or thesis? •
f. 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 the
alternative ways of explanation?

59
D. CONCLUSION (around 10%)

1. Your overall impression of the work shall be stated.

2. Scholarly or literary value of the reviewed article, book, or
work
3. Benefits for the intended audience or field
4. Suggestion for future direction of research
5. Clarify and summarize judgments
6. Comment about why such research matters or what else
needs to be researched in the field.

60
 OTHER GUIDELINES in
Writing a REACTION PAPER,
REVIEW, & CRITIQUE

61
FOR ARTICLES OR JOURNALS
Show your agreement with the writer’s or creator’s ideas
and present an explanation for this agreement.

ON A GENERAL NOTE, your reaction paper’s conclusion

may focus on the following ideas. a. Did the work hold your
interest? b. Did the work annoy or excite you? c. Did the work
prompt you to raise questions to the author? d. Did the work
lead you to some realizations? e. Did the work remind you of
other materials that you have read, viewed or listened to in the
past?

Barrot & Sipacio. (2017). Communicate Today ENGLISH for Academic &
Professional Purposes for SHS. Quezon City: C&E Publishing, Inc.

>   62
 OTHER POINTS
TO CONSIDER
IN WRITING
 

63
1. Organization. Depending on the approach, you can
arrange paragraphs by points, strengths vs. weaknesses, or
topics. Your goal isn’t just to negatively criticize a book
but also point out what the author did well.

2. Writing techniques and style. In evaluating a book, don’t

forget to mention these points. Discuss how effectively (or
not) the author used stylistic devices to prove his ideas.

3. Evidence. Describe what types of arguments the

author used. Were they logical and appropriate? Don’t
forget to explain why the evidence supports your
point.

64
4. Usefulness. Discuss what the book adds to understanding
its topic. Is it useful? Does it present ideas in original and
engaging ways? How does it address the core aspects of
society?

5. Examples. Support every argument of your critique with

examples. You can’t just write that the book was boring;
provide a quote as evidence and explain why it does not
appeal to you.

65
Thank you!

66