LEARNING MODULE IN

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Name: Grade and Section:

MODULE 5

It is not new for students to find it challenging to write a critique paper or even a reaction paper. One
of the reasons they find it difficult is because it needs a critical understanding of a certain topic. But, worry
no more, as this module will serve as your guide to explore the world of writing critique and reaction paper.
This module will explain to you the importance of critical reading and writing as essential skills for academic
success.

LESSON 1: CRITICAL THINKING AND READING

LESSON 2: CRITICAL WRITING

Things you should LEARN!

This module was created for you to be able to:
1. distinguish critical thinking, reading, and writing. (DICES)

Let’s see how much do you know!

(Pre-assessment)
Directions: Read and examine the following statements carefully. Identify whether each statement is true of
false. Write TRUE if the statement is correct, if FALSE, rewrite the statement to make it correct. Write your
answers on the space provided for each item.
1. Teachers use critiques as a way of judging student’s thinking ability.

2. Critical thinking is a product of critical writing and reading.

3. Critical thinking is evaluative thinking.

4. Critiques and reaction paper are two forms of critical reading.

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 5. A reaction paper is a type of critical writing that assesses the merits of a piece of work such
as artworks, short stories, novels, and movies.

DAY 1
LESSON 1:
CRITICAL THINKING AND READING
Directions: Study the Concept Notes and accomplish the given exercise on your Learning Activity Sheet.

LEARNING ACTIVITY SHEET

Lesson Title: Let’s get CRITICAL! (In Thinking and Reading)
Learning Target/Competency: The learners will be able to distinguish critical thinking, reading, and
writing. (DICES)
Values/Graduate Attributes: The learners will become reflective and critical thinkers, eloquent
communicators, purposeful and decisive, ethical and morally upright, globally competitive and locally
active individuals who use their knowledge and skills to exercise fair judgment and to see situations
with silver lining.
Reference(s) & Author(s): Miciano, M. Z. & Miciano, R. Z. (2016). ENHANCED ENGLISH
ENGAGEMENT English for Academic and Professional Purpose – Senior High School. Makati City,
Metro Manila, Philippines: Don Bosco Press, Inc.
Tandoc, Shiella D. (2016). APPLIED ENGLISH for Academic and Professional Purposes. Manila:
MINDSHAPERS CO., INC. Module No.: ______5______
Concept Notes:
CRITICAL THINKING AND READING
Before writing critiques and reaction papers, it is important to first know the kind of thinking that
produces these forms of writing: critical thinking.
• Critical thinking – It involves the evaluation of an idea, action, or a piece of work in order to judge its
worth, advantages, and disadvantages. Thus, to criticize and to evaluate both mean to judge; judgments
– contrary to popular belief – can be both positive and negative.
• Critical reading – It involves applying critical thinking skills on things we read, which include many
types of materials since much of what we need for daily activities we get through reading. A critical
reader is able to reflect on what the text says, what it describes and what it means by scrutinizing the
style and structure of the writing, the language used, as well as the content.
• Bloom’s Taxonomy – represents the various categories and stages of thinking you may engage when
reading. The stage of thinking gets deeper as the categories progress.
a. Remembering – simply retrieving information from your memory
b. Understanding – making sense out of the information
c. Applying – using knowledge in a new but similar form
d. Analyzing – breaking down the concept into smaller parts
e. Evaluating – making judgements and/or decisions
f. Creating – creating new ideas, arguments, content, platforms, systems, or models.
• A well-known strategy for reading critically is the SQ3R (Survey, Question, Read, Recall and Review)
a. Survey – relates to skimming and scanning of the material
b. Question – creating questions and establishing your purpose.
c. Read – involves careful consideration and understanding of the text
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 d. Recall – actively allows you to concentrate on the objective of reading and understanding what
you have learned. One may write the key points.
e. Review – final step is to review the material that you have recalled in your notes.

(For a more in-depth and detailed discussion of this lesson, read the lesson from pages 35 – 37 of your
textbook entitled, ENHANCED ENGLISH ENGAGEMENTS English for Academic and Professional
Purposes – Senior High School or you may watch the video-recorded instruction provided by your
subject teacher or from your account in the Aralinks or MS Teams.)

Exercise 1
Directions: Refer to your textbook in English for Academic and Professional Purposes entitled,
ENHANCED ENGLISH ENGAGEMENTS English for Academic and Professional Purposes – Senior
High School and proceed to page 39. Then, answer the questions from number 1 and 3 only of the Employ
section of your textbook. You may use the space from the MY NOTES section of this academic module for
your answers. Refer to the given rubric for the evaluation of your answer.

RUBRIC FOR THE EVALUATION OF YOUR ANSWER

Criteria 1 point 3 points 5 points
The answer manifests a
The answer has no The answer has sufficient
high degree of attention,
significant bearing and is bearing and is somehow
Relevance has a significant bearing
clearly irrelevant to the relevant to the given
and is evidently relevant
given question/s. question/s.
to the given question/s.
The answer is well-
The answer is coherent,
The answer is confusing written, coherent, and is
Coherence and is somehow presented
and illogical. presented in a logical
in a logical manner.
manner.

DAY 2
LESSON 2:
CRITICAL WRITING
Directions: Study the Concept Notes and accomplish the given exercise on your Learning Activity Sheet.

LEARNING ACTIVITY SHEET

Lesson Title: Let’s get CRITICAL! (In Thinking and Reading)
Learning Target/Competency: The learners will be able to distinguish critical thinking, reading, and
writing. (DICES)
Values/Graduate Attributes: The learners will become reflective and critical thinkers, eloquent
communicators, purposeful and decisive, ethical and morally upright, globally competitive and locally
active individuals who use their knowledge and skills to exercise fair judgment and to see situations
with silver lining.
Reference(s) & Author(s): Miciano, M. Z. & Miciano, R. Z. (2016). ENHANCED ENGLISH
ENGAGEMENT English for Academic and Professional Purpose – Senior High School. Makati City,
Metro Manila, Philippines: Don Bosco Press, Inc.

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Tandoc, Shiella D. (2016). APPLIED ENGLISH for Academic and Professional Purposes. Manila:
MINDSHAPERS CO., INC. Module No.: ______5______
Concept Notes:
CRITICAL WRITING
The product of critical thinking and reading activities is usually expressed in written form in the
form of critical writing.
• Critical Writing – It is a product of critical thinking and reading. It is our judgment (of an idea, action,
decision, or piece of work) presented in a written form. In the academic world, common forms of critical
writing are reaction papers and critiques, such as a review of a performance or a piece of work, whether
technical or artistic.
Forms of Critical Writing
a. Critiques – These are papers that assess or evaluate the merits of a piece of work.
b. Reaction Papers – These are papers that present a writer’s evaluation of the work, as well as his
or her experiences and feelings in relation to the work being evaluated.

(For a more in-depth and detailed discussion of this lesson, read the lesson from page 37 of your textbook
entitled, ENHANCED ENGLISH ENGAGEMENTS English for Academic and Professional Purposes
– Senior High School or you may watch the video-recorded instruction provided by your subject teacher
or from your account in the Aralinks or MS Teams.)

Exercise 2
Directions: Refer again to your textbook in English for Academic and Professional Purposes entitled,
ENHANCED ENGLISH ENGAGEMENTS English for Academic and Professional Purposes – Senior
High School and proceed to page 39. Then, answer the question from number 2 only of the Employ section
of your textbook. You may use the space from the MY NOTES section of this academic module for your
answers. Refer to the given rubric for the evaluation of your answer.

RUBRIC FOR THE EVALUATION OF YOUR ANSWER

Criteria 1 point 3 points 5 points
The answer manifests a
The answer has no The answer has sufficient
high degree of attention,
significant bearing and is bearing and is somehow
Relevance has a significant bearing
clearly irrelevant to the relevant to the given
and is evidently relevant
given question. question.
to the given question.
The answer is well-
The answer is coherent,
The answer is confusing written, coherent, and is
Coherence and is somehow presented
and illogical. presented in a logical
in a logical manner.
manner.

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DAY 3
APPLY WHAT YOU HAVE LEARNED!
Activity Number: 5.1 Date: _______________
Time Started: _______________ Time Finished: _______________

A. Critique and Reaction Paper (30 points)

Directions: Read and answer the following questions carefully. Write your answers on the space provided
after each question. Refer to the given rubric for the evaluation of your answer.

RUBRIC FOR THE EVALUATION OF YOUR ANSWER

Criteria 1 point 3 points 5 points
The answer manifests a
The answer has no The answer has sufficient
high degree of attention,
significant bearing and is bearing and is somehow
Relevance has a significant bearing
clearly irrelevant to the relevant to the given
and is evidently relevant
given question/s. question/s.
to the given question/s.
The answer is well-
The answer is coherent,
The answer is confusing written, coherent, and is
Coherence and is somehow presented
and illogical. presented in a logical
in a logical manner.
manner.

Questions:
1. Cite an experience in which you write a critique or reaction paper. How did you feel in writing it? Would
you consider it as something significant? Explain your answer. (10 points)

2. What are the difficulties and challenges you have experienced in writing a critique paper or reaction paper?
How did you address these difficulties? Discuss your answer briefly. (10 points)

3. What do you think is the relevance of writing critique and reaction paper in your chosen strand? Provide
some examples of a situation in which you believe writing critique or reaction paper would be useful. (10
points)

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DAY 4
Let’s do some moRe!
(ENRICHMENT)
A. Evaluating Strengths and Weaknesses (20 points)
Directions: Analyze the text provided below. Identify the strengths and the weaknesses of the product
presented from the text and indicate them on the table that follows. Refer to the given example for your answer.
Example:
Strengths Weaknesses
Given its features, X may be the best among its However, X may not be a wise decision if you intend
competition because…. to….

Given Text:
iPhone 13 Design and Display
The iPhone 13 features a flat-edge design, and has the Ceramic Shield glass we saw on the iPhone 12 series. It's also
IP68 dust and water resistant (to a depth of six meters for up to 30 minutes). There are five new colors, which are Pink,
Blue, Midnight, Starlight and Product Red.
The design is largely similar to the iPhone 12 series, so if you own one of those phones, you'll likely know what you're
getting here. The notch is slightly smaller – Apple says it's 20% smaller – so there's a bit more space on the screen. The
iPhone 13 and 13 mini are slightly thicker than last year's models though, at 7.65mm compared to 7.4mm for their
predecessors.
As for the display, the iPhone 13 features a 6.1-inch 1170 x 2532 display while the iPhone 13 mini features a 5.4-inch
1080 x 2340 screen. They're both Super Retina XDR displays, which use Apple's own custom OLED technology. Each
phone still features a 60Hz screen refresh rate, which matches with the rumors.

iPhone 13 Camera
The iPhone 13's camera block has a new design, with the lenses arranged diagonally for the first time, rather than
vertically. There's a 12MP wide camera, and a 12MP ultra-wide shooter (with a 120-degree field of view). Both feature
new sensors, and Apple says they can take better photos than the cameras on the iPhone 12. The wide camera has an
aperture of f/1.6, and the ultra-wide camera has an f/2.4 aperture.
Performance in the dark should also be improved, with Apple claiming the main snapper can capture 47% more light
than its predecessor, and that the ultra-wide can reveal more detail in dark areas. The range also benefits from sensor-
shift optical image stabilization, which should keep shots steadier.
All of the iPhone 13 models also include a new Photographic Styles camera feature that lets you selectively apply
adjustments to add a custom look to your photos, and a Cinematic mode for videos, which lets you create depth effects
and focus transitions. The phones also all include a 12MP f/2.2 selfie camera on the front, like their predecessors.

iPhone 13 Specs and Performance

The iPhone 13 series all come with Apple's A15 Bionic chipset inside, which Apple claims has an up-to 50% faster CPU
and 30% faster GPU than the competition. It also includes a new 16-core Neural Engine that's capable of 15.8 trillion
operations every second. All of these handsets are also 5G-compatible, as were the iPhone 12 series.
You'll have the option of 128GB, 256GB or 512GB of storage in the iPhone 13 duo – Apple has finally got rid of its
64GB option for its flagship iPhones, and that means more storage in the cheapest variant.

iPhone 13 Battery Life

According to Apple, the iPhone 13 mini will last 90 minutes longer than the iPhone 12 mini, while the iPhone 13 will
last 2.5 hours longer than an iPhone 12. In terms of specific life, the iPhone 13 mini can apparently manage up to 17
hours of video playback, while the iPhone 13 is said to be capable of 19 hours.
This has mostly been achieved by a variety of optimizations through the A15 chipset and iOS 15 software. Apple has
yet to confirm the size of the battery in the iPhone 13 models, and it's unlikely we'll know that until someone opens up
a handset and finds out manually.
Source: S, S. (2016). Difference Between Fact and Opinion (with Comparison Chart) - Key Differences. Retrieved 18 September 2021, from
https://www.techradar.com/news/iphone-13-release-date-price-specs-and-news
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 Strengths Weaknesses

DAY 5
Let’s see how much you hAVe LeARned!
(POST-Assessment)
I. PROCESS
A. Concept Mapping (20 points)
Directions: Using an appropriate graphic organizer, present the similarities and differences between a critique
and a reaction paper. You may use the space provided on the MY NOTES section of this academic module
to accomplish your work. Refer to the given rubric for the evaluation of your work.

RUBRIC FOR THE EVALUATION OF YOUR WORK

Criteria 1 point 3 points 5 points SCORE:
The presentation The presentation
The presentation shows adequate shows extensive
Mastery of the shows a little knowledge and knowledge and
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Concepts knowledge about the insightful analysis insightful analysis
given concepts. about the given about the given
concepts. concepts.
The arrangement of The arrangement of
The arrangement of
information is information is
Organization of information is
confusing and logical, well-ordered, 5
Information somehow logical
somewhat and very easy to
and easy to follow.
disorganized. follow.

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 The graphic
The graphic organizer
organizer used is
used is highly
The graphic organizer considerably
appropriate for the
used is inappropriate appropriate for the
given task and
Graphic for the given task and given task and
evidently helps the 5
Organizer makes the somehow helps the
presentation in
presentation more presentation in
visually explaining
confusing. visually explaining
the essential
the essential
concepts.
concepts.
The output has The output has The output is free
noticeable errors in minimal errors in from any errors in
Technicalities 5
grammar and grammar and grammar and
mechanics. mechanics. mechanics.

“Never judge someone’s character based on the words of another. Instead, study the motives behind the
words of the person casting the bad judgment.”
–Suzy Kassem

NO PART OF THIS PUBLICATION MAY BE REPRODUCED, DISTRIBUTED, OR TRANSMITTED

IN ANY FORM OR BY ANY MEANS, WITHOUT THE PRIOR WRITTEN PERMISSION OF THE
AUTHOR.

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CHECK your understanding!
ANSWERS FOR PRE-ASSESSMENT
1. TRUE
2. Critical writing is a product of critical writing and reading.
3. TRUE
4. Critiques and reaction papers are two forms of critical writing.
5. Critique paper is a type of critical writing that assesses the merits of a piece of work such as artworks, short
stories, novels and movies.

REFERENCES
Miciano, M. Z. & Miciano, R. Z. (2016). ENHANCED ENGLISH ENGAGEMENT
English for Academic and Professional Purposes – Senior High School.
Makati City, Metro Manila, Philippines: Don Bosco Press, Inc.

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 MY NOTES

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 MY NOTES

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