10

ENGLISH
Quarter 3 – Module 4:
Independent Critique

Self-Learning Module

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY

 FOREWORD

In response to the need of time, (the new normal) this

Self-Learning Modules (SLM) for English 10 is made possible.
We are one in making learning happens despite of the
situation we are all in now.

This module covers one of the competencies in Quarter

3 which is focused on writing or making independent critique.
This contains basic discussion on the what, how, and why one
has to say something about an object or an idea. The
activities are set to guide the learner in expressing thoughts
and feelings in a formal and creative way which will help in
the enhancement or improvement of one’s work or craft.

Students are given the chance to discover their skill or

ability in giving constructive assessment or evaluation.
Furthermore, higher order thinking skill is also enhanced as this
is required in most of the activities found in this SLM.

It is expected that learners will use the material to the

best that they can and give utmost care for future use.

Enjoy learning and be empowered to express your ideas.

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY 2|Page

 Content Standard

The learner demonstrates communicative competence through his/

her understanding of literature and other texts types for a
deeper appreciation of World Literature, including Philippine Literature.

Learning Competency

(EN10WC-IIIh-14): Compose an independent critique of a chosen

selection

Objectives

• Unlock meaning of terms used in the lesson or topic.

• Note important points in writing or making individual critique.
• Express thoughts and feelings through assessment or evaluation of
a piece or article.

In our daily life, we encounter situations in which

we have a lot to say. We make judgments based on
what we see, hear, feel, smell, and taste.
However, as we make these judgments, we must
also remember that we should be objective and thus
use our critical thinking in forming any judgement.
Hi there! My name is Pia and I am going to assist
you to become a good critic!

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY 3|Page

 WHAT HAPPENED?

Before we go through the lesson of making an

independent critique, first, let us do the following
activity to shook off those cobwebs in our heads by
getting the meaning of the important words and
concepts. Enjoy answering!

Activity 1: Read and Match

Direction: Read the paragraph below. Give the meaning of the underlined words.
Choose your answers from the choices given. Write only the letter of your
answer.

Michael Angelo is a famous artist. He displayed and sold much of his paintings
to people from various places in the world. Many of the art lovers considered his
works in their finest and are exceptional. Comments of these people were shared to
everyone thus these made him more popular. Despite of his popularity for sure, he
also experienced (1) criticism. Good that a bunch of (2) critique from personalities
applauded his works in a way that these continued to make him more famous. The
(3) structure of his works has its own uniqueness that made him (4) independent in
expressing his thoughts and feelings. Over-all (5) assessment of Michael Angelo’s work
is excellent.

Choices:

A. The arrangement of and relation between parts of something

B. Points towards the disapproval based on faults or mistakes

C. Estimation of the nature of quality

D. A detailed analysis

E. Free from outside control

F. No specific identity

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY 4|Page

 WHAT TO LEARN?

I bet you have guessed the meaning of the key

words in the previous activity.

At this part, let us go through the basics of

making a critique.

QUICK WRITES 1.1 What is a critique?

Critique is a genre of academic writing that briefly summarizes and critically

evaluates a work or concept. It can be used to carefully analyze a variety of works
such as:

Creative works- novels, exhibits, film, images, poetry

Research- monographs, journal, articles, systematic reviews, theories

Media- news reports, feature articles

A critique uses formal, academic writing style and has a clear structure. It has an
introduction, body and conclusion. The body of a critique includes a summary of the
work and a detailed evaluation which the goal is to gauge the usefulness or impact
of a work in a particular field.

QUICK WRITES 1.2 Why do write or make a critique?

It helps to develop:
• Knowledge of the work’s subject area or related works
• Understanding of the work’s purpose, intended audience, development of
argument, structure of evidences or creative style
• Recognition of the strengths and weaknesses of the work

1.3 How to write a critique?

• Study the work under discussion or the prompt or assignment.

• Make notes on key parts of the work.

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

the work

• Consider how a work relates to a broader issue or context

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY 5|Page

 QUICK WRITES 1.4 Sample Structure of a critique

Introduction:
• Name the work being reviewed as well as the date it was created and the
name of the creator
• Describe the main argument or purpose of the work.
• Explain the context in which the work was created. This could include the social,
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. (It may indicate whether it is positive, negative, or mixed evaluation.)

Summary:
Briefly summarizes the main point and objectively describe how the creator
portrays this by using techniques, styles, media, characters, and symbols. This
summary should not be the focus of the critique and is usually shorter than the
critical evaluation.
Critical Evaluation:

 This section should give a systematic and detailed assessment on the different
elements of the work, evaluating how well the creator was able to achieve the
purpose through these.
 This also highlights strengths and weaknesses: evaluate the success, in the light
of its purpose.
Examples of key critical questions:
 Who is the creator? Is the work presented objectively or subjectively?
 What are the aims of the work? Were the aims achieved?
 What techniques, styles, media were used in the work? Are they effective in
portraying the purpose?
 What assumptions underlie the work? Do they affect its validity?
 What type of evidence or persuasion are used? Has evidence been
interpreted freely?
 How is the work structured?
 Does the work enhance understanding of key ideas or theories?

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY 6|Page

 Since you already know what is a critique and its parts,
you are now ready to do the following activities!

Activity 2: Test Your Understanding: What is

Direction: Observe the situations given and answer the questions that follow. Write only
the letter that corresponds to your answer.
1. Miss Sanchez assigned her English 10 class to write a critique. John, one of her
students had trouble with how to start it. Which one should he do?
A. Write down all the positive points of the article to critique.
B. Orient the readers about the work being critiqued.
C. Start with observation about the text.
D. Give his own opinion.

2. Gladys needs to write a critique of an essay assigned by their English 10 teacher, but
she does not know how to do it. Which of the following should she do?
A. Write a continuation of the said essay.
B. Analyze the essay given.
C. Rewrite the essay.
D. Ask someone to do it instead.

3. Which of the following is not true?

A. Critique benefit only the writer of the original text.
B. Critique writing involves critical thinking and analytical skills.
C. Good critiques state both the good points and the weaknesses of the text being
critiqued.
D. Critique considers evidence and persuasion used.

4. Which of the following is considered a good critique?

A. One that discusses only the weaknesses of the text.
B. One that only dwells on the good points of the text.
C. One that is objective and does not have any bias.
D. One that disregards evidences.

5. Which of the following states how critiques benefit the writer of the text being
critiqued?
A. Critiques help the writer make his work better.
B. Critiques give the writer concrete ideas for a new text.
C. Critiques encourage the writer to pursue a different line of work.
D. Critiques can put the writer down.

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY 7|Page

 For the next activity, read the text below and answer
the questions in Activity 3.

Your Text

You have here an excerpt of an article about tools employed to ensure learning
continuum in this time of pandemic, the impact to learners’ performance and
behavior. Read well, so that you can say something about it.

Within months, the COVID-19 pandemic enhanced the role of remote working,
E-learning, video streaming, modular delivery, etc. on a wider scale. All can agree
that the most popular remote connection or collaboration instruments are private
chat messages, followed by two-participant calls, multi-personal meetings, and
team chat messages. In addition, several recommendations to help teachers in the
process of online-instruction have appeared. Furthermore, mobile learning has
become an alternative suitable for some students with fewer technological
resources. Feedback of E-classes given by students, studies point out that students
were satisfied with teachers’ way of delivering the lecture and that the main
problem was poor internet connection.

In some studies, it came out that the concept of Self-Regulated Learning or

(SRL) in which students are made responsible for their own learning process, though
with the guidance of parents, as well as being knowledgeable, self-aware and able
to select their own approach to learning. Some studies indicated that SRL
significantly affected students academic performance. Students with strongly
developed SRL skills were more likely to be successful both in classroom and online
learning and or modular learning. However, the mode of delivery also brought less
effort on the students who were noted to be extremely low when it comes to
independent learning. They tend to more dependent on others specially to parents
and siblings. Concerns like validity of assessment of students achievement is also put
to argument. Cheating happens and other undesirable behavior occurs. With this,
what is given focus is the thought that education continues to the means that it can
be made possible. Quality of education is now in the hands of the learners given all
the support from respective people and agencies.

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY 8|Page

 Activity 3: Think and Supply

Direction: Answer directly the following questions.

1.What are the different ways and means mentioned in the article that made
learning possible despite of the pandemic?
2.How do students with fewer technological resources get along with others in
continued learning process?
3.Cite positive results of SRL as seen in the article.
4.Who are mostly benefitted by the self-regulated learning? What negative
behavior would it bring to the less-motivated students?

Activity 4: Create and Express

Direction: Make use of all your answers in activity 2 to create a one-paragraph essay.
The last 2 sentences should contain your point of view regarding the content of your
recreated essay. Be guided with the rubrics found on page 10.

In this activity you were guided to start a critique, the end part of your output is
an initial move for an individual critique. Always have in mind the key points stated in
the discussion under what to learn. Remember that a good critique is composed of
strengths and points to improve about a work or product.

Activity 5: Worth a Try; Say Your Thoughts

Direction: Read and analyze the passage below. Make a critique about it observing
the 3 basic structure. Be guided with the rubrics found on page 10.

“Life is a mixture of heaven and hell…

One is left with a choice,
To stay in heaven or remain in hell.”

- Anonymous-

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY 9|Page

 This rubric is used in checking your outputs in Activities 3 and 4. Follow this
accordingly.

Scale
Key Parts Criteria Very Good Good Poor Remarks
(3) (2) (1)

• Contains the
description of
the quote
Introduction being critiqued

• Has the main

argument

• Briefly
summarizes the
main point
Summary of and objective-
ly describes
the main
the writer’s
point style, tech-
niques and
symbolism
used

• Systematic
and detailed
assessment

• Highlights
strengths and
Critical
weaknesses
Evaluation

• Evaluate the
success of the
work in the
light of its
purpose

Source: Rubrics for Critique Writing, English 10, Learner’s Manual.

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY 10|Page

 WHAT HAVE YOU LEARNED?

Critique is a form of academic writing which evaluates and summarizes

a variety of literary and artistic works and concepts.
It consists of three parts:
Introduction—contains the overview of the work
Body—contains the summary and the detailed critical evaluation of
the work
Conclusion—contains the summary of the entire critique including the
final assessment of the evaluator

Moreover, strengths and weakness of a piece of work must be exposed

in the critical evaluation as well as its purpose and impact.

I bet you have guessed the meaning of the key

words in the previous activity.

At this part, let us go through the basics of

making a critique.

References

“QUT Cite|Write - How to Write a Critique.” n.d. Www.citewrite.qut.edu.au. Accessed

February 10, 2020. https://www.citewrite.qut.edu.au/write/writing-well/critique.html.

Gonzalez, T., M. A. de la Rubia, K. P. Hincz, M. Comas-Lopez, Laia Subirats, Santi Fort,

and G. M. Sacha. 2020. “Influence of COVID-19 Confinement on Students’
Performance in Higher Education.” Edited by Haoran Xie. PLOS ONE 15 (10): e0239490.
https://doi.org/10.1371/journal.pone.0239490.

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY 11|Page

 Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF MANDAUE CITY
Jose L. Briones St.,Mandaue City

NIMFA D. BONGO, Ed.D., CESO V

Schools Division Superintendent

ESTELA B. SUSVILLA, Ph.D., CESO VI

Assistant Schools Division Superintendent

JAIME P. RUELAN, Ed.D.

OIC-Chief Curriculum Implementation Division

ISMAELITA N. DESABILLE, Ph.D.

Education Program Supervisor-LRMDS

MERCEDITA M. DEMORAL, Ed.D.

Education Program Supervisor-English

DAHLIA M. PALCO
Writer/Illustrator/Layout Artist

MIRIAM L.CONCPECION
MAUREEN ANGELICA A. TEMBLON
Content Evaluators

LUNINGNING F. TUDTUD
Language Evaluator

DOMINICA G. CARTAGENA
Layout Evaluator

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY 12|Page

 For inquiries or feedback, please write or call:
Department of Education – Division of Mandaue City
Plaridel St., Centro, Mandaue City, Cebu, Philippines 6014
Telephone Nos.: (032) 345 – 0545 | (032) 505 – 6337
E-mail Address: mandaue.city001@deped.gov.ph
Website: https://depedmandaue.net

DEPARTMENT OF EDUCATION | DIVISION OF MANDAUE CITY