Republic of the Philippines

Department of Education
Region V
SCHOOLS DIVISION OF SORSOGON
BULAN NATIONAL HIGH SCHOOL

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

LEARNING ACTIVITY SHEET 6-2nd Semestral-Q1

Name of the Student: _______________________________________

Grade & Stand: _____________________________ Date: ___________________

I. LEARNING SKILLS FROM MELCs

✔use appropriate critical approaches in writing a critique such as formalism, feminism, etc.

II. PRELIMINARIES
A. WRITING WARM UP
“My Emoji, My thoughts”

DRAW YOUR EMOJI!!

Choose at least two items/pictures of your choice. All you have to do is to weigh your
thoughts and draw the feeling towards the picture/s 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. (Note: A space below is provided for you to write your
chosen item correspondingly with your thought/s. Observe proper writing norms as
much as possible. The first one is done for you.)

Sample Answer: I have chosen item 1

My emoji is __(___) happy
Stephen Curry of Golden State Warriors is my favorite NBA Basketball player. I
admire him so much because I am a basketball player and a fan too. For me, he is the
best. Simply because, I know that he has been a six-time NBA All Star and a most
valuable player twice. He has been dubbed the greatest shooter of all time. More than
that, personality wise, he is also kind of a person you will respect. I can’t say anything
bad about him but a mere admiration.

My answer: I have chosen item _______

My emoji for this item is _______
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________

B. FIND THE TRUTH

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:_______________________________________________________

III. LEARNING ABOUT IT

WHAT IS A CRITIQUE?
Critique is derived from ancient Greek (“kritike”). It is defined as a careful
judgment in which you shape your opinion about the strengths and weaknesses of a
piece of writing or work of art.
Depending on the instruction of your teacher, its length may vary from 100 to
750 words or more. It is not a summary of the piece, rather, it is the critical
evaluation to further understand validity, worth, effect, use of the material that
interests readers, and/or the recommendation or appeal for further appreciation.
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. Proper
and acceptable reasons or proofs are necessary to ensure quality and substance of the
opinions you have cited which reinforces relevant persuasion.
After all, writing a critique paves to a better understanding and for you to
respond in a more analytic, balanced, and convincing manner.
Critical Approaches in Writing a Critique
Since writing a critique requires a thorough, careful presentation, and weighing
of arguments, it is necessary to use a lens or a systematic and critical analysis to
serve your purpose in writing. One approach may be enough, however, it is not
merely exclusive with other approaches. You may use one or a mixture of approaches
depending on the length and depth of your critique. However, it is still easier for a
beginner to simply focus with one approach.
Hereunder are critical writing approaches you may choose from depending on
your interests and needs.
1. FORMALISM OR NEW CRITICSM
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. Outside
information regarding the author, society of the time, politics or any other external
context are no longer needed. The text is independent. It has a fixed meaning. It is
timeless and universal.
On the aforesaid principles, formalism requires a close and intent reading of the
text concentrating on the relationships within the text that showcases its distinct
characteristics or form.
 As you write your working outline framing your critique’s main points, you may
include as much as you could or whatever necessary using the following guide
questions:
1. What is the title, setting, other elements etc. and to what extent it is symbolic? 2.
What kind of language does the author use?
3. How is the work’s structure unified?
4. How do various elements of the work reinforce its meaning?
5. What recurring patterns (repeated or related words, images, etc.) can you find?
What is the effect of these patterns or motifs?
6. How does repetition reinforce the theme(s)?
7. How does the writer’s diction reveal or reflect the work’s meaning?
8. What is the effect of the plot, and what parts specifically produce that effect? 9.
What figures of speech are used? (metaphors, similes, etc.)
10. Note the writer’s use of paradox, irony, symbol, plot, characterization, and style of
narration.
11. What effects are produced? Do any of these relate to one another or to the theme?
12. Is there a relationship between the beginning and the end of the story?
13. What tone and mood are created at various parts of the work?
14. How does the author create tone and mood? What relationship is there between
tone and mood and the effect of the story?
15. How do the various elements interact to create a unified whole?
16. What is the argument or thesis?
17. Who is telling the story in the piece?
Try to intently read the sample critique below. You will notice that the critique
written embodies some of the questions cited above.
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. 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.
Barrot & Sipacio. (2017). Communicate Today ENGLISH for Academic & Professional
Purposes for SHS. Quezon City: C&E Publishing, Inc.
2. FEMINISM
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.
The following guide questions are helpful in framing you’re working outline
using the feministic point of view:
1. How are women’s lives portrayed in the work?
2. Is the form and content of the work influenced by the writer’s gender?
3. How do male and female characters relate to one another? Are these relationships
sources of conflict? Are these conflicts resolved?
4. Does the work challenge or affirm traditional views of women?
5. How do the images of women in the story reflect patriarchal social forces that have
impeded women’s efforts to achieve full equality with men?
6. What marital expectations are imposed on the characters? What effect do these
expectations have? 7. What behavioral expectations are imposed on the characters?
What effect do these expectations have?
8. If a female character were male, how would the story be different (and vice versa)?
9. How does the marital status of a character affect her decisions or happiness? 10.
How does culture view women vs. men?
11. How is the relationship between men and women portrayed?
12. What are the power relationships between men and women (or characters
assuming male/female roles)?
13. Do characters take on traits from opposite genders? How so? How does this
change others’ reactions to them?
14. What does the work reveal about the operations (economically, politically, socially,
or psychologically) of patriarchy?
15. What does the work imply about the possibilities of sisterhood as a mode of
resisting patriarchy?
16. What role does the work play in terms of women's literary history and literary
tradition?
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.
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.
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.
3. READER RESPONSE
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.
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.
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.
4. MARXIST CRITICISM
This approach tries to unfold how socioeconomic status affects hierarchy or
conflicts involving social classes in the masterpiece. 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?
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.
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.
OTHER APPROACHES
6. 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?
7. 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. 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.) 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?
8. 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) 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?
9. 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? 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?
10. 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? 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? 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?
11.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?
WRITING STRUCTURE
Since our focus is on the appropriate use of critical approaches in writing a critique,
our outputs must likewise be more on critiquing a piece of literature like a short story,
a poem, a novel and other literary genre. In this accord, let us denote salient
structures and parts appropriate to include in the output along with the outlined
questions you have included. 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 100 to 750 words. Remember that the heart of your critique shall focus on
its strengths and weaknesses and to relay how effective is the material.
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.

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.
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.
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.
Note: The length and the depth of your critique depends on the task required to you.
Two to three paragraphs could even be possible to include all the parts cited above.

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.
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
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. It is likewise best to ask the following
questions during this part: a. What are the assumptions mentioned in the
work? Are they explicitly discussed? • What are the contributions of the work to the
field where it belongs? b. What problems and issues are discussed or
presented in the work? • What kinds of information are presented in the work?
c. How are information used to support the arguments or thesis? • Are there other
ways of supporting the arguments or thesis aside from the information used in the
work? Is the author or creator silent about the alternative ways of explanation?
d. Discuss the article’s pros and cons and state your opinion about its clarity and
accuracy. Use the data and examples from the article to support your arguments.
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.
OTHER GUIDELINES in Writing a REACTION PAPER, REVIEW, & CRITIQUE
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.
OTHER POINTS TO CONSIDER IN WRITING
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.
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.
IV. LET US PRACTICE
“MY CRITICAL WRITING QUESTIONS, MY APPROACH”
Direction/s: Read and analyze the adapted sample critique below. Write the
guiding critical approach questions used by the writer and determine the approach
used. Use the writing space BELOW provided for you.
A Rose for Emily By William Faulkner
“A Rose for Emily” is a story that sets you to difficulty at first, but to a moment of
wander and excitement as you started to go in depth on the details.
The narration of “A Rose for Emily” is written in the first person, or as if a member of
the community. Using phrases such as, “we did not say she was crazy then” made the
story believable, as if it actually happened, rather than a third person narrative most
fiction stories use.
The imagery Faulkner presented in this story gives off a setting in the old south.
Words such as “tradition,” “generation, and “sort of hereditary obligation” contribute
to an old southern feel. Even though the story is written as if it were told by a member
of the community, the imagery is fitting since Faulkner himself is from Mississippi
during the Civil War.
The old feel of the story is suitable, since “A Rose for Emily” begins and ends with her
death. The old-timey feel aids the reader in realizing that they are reading a story
which switches back and forth over the main characters life.
The plot of “A Rose for Emily” jumps back and forth in non-chronological order. This
method of storytelling delivers an immense element of surprise at the end of the story.
The narration also ties into the element of surprise at the end of the story.
Since the story is read as if a member of society were writing at present, there is very
little way the reader could predict the end of the story until further reading. For
example, in the story Emily purchases poison and the members of the community
were certain “she will kill herself”. Later, Emily’s cousins report to the community
“that she had bought a complete outfit of men’s clothing, including a nightshirt”.
However, if the events of the story were reversed in order, it would be easier for the
reader to conclude what actually happened – that Emily murdered Herbert with rat
poison.
I think that “A Rose for Emily” is indeed a piece of art. Faulkner won a Nobel Peace
Prize in literature, and I can certainly see why.
The story was at first slightly confusing as far as the plot goes, but as the story
developed the plot became more apparent. Even if the plot were understood from the
beginning, Faulkner has a strong command of English, creating wonderful scenes of
imagery and I was able see everything that was being described in the story vividly.
“MY CRITICAL WRITING QUESTIONS, MY APPROACH”
My answer/s: It’s writing time!
As I analyzed the example above, the critical guiding questions used by the writer are
the following:
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3.____________________________________________________________________________
4. ____________________________________________________________________________
5.____________________________________________________________________________
 With the questions you have written, what approach did the writer use?

V. EVALUATION
Read the excerpt below and write on your notebook the critical approach used.
1. What critical approach is employed on the excerpt cited below?
a. Feminism c. Marxist b. Biographical d. Readers Response
Your love is like the sun,
That lights up my whole world
I feel the warmth inside;
Your love is like the river,
That flows down through my veins
I feel the chill inside;

Excerpt of a Critique:
It has a sestet stanza or six lines in a stanza, it’s lyrical because it shows strong
feelings and thoughts. It shows no rhyme (a, b, c, d, e, c). It is a hexameter consisting
of six number of feet and it shows repetition of phrases. The repetition is intently
used to evoke a strong feeling.
2. a. Psychological approach c. Historical/Marxist b. Formalism
d. Feminist
Sample excerpt critique:
The poem explores the concept of justice and how it is applied in the Philippine
Society today compared to our times in the past. Although it is about the Supreme
Court in particular, it also reflects other problems in the Philippine Government. For
example the use of money and power by government officials to cover up their
mistakes in public. Evident in the content, we can say at present that checks and
balances in the Philippine Government to some extent are still alive and well, however,
there are loopholes at some circumstances apparent or observable today. 3.
a. Biographical c. Historical
b. Formalism d. Feminist
Sample Excerpt:
The piece begins from a thought how happy life is. The experiences of the main
character the moment he was born depicts a remarkable good life. Contentment as it
may seem are repeated expressed in the piece. However, a twist seems to unfold the
mask behind happy faces, happy moments and happy life. It is an exactly opposite of
reality as hinted by some contradicting thoughts by the speaker. This I think is very
much possible because the main character it seems is the author himself.
REFERENCE

Pio T. Teleg JR.(2021). “Use Critical Approaches in Writing a Critique Such as

Formalism, Feminism, etc.”. English for Academic and Professional Purposes Module,
Quarter 1-Module 6. DepEd Region V.
Prepared by English for Academic and Professional Purposes Teachers:

MYKA G. DE GUZMAN

RUSHELLE C. FUNDANO

ARLYN R. GOJIT

Checked and Reviewed by:

AILEEN E. PAREDES
Subject Group Head

Noted:

MARIVIC A. AŇONUEVO
ASP II – SHS Academics

Approved:

SALVE E. FERRERAS
Principal III

Republic of the Philippines

Department of Education
Region V
SCHOOLS DIVISION OF SORSOGON
 BULAN NATIONAL HIGH SCHOOL

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

2nd Semester Q1 Week 6 Summative 6

Name: ____________________________________ Date: __________________
Grade & Strand: ____________________________

Directions: Multiple Intelligences: “My Thought, My Feel” Research and choose at least one of
the masterpieces of Edgar Allan Poe, Emily Dickenson or Angela Manalang Gloria. Decide the
approach that you will use. Write a short critique on a piece of bond paper and draw a
background scene which will depict your personal feel to the poem. Be guided with the rubric
below in rating your work.

Your Critique Writing Rubric

Critique Structure: (Note: Depending on your performance, your teacher may device a scoring
rubric suited for you.)
2. Introduction (Short paragraph/paragraph/s - one to three sentences or more)
Introduction Statement (include Title, author, your opinion) 5points
Your thesis 5points
II. 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. 10 points

III. Analysis and Interpretation/Evaluation (One to three paragraph/s)

Your Critique 50 points
IV. Evaluation/Conclusion/Closing paragraph (One to three paragraphs) 10 points V.
Background drawing / Relatedness/Synchronicity 20 points
_________________________
100 points/percent/10 points