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English
Quarter 3 – Module 5:
Composing an Independent Critique of a
Chosen Selection
English – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 5: Composing an Independent Critique of a Chosen Selection
First 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 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 book 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 – Region III


Regional Director: May B. Eclar, PhD, CESO III
Assistant Regional Director: Rhoda T. Razon, EdD, CESO IV

Development Team of the Module


Author: Lea R. Marcelo
Editor: Estrelita B. Ortiz
Reviewer: Marlyn Gerio, Glenn Agustin, Aisee Almario,
Erwin Iruma, Roland Suarez
Illustrator: Lea R. Marcelo
Layout Artist: Lea R. Marcelo
Management Team:
Librada M. Rubio, PhD
Ma. Editha R. Caparas, EdD
Ramil G. Ilustre, PhD
Veronica B. Paraguison, PhD
Sheralyn E. Allas, RGC, PhD
Marcos C. Vizon

Printed in the Philippines by Department of Education – Region III

Office Address: Diosdado Macapagal Government Center, Maimpis,


City of San Fernando (P)
Telefax: (045) 598-8580 to 89; (045) 402-7003 to 05
E-mail Address: region3@deped.gov.ph
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English
Quarter 3 – Module 5:
Composing an Independent Critique of a
Chosen Selection
Introductory Message
For the facilitator:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module on


Composing an Independent Critique of a Chosen Selection
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 the English 10 Alternative Delivery Mode (ADM) Module on


Composing Independent Critiques of a Chosen Selection

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action, and purpose. Through our hands we may learn, create,
and accomplish. 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.

What I Have Learned This includes questions or blank


sentence/paragraph to be filled into 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.

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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 instructions 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

Every day, you get to encounter information that may not be clearly stated,
and you are put to situations where questions cannot be answered immediately.
To help you develop your critical thinking and literacy skills, this module
was designed and written with you in mind. The scope of this module permits it to
be used in many different learning situations, especially in the new normal
education. 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 textbook you are now
using.

The module is divided into two lessons, namely:


• Lesson 1 – Cohesive Devices
• Lesson 2 – Writing an Independent Critique

After going through this module, you are expected to:


1. expand ideas using principles of cohesion.
2. identify the steps in writing an independent critique.
3. compose an independent critique of a specific selection.

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What I Know

This part serves as a pre-test which will determine your background and prior
knowledge about the lesson to be discussed.

Directions: Answer the following questions to test your prior knowledge regarding
the topics. Write only the letter of your answer on a separate sheet of paper.

________ 1. What piece of writing helps in analyzing a specific text?


A. Essay B. Critique C. Editorial D. Argumentative

________ 2. What is the aim of an independent critique?


A. To summarize the original text
B. To prove how flawed the text is
C. To analyze how well the points in the article are made
D. To make an argument with a specific topic

________ 3. Which states how critiques benefit the writer of the text?
A. Helping the writer to make his work better
B. Encouraging the writer to pursue a different line of work
C. Giving the writer concrete ideas for a new text
D. Helping the writer provides basis to their work

________ 4. Which is the first step in writing a critique?


A. Read and understand the text.
B. State a conclusion as well as reasons for it.
C. Review the ideas and their flow in the text.
D. Orient the reader regarding the text.

________ 5. Which is the final step in writing a critique?


A. State a conclusion as well as reasons for it.
B. Read and understand the text.
C. Review the ideas and their flow in the text.
D. Orient the reader regarding the text.

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Lesson
Cohesive Devices
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Every day, you get to encounter information that may not be clearly stated,
and you are put to situations where questions cannot be answered immediately. In
this case, you are forced to make meanings out of it. Same is true when you read,
you encounter words that may be unfamiliar, and you see the need to unlock them
to fully comprehend the text.

For this lesson, you will learn how to use the different cohesive devices which
are useful in writing and composing independent critiques from a given material.

What’s New

Directions: This part serves as a test which will determine your background and
prior knowledge about the lesson that we are going to tackle. Write your answer on
a separate sheet of paper by filling in the blank spaces with suitable cohesive devices
from the lists given at the end of each passage.

PASSAGE 1

One of the most wonderful inventions of modern times is television. It is now


possible to sit in the comfort of one’s home (1) ___________ watch on a screen events
(2) __________ are happening hundreds of miles away. We can (3) ___________ get
entertainment from films, dances, plays and sports (4) ___________ are shown on the
screen. It is difficult to imagine (5) ___________ life would be like without television.
https:// 5d10180863cc6c001b12390b/cohesive-devices

[what, and, because, also, that, which]

PASSAGE 2
The methods of reading usually differ in accordance with the contents of
books, (6) __________ all books should be read with equal seriousness. Amusement
is not the main objective of reading a good book, (7) __________ it is a novel or a
biography or a drama, always deals with some aspect of knowledge (8) __________
helps us to know life better. It is (9) __________ said (10) __________ books are the best
teachers. https:// 5d10180863cc6c001b12390b/cohesive-devices

[since, therefore, but, whether, and, that]

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What is It

When sentences, ideas, and details fit together clearly, readers can follow
along easily, and the writing is coherent. The ideas tie together smoothly and clearly.
To establish the links that readers need, you can use the methods listed here. Note
that good writers use a combination of these methods. Do not rely on and overuse
any single method – especially transitional words.

COHESIVE DEVICES
Cohesive Devices are words or phrases used to connect ideas between different
parts of text.
Writers use transitional words and phrases to achieve a clear, logical flow of
thought from sentence to sentence and from paragraph to paragraph. Listed below
are some of the techniques that help the reader follow the writer’s train of thought.

1. Repetition of a Key Term or Phrase - This helps to focus your ideas and to
keep your reader on track.

Example:

The problem with contemporary art is that it is not easily understood


by most people. Contemporary art is deliberately abstract and that means it
leaves the viewer wondering what she is looking at.

2. Synonyms - Synonyms are words that have essentially the same meaning, and
they provide some variety in your word choices, helping the reader to stay
focused on the idea being discussed.

Example:

Myths narrate sacred histories and explain sacred origins. These


traditional narratives are, in short, a set of beliefs that are a real force in the
lives of the people who tell them.

3. Pronouns - This, that, these, those, he, she, it, they, and we are useful pronouns
for referring to something previously mentioned. Be sure, however, that what you
are referring to is clear.
Example:

When scientific experiments do not work out as expected, they are often
considered failures until some other scientists try them again. Those that work
out better the second time around are the ones that promise the most rewards.

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4. Transitional Words - There are many words in English that cue our readers
to relationships between sentences and joining sentences together. The words
such as however, therefore, in addition, also, but, moreover, etc.

Example:

I like autumn, yet autumn is a sad time of the year, too. The leaves
turn bright shades of red and the weather is mild, but I cannot help thinking
ahead to the winter and the ice storms that will surely blow through here. In
addition, that will be the season of chapped faces, too many layers of clothes
to put on, and days when I will have to shovel heaps of snow from my car's
windshield.

Note that transitional words have meaning and are not just used at
beginnings of sentences. They can also be used to show relationships between
different parts of the same sentence. As mentioned above they cue readers on
the relationships between sentences/clauses. If you use the wrong transitional
word, then you confuse your reader. It would be better if you will not use any
transitional word rather than the wrong one.

Furthermore, you do not need a transitional word at the beginning of


each sentence.

5. Sentence Patterns - Sometimes, repeated or parallel sentence patterns can help


the reader follow along and keep ideas tied together.

Example: (from a speech by President John F. Kennedy)

And so, my fellow Americans: ask not what your country can do for
you--ask what you can do for your country.

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Lesson
Writing an Independent Critique
2

QUICK WRITES!

Critiquing is an in-depth evaluation of the story for the purpose of giving the
reading public insight into a certain story or write-ups. Writing critique requires you
to reassemble the elements in such a way that your intended audience has a better
understanding of the story’s strengths, weaknesses, and highlights.

What is a critique?
A critique is a genre of academic writing that briefly summarizes and critically
evaluates a work or concept. Critiques can be used to carefully analyze a variety of
works such as:
• Creative works – novels, exhibits, film, images, and poetry
• Research – monographs, journal articles, systematic reviews, and theories
• Media – news reports and feature articles

Like an essay, a critique uses a formal, academic writing style and has a clear
structure, namely: an introduction, a body, and a conclusion. The body of a critique
includes a summary of the work and a detailed evaluation. The purpose of an
evaluation is to gauge the usefulness or impact of a work in a particular field. Lastly,
the conclusion includes the overall evaluation of the work.

How to write a critique


Before you start writing, it is important to have a thorough understanding of
the work that will be critiqued.
• Study the work under discussion.
• Make notes on key parts of the work.
• Develop an understanding of the main argument or purpose being expressed
in the work.
• Relate the work to a broader issue or context.
• Verify claims of the work.

Features of a Critique
There are a variety of ways to structure a critique. The following template,
which showcases the main features of a critique, is provided as one example.

1. Introduction
Typically, the introduction is short (less than 10% of the word length) and you
should:
• Name the work being reviewed as well as the date it was created and the
name of the author/creator.

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• Describe the main argument or purpose of the work.
• Explain the context in which the work was created. This could include the
social or political context, the place of the work in a creative or academic
tradition, or the relationship between the work and the creator’s life
experience.
• Have a concluding sentence that signposts what your evaluation of the work
will be. For instance, it may indicate whether it is a positive, negative, or
mixed evaluation.

2. Summary
Briefly summarize the main points and objectively describe how the creator
portrays these by using techniques, styles, media, characters, or symbols. The
summary should not be the focus of the critique and is usually shorter than the
critical evaluation.

3. Critical Evaluation
This section should give a systematic and detailed assessment of the different
elements of the work, evaluating how well the creator was able to achieve the purpose
through these.

Work Criteria
Plot Structure Characterization and setting of a novel
Composition of painting Brush strokes, color and light
Subject selection, design of the experiment, analysis
Research Project
of data and conclusions

A critical evaluation does not simply highlight negative impressions. It should


deconstruct the work and identify both strengths and weaknesses. It should examine
the work and evaluate its success considering its purpose.

Examples of key critical questions that could help your assessment:


• Who is the creator? Is the work presented objectively or subjectively?
• What are the aims of the work? Are the aims achieved?
• What techniques, styles and media are used in the work? Are they effective
in portraying the purpose?
• What assumptions underlie the work? Do they affect the validity?
• What types of evidence or persuasion are used? Has evidence been
interpreted fairly?
• How is the work structured? Does it favor a particular interpretation or point
of view? Is it effective?
• Does the work enhance understanding of key ideas or theories? Does the
work engage (or fail to engage) with key concepts or other works in its
discipline?

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This evaluation is written in formal academic style and logically presented.
Group and order your ideas into paragraphs. Start with the broad impressions first
and then move into the details of the technical elements. For shorter critiques, you
may discuss the strengths of the works, and then the weaknesses. In longer critiques,
you may wish to discuss the positive and negative points of each key critical question
in individual paragraphs.
To support the evaluation, provide evidence from the work itself, such as a
quote or example, and you should also cite evidence from related sources. Explain
how this evidence supports your evaluation of the work.

4. Conclusion
This is usually a brief paragraph, which includes:
• a statement indicating the overall evaluation of the work;
• a summary of the key reasons identified during the critical evaluation, why
this evaluation was formed; and
• in some circumstances, recommendations for improvement on the work may
be appropriate.

5. Reference List
Include all resources cited in your critique.

Checklist for a critique


Have I:

____ mentioned the name of the work, the date of its creation, and the name of the
creator;

____ accurately summarized the work being critiqued;

____ mainly focused on the critical evaluation of the work;

____ systematically outlined an evaluation of each element of the work to achieve


the overall purpose;

____ used evidence, from the work itself as well as other sources, to support and
illustrate my assessment of elements of the work;

____ formed an overall evaluation of the work, based on critical reading;

____ used a well-structured introduction, body, and conclusion; and

____ used correct grammar, spelling, punctuation, clear presentation, and


appropriate referencing style.

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What’s More

Directions: Complete the paragraph below by filling in the blank spaces with the
suitable transitional devices from the lists given at the end of each passage. Write
your answers on a separate sheet of paper.

PASSAGE 1

Many tribal parents are unable to feed their children (1) __________ they have
no land to till. (2) __________ hundreds of women are facing similar situations.
(3) __________ the land records do not have the names of wives; they sell the land
(4) __________ use a large part of the money to buy liquor. (5) __________ they are not
judicious in spending money. https:// 5d10180863cc6c001b12390b/cohesive-devices

[and, while, in fact, as, since, moreover, because]

PASSAGE 2

I am called the Safety Equipment Officer. It may sound like an impressive title,
(6) __________ it is not a very accurate description of what I do. My main job is to
provide protective clothing, (7)__________ overalls, helmets and so on. I estimate what
the different departments will need and (8) __________ I order it from the suppliers.
(9) __________ I make sure that the various departments have everything they want.
(10) __________ stationary is also my responsibility. https:// 5d10180863cc6c001b12390b/cohesive-
devices

[However, That, But, Such as, Then, Because, In this way]

What I Have Learned

Now, let us review what you have learned by stating why we write critiques.
Write your answers on a separate sheet of paper.

Why do we write critiques? State three (3) reasons.

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

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What I Can Do

Directions: Clip and mount an article from a newspaper. Carefully analyze the
article and critique the article with 3-5 paragraphs. Use another sheet of paper for
your critique. Refer to the rubric below.

RUBRIC
CRITERIA 10 8 6 4
Focus & There is one There is one There is one The topic and
Details clear, well- clear, well- topic. main ideas are
focused topic. focused topic. Main ideas are not clear.
Main ideas are Main ideas are somewhat
clear and are clear but are not clear.
well supported well supported
by detailed and by detailed
accurate information.
information.
Organizati The introduction The introduction The There is no
on is inviting, states states the main introduction clear
the main topic, topic and states the main introduction,
and provides an provides an topic. A structure, or
overview of the overview of the conclusion is conclusion.
critique. critique. A included.
Information is conclusion is
relevant and included.
presented in a
logical order. The
conclusion is
strong.
Sentence All sentences are Most sentences Most sentences Sentences are
Structure, well constructed are well are well difficult to
Grammar, and have varied constructed and constructed, understand.
& structure and have varied but they have a The author
Spelling length. The structure and similar makes 6 or
author makes no length. The structure and more
inconsistencies author makes 1- length. The inconsistencie
in grammar and 2 author makes s in grammar
spelling. inconsistencies 3-5 and spelling
in grammar, and inconsistencies that interfere
spelling, but in grammar with
they do not and spelling understanding
interfere with that interfere .
understanding. with
understanding.

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Assessment

A. Directions: Rearrange the steps before writing an individual critique. Write the
corresponding letter to arrange the steps chronologically. Write your answers on a
separate sheet of paper.

A. Develop an understanding of the main argument or purpose being expressed in


the work.
B. Consider how the work relates to a broader issue or context.
C. Review the ideas and their flow in the text.
D. Study the work under discussion.
E. Verify claims of the work.

B. Directions: Read each item carefully and answer the following by writing the letter
of your answer. Write your answers on a separate sheet of paper.

1. Which of the following cohesive devices are used essentially to provide variety of
words to avoid repetitions?
A. Repetition of a key term/phrase C. Pronouns
B. Synonyms D. Transitional Words
2. Which of the following are used to cue readers with the relationship between
sentences?
A. Repetition of a key term/phrase C. Pronouns
B. Synonyms D. Transitional Words
3. Which of the following cohesive devices are used to help readers follow along and
keep ideas together?
A. Sentence Patterns C. Pronouns
B. Synonyms D. Transitional Words
4. Which of the following cohesive devices are used to avoid repetitions on the subject
and usually are used for referring to something mentioned?
A. Sentence Patterns C. Pronouns
B. Synonyms D. Transitional Words
5. Which of the following cohesive devices are used to help in emphasizing and
focusing with the ideas presented?
A. Sentence Patterns C. Repetition of a key term/phrase
B. Synonyms D. Transitional Words

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Additional Activities

Directions: From the independent critique you have made in “What I Can Do”
complete the table below and refer to the rubric presented to analyze and check the
critique you have written.

Statements Details from Citations


from the the Article Paragraph No. Line No. Others
Critique

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Assessment
A.
1. D
2. B
3. C
4. A
What I Have
5. E
Learned
B.
- Answers may vary
1. B
2. D
What I Can Do
3. A
4. B
- Answers may vary
5. C
What’s More What’s New What I Know
1. As 1. And 1. B
2. In fact 2. That 2. C
3. Moreover 3. Also 3. A
4. And 4. Which 4. B
5. Since 5. What 5. A
6. But 6. Therefore
7. Such as 7. Whether
8. Then 8. And
9. In this 9. But
10.That
10. However
Answer Key
References

O'Regan, David (2002). Cohesive Devices. Retrieved on January 4, 2021 from


http://home.ku.edu.tr/~doregan/writing/cohesion.html

Duke Graduate School Scientific Writing Resource (2021). Lesson 2: Cohesion,


Coherence, and Emphasis. Retrieved from
https://sites.duke.edu/scientificwriting/lesson-2-cohesion-coherence-and-
emphasis/

Citadel.edu. Cohesive devices retrieved from:


https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.citad
el.edu/root/images/academic_support_center/cohesive%2520devices.pdf&ve
d=2ahUKEwi_6PnbpZfuAhWByosBHbQjDOsQFjAeegQIGxAB&usg=AOvVaw10
oacLhOcOEM0Sf8kO0bbH&cshid=1610485701893

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License


(Last modified: 23-Jun-2020). Retrieved on January 4, 2021; from
https://www.citewrite.qut.edu.au/write/critique.html

For inquiries or feedback, please write or call:

Office Address: Diosdado Macapagal Government Center,


Maimpis, City of San Fernando (P)
Telefax: (045) 598-8580 to 89;(045) 402-7003 to 05
E-mail Address: region3@deped.gov.ph

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