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    English 10 Quarter 3 Summative Test 3 and Performance Task 3

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    Ella Batilona
    - The document is a summative test for an English 10 class that assesses students' understanding of literary criticism approaches and genres of writing. - It contains 10 multiple choice questions testing the students' ability to identify different literary criticism approaches being used to analyze works and differentiate between argument structures. - The test covers topics like analyzing movies using DepEd core values, identifying approaches used to critique novels, and distinguishing between essay genres.

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    English 10 Quarter 3 Summative Test 3 and Performance Task 3

    Uploaded by

    Ella Batilona
    182 views4 pages
    - The document is a summative test for an English 10 class that assesses students' understanding of literary criticism approaches and genres of writing. - It contains 10 multiple choice questions testing the students' ability to identify different literary criticism approaches being used to analyze works and differentiate between argument structures. - The test covers topics like analyzing movies using DepEd core values, identifying approaches used to critique novels, and distinguishing between essay genres.

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    - The document is a summative test for an English 10 class that assesses students' understanding of literary criticism approaches and genres of writing. - It contains 10 multiple choice questions testing the students' ability to identify different literary criticism approaches being used to analyze works and differentiate between argument structures. - The test covers topics like analyzing movies using DepEd core values, identifying approaches used to critique novels, and distinguishing between essay genres.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    182 views4 pages

    English 10 Quarter 3 Summative Test 3 and Performance Task 3

    Uploaded by

    Ella Batilona
    - The document is a summative test for an English 10 class that assesses students' understanding of literary criticism approaches and genres of writing. - It contains 10 multiple choice questions testing the students' ability to identify different literary criticism approaches being used to analyze works and differentiate between argument structures. - The test covers topics like analyzing movies using DepEd core values, identifying approaches used to critique novels, and distinguishing between essay genres.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    ZAMBOANGA DEL NORTE NATIONAL HIGH SCHOOL

    English 10
    Quarter 3 Summative Test 3

    Name: _________________________________ Grade 10 _________________ Score: ______/10


    Directions: Write the letter that best answers the given question.

    Module 5

    _____ 1. After watching the 20th Century Fox movie, Avatar, your teacher tasked you to
    cite and critique scenes where DepEd’s core values (maka-Diyos, makatao,
    makakalikasan, and makabansa) were depicted. How did you critique the movie?

    A. Historical Criticism C. Reader-Response Criticism


    B. Moralist Criticism D. Structuralist or Formalist Criticism

    _____ 2. Which of the literary criticism approaches is exemplified in the excerpts from
    Luis H. Francia’s “Introduction to Jose Rizal’s Noli Me Tangere”?

    Written in Spanish and published in 1887, José Rizal’s Noli Me Tangere played a
    crucial role in the political history of the Philippines. Drawing from experience, the
    conventions of the nineteenth-century novel, and the ideals of European liberalism, Rizal
    offered up a devastating critique of a society under Spanish colonial rule.
    Using satire brilliantly, Rizal creates other memorable characters whose lives
    manifest the poisonous effects of religious and colonial oppression. Capitan Tiago; the
    social climber Doña Victorina de Espadaña and her toothless Spanish husband; the
    Guardia Civil head and his harridan of a wife; the sorority of devout women; the
    disaffected peasants forced to become outlaws: in sum, a microcosm of Philippine
    society. In the afflictions that plague them, Rizal paints a harrowing picture of his
    beloved but suffering country in a work that speaks eloquently not just to Filipinos but
    to all who have endured or witnessed oppression.
    - https://www.penguinrandomhouse.com/books/291131/noli-me-tangere-touch-me-not-by-jose-rizal/9780143039693/readers-guide/

    A. Historical Criticism C. Reader-Response Criticism


    B. Moralist Criticism D. Structuralist or Formalist Criticism

    _____ 3. Which of the following concerns with the analysis of the clash of opposing social
    classes in society, namely; the ruling class (bourgeoisie) and the working
    class (proletariat) as it shaped the events that transpired in the story?

    A. Feminist Criticism C. Psychological Criticism


    B. Marxist Criticism D. Structuralist or Formalist Criticism

    _____ 4. After you had watched Disney’s Raya and the Last Dragon, your teacher tasked
    you to critique the movie’s elements, namely: the characters, setting, point of view,
    plot, conflicts, theme, and dialogues. How did you critique the movie?

    A. Feminist Criticism C. Psychological Criticism


    B. Marxist Criticism D. Structuralist or Formalist Criticism
    _____ 5. Which of the literary criticism approaches is exemplified in the quoted statements
    below?

    “Patriarchy, according to Joe Santillan of the University of California, is a


    system where male-dominated structures and social arrangement cause
    oppression of women. This is exhibited in Cinderella through the concept of her
    living ‘happily ever after’ after getting married to the prince. In this context,
    Cinderella fulfills the damsel in distress archetype whereas the prince is
    represented as the hero, regardless of the fact that he had no role to play in her
    initial rebellion from her family and her will to change her situation. The story is
    wrapped up as if her deep-rooted issues disappeared through the arrival of the
    male figure.”
    -https://www.sutori.com/story/

    A. Feminist Criticism C. Psychological Criticism


    B. Marxist Criticism D. Structuralist or Formalist Criticism

    Module 6

    _____ 6. What is a genre of writing that requires the student to investigate a topic, collect,
    generate, and evaluate evidence, and establish a position on the topic in a concise
    manner?
    A. Argumentative Essay C. Expository Essay
    B. Descriptive Essay D. Narrative Essay

    Types of Argument Structure


    A B C
    1. Introduce the problem. 1. Claim or main 1. Introduction, opening,
    2. Acknowledge the other argument. or hook (exordium)
    side. 2. Grounds or evidences 2. The context or
    3. Present your side. and facts. background of the topic
    4. Bring the two sides 3. Warrant or the (narratio).
    together. assumption that links to 3. Confirmation
    5. Remind your audience the grounds to the (confirmatio)
    of the balanced claim. 4. Refutation (refutatio)
    perspective. 4. Backing or additional 5. Conclusion (peroratio)
    support of the warrant.
    5. Qualifier to show claim
    may not be true in all
    circumstances
    6. Rebuttal or
    acknowledgment of a
    another valid view of the
    situation.
    https://owl.purdue.edu/owl/general_writing/academic_writing/historical_perspectives_on_argumentation/

    _____ 7. What argument structures are respectively described in columns A, B, and C?

    A. Aristotelian or Classical, Rogerian, and Toulmin


    B. Aristotelian or Classical, Toulmin, and Rogerian
    C. Rogerian, Toulmin, and Aristotelian or Classical
    D. Toulmin, Rogerian, and Aristotelian or Classical
    Why Question Evolution?
    Alex is confused. He has always believed in God and in creation. But today his
    biology teacher forcefully claimed that evolution is a fact, that it is based on credible
    scientific research. Alex doesn’t want to appear to be foolish. ‘After all,’ he says to
    himself, ‘if scientists have proved evolution to be true, who am I to question them?’
    Can you identify with this scenario? Perhaps for all your life, you’ve believed what
    the Bible says: “God created the heavens and the earth.” (Genesis 1:1) Yet, recently
    people have been trying to convince you that creation is a myth and that evolution is a
    fact. Should you believe them? Why question evolution?
    Two reasons to question evolution:
    1. Scientists don’t agree on evolution. Despite decades of research, scientists have
    yet to come up with an explanation for evolution that they all can agree on.
    To think about: If scientists can’t agree on evolution—and they’re supposed to be
    the experts—are you wrong to question the theory?—Psalm 10:4.
    2. It matters what you believe. “If life came about by accident, then our lives—and
    all the things in our universe—are meaningless,” says a boy named Zachary. He
    has a point. After all, if evolution were true, life would not seem to have any lasting
    purpose. (1 Corinthians 15:32) On the other hand, if creation is true, we can find
    satisfying answers to questions about the purpose of life and what the future
    holds.—Jeremiah 29:11.
    To think about: How would knowing the truth about evolution and creation make
    a difference in your life?—Hebrews 11:1.
    Questions to consider
    CLAIM: ‘Everything in the universe came as a result of a random big bang.’
     Who or what caused the big bang?
     Which makes more sense—that everything came from nothing or that everything
    came from something or someone?
    CLAIM: ‘Humans evolved from animals.’
     If humans evolved from animals—from apes, for example—why is there such a
    huge gap between the intellectual abilities of humans and those of apes? *
     Why are even the most “basic” forms of life so incredibly complex? *
    CLAIM: ‘Evolution is a proven fact.’
     Has the person making this claim investigated the evidence for himself?
     How many people believe in evolution simply because they have been told that all
    intelligent people believe in it?

    https://www.jw.org/en/bible-teachings/teenagers/ask/creation-evolution-part-2/

    _____ 8. What argument structure is employed by the speaker?


    A. Classical B. Rogerian C. Toulmin D. Both B and C
    _____ 9. What does the speaker try to argue?
    A. Evolution is a fact. C. We have to question evolution.
    B. Your belief in creation matters. D. We have to question to avoid confusion.
    _____ 10. How did the speaker refute the claim of those who believe in evolution?
    A. By employing appeal to credibility (Ethos)
    B. By employing appeal to logic (Logos)
    C. By employing appeal to emotion (Pathos)
    D. Both A and B

    Prepared by: Checked by:

    AL L. CANTERY ELEONOR S. TAMONAN


    Teacher III Master Teacher I
    Quarter 3 Performance Task 3

    PART 1 – 5 Points (3 points – Content and Organization; 2 points – Style and Mechanics)
    Write a one-paragraph review of your chosen song, movie, story or novel focusing on its
    moral, social, or historical value.

    ____________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    PART 2 -5 points (3 points – Content and Organization; 2 points – Style and Mechanics)
    Write an argumentative essay on the topic: With the rising cases of COVID-19 in our
    country, should the government implement mass testing?

    ____________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________
    _________________________________________________________________

    Prepared by:

    AL L. CANTERY
    Teacher III

    Checked by:
    ELEONOR S. TAMONAN
    Master Teacher I

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