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English for Academic and

Professional Purposes
Quarter 1 - Module 2
Academic Writing in Practice

Department of Education ● Republic of the Philippines

English for Academic and Professional Purposes – Senior High School
Alternative Delivery Mode
Quarter 1 - Module 2: Academic Writing in Practice
First Edition, 2020

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Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V

Development Team of the Module

Author/s: Marionne P. Melencion
Reviewers: Ma-an C. Actub

Focal Person: Dr. Jerry G. Roble

Division English/Reading Coordinator

Language Evaluators: Dr. Mark John Gabule, Dr. Phoebe S. Taruc

Face Validity: Mary Anthony Sieras

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Lorebina C. Carrasco, OIC-CID Chief

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i
Senior High School

English for Academic and

Professional Purposes
Quarter 1 - Module 2
Academic Writing in Practice

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations
to the Department of Education at [email protected].

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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Table of Contents

What This Module is About........................................................................................................... 1

What I Need to Know..................................................................................................................... 1
How to Learn from this Module.................................................................................................... .2
Icons of this Module...................................................................................................................... .2
What I Know.................................................................................................................................. ..3

Lesson 1:
How to Express Personal Opinion...................................................................5
What’s In............................................................................................................... 5
What’s New .......................................................................................................... 6
What Is It – Opinion............................................................................................. 7
What’s More.......................................................................................................... 8
What I Have Learned...........................................................................................15
What I Can Do...................................................................................................... 16

Lesson 2:
Writing a Reaction Paper, Review
And Critique ........................................................................................................................ 19
What’s In............................................................................................................... 19
What’s New......................................................................................................... ..19
What Is It – Reaction Paper, Reviews, Critiques.............................................21
What Is It – Critical Approaches in Writing a Critique.....................................22
What Is It – Guidelines in Writing a Reaction paper, Review or Critique. . ...23
What’s More........................................................................................................ ..24
What I Have Learned..........................................................................................27
What I Can Do.................................................................................................... ..27

Assessment: (Post-Test) ........................................................................................................... ..30

References………………………………………………………………………………………....……….36

iv
What This Module Is About
Module 1 introduced the concept of academic writing. This module takes up
all the skills already learned and challenges the learners to apply them in writing
various texts for academic contexts. Each lesson focuses on one type of academic
text. It will let you try to go beyond reading and start writing a reaction paper, review
or critique that will reveal your reflection and views about an event, a person, a
product or a performance. To learn more effectively, do not forget to enjoy learning.
Good luck!

This is where you start to do critical reading and write your understanding and
reaction to what you are reading. This will help you appreciate the texts you are
reading and will also develop your critical thinking skills.

These competencies are covered in the following lessons:

1. How to Express Personal Opinion
2. Approaches in Literary Criticism
3. Writing a Reaction Paper/ Review / Critique

What I Need To Know

Objectives
Here are the things that you are expected to learn at the end of this module:

1. Determine the purpose of a reaction paper, review, and critique

2. Form opinions based on facts
3. Cite specific sources to support claims
4. Use appropriate critical approaches in writing a critique such as formalism
and feminism
5. Write an objective/balanced review or critique of a work of art, an event or
a program
6. Write a reaction paper, review, and critique objectively
7. Apply the guidelines in writing and effective reaction paper, review and
critique

1
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises
diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that are set
Know for you to learn as you go along the module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

2
What I Know

Let us check your prior knowledge about this module’s coverage.

Direction: Choose the letter of the best answer.

1. Which of the following is NOT true about the reaction paper?

A. It is purely made of opinions.
B. It may include the main purpose of the event.
C. It conveys incisive insights into its analysis of events.
D. It is mainly written to communicate a fair assessment.

2. Which of the following can be a form of a reaction paper?

A. lyric poem
B. movie review
C. survey report
D. anecdotal report

3. Which of the following is needed to make objective assessment?

A. facts
B. opinions
C. reactions
D. traditions

4. Which of the following is not a form of reaction paper?

A. appeal
B. protest
C. reflection
D. report

5. Why should we cite specific sources?

A. It helps support claims.
B. It adds to the creativity.
C. It makes the paper longer.
D. It makes the paper interesting.

6. Which critical approach focuses on understanding ways gender roles are reflected

or contradicted by texts?
A. Marxist
B. Feminism
C. Historicism
D. Reader-response

3
7. Which critical approach focuses on ways texts reflect, reinforce, or challenge the
effects of class, power relations, and social roles?
A. Marxist
B. Feminism
C. Historicism
D. Reader-response

8. Which critical approach focuses on understanding texts by viewing texts in the

context of other texts?
A. Marxist
B. Feminism
C. Historicism
D. Reader-response

9. Which critical approach focuses on each reader's personal reactions to a text?

A. Marxist
B. Feminism
C. Historicism
D. Reader-response

10. Which critical approach focuses on "objectively" evaluating the text, identifying its
underlying form. It may study, for example, a text's use of imagery, metaphor, or
symbolism?
A. Formalism
B. Historicism
C. Media Criticism
D. Reader-response

4
How to Express Personal
1 Opinion

What’s In

In the first module, you have learned about reading academic texts. This
time, you will start analyzing the texts to be able to share insights that are based on
your objective assessment of the texts.

The diagram below summarizes the coverage of this lesson. In this lesson,
you will try to form opinions based on facts, cite specific sources to support claims
and present ideas convincingly. All these are very important so that you can have an
objective assessment.

Lesson Coverage

cite sources to
use facts to support support
look for related claims organize facts and
opinions information to related information
support claim to create objective
assessment

opinions based present ideas

on facts effectively

Let us start this module, by doing lesson 1 which is focused on objective

assessment. The most important thing to do in this lesson is to be able to assess
what you are reading objectively.

The activities you will do will help you go through the journey one step at a
time so you have to accomplish them with care. Have fun!

Source: English for Academic and Professional Purposes Teaching Guide,

Department of Education, 2016)

5
What’s New

Activity 1. Take a look at this picture. What can you say about it? In the box
below, write words you think describes the picture.

Photo Credit: https://elearningindustry.com/online-teaching-during-covid-19-lockdown-

conduct-classes

1. What are your bases of listing down those words?

___________________________________________________________
___________________________________________________________
___________________________________________________________

2. Are your lists based on facts? How do you know?

___________________________________________________________
___________________________________________________________
___________________________________________________________

3. Do you consider your lists as your opinions? Why?

___________________________________________________________
___________________________________________________________
___________________________________________________________

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What Is It

You have listed some opinions. Opinions are your own views of certain issues or
concerns. There are words that you can use when expressing your opinion. Here
are some phrases that you can use:
I think… From my point of view
I believe… From my perspective
I feel… In my view
In my opinion…  It seems to me that
I would say…
These are examples of ways to express your opinion:

I think technology is harmful.

In my view, technology is not useful and helpful.
In my opinion, technology is very important nowadays.

You may also just state your opinions without using those phrases. You can just
say, Technology is harmful but only when you are in an informal situation. If you are
in a formal setting, it would be appropriate to use those phrases.

You are entitled to your own opinions but these opinions must be based on facts
so that you will not be biased.

It is very important that you will not be focused only on giving opinions. You must
also look for information that will help support your opinion because

- this will add to the credibility and validity of your opinion,

- more will believe you if what you express is strongly supported with
information that are true and correct.

(Source: https://learningenglish.voanews.com/a/how-to-express-your-opinions-in-
english/4755937.html)
A very important expository discourse that you must learn how to write is the
reaction paper, review, or critique. It is mainly written to communicate a fair
assessment of situations, people, events, literary and artistic works and
performances. Whether a social commentary, or a critical judgment, it conveys
incisive insights into its analysis of events, its interpretation of the meaning or
importance of a work or artifact, or its appreciation of the moral or aesthetic values
reflected in the work or performance. It may include the main purpose of the event;
the devices and strategies employed; an evaluation of its success or failure; and an
assessment of its significance and relevance, timeliness or timelessness. (English
for Academic Purposes Teacher’s Guide, DepEd, 2016)

7
What’s More

Activity 2

What is your opinion about the issue revealed by the picture in the previous activity?
What do you think about online class? Write your answers on the space.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Activity 2

Research online or look into some books for facts to support your opinions.
Write the facts in the second column and explain how these facts support your
opinions. Follow the format below:

Printed Source:

Title
Author
Year of Publication
Volume number (if magazine or encyclopedia)
Page numbers

Online Source:

Author or Editor
Title of page or website
Company or Organization
Link or Url
Date you got the source

8
Look for five or more facts.
Explanation why
Source Facts that support your opinion the facts support
the opinions

Example: According to export.gov, 5.8 percent This fact supports

annual growth rate is slower than my opinion
https://www.export.gov/
article?id=Philippines-
originally expected and this is because because it shows
Information-and- the Philippine consumer is more statistical data.
Communications- inclined to invest on a smartphone first This shows that
Technology as opposed to a PC.  consumers invest
more on
(mention your source or whoever said smartphone than
it) PC.

Activity 3
9
Now that you have listed your opinions and gathered facts to support your
opinions, you can start presenting your ideas to convince others to agree with you.
How can you do this? Follow these steps:

1. Write your opinions in complete sentences.

2. Add the facts and your explanation to support your opinions.
3. Write your opinions and facts in an organized way by starting with your main point.
Arrange your facts according to degree of importance.
4. Summarize the ideas towards the end of what you are writing.
5. Review what you wrote to check if you did not miss anything.

Are you ready to start expressing your ideas in writing? Write in the given space
below.

________________________________
(Write your own title)

Introduction: _____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Body: _______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________

Conclusion: __________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

10
Ask two or more persons to read what you have written. Ask them whether
they agree with you or not. Then, make a tally of how many agreed or disagreed
with you.

Number of persons who agreed

Number of persons who disagreed

Let’s reflect on this activity.

1. Why do you think many agree or disagree with you?

2. How can you become more convincing next time?

You have just supported your opinions with facts and this is very important in
being objective in your assessment. You are now ready for the next activity.

Activity 4

The previous activities helped you take the first steps in making an objective
assessment. Let us apply this skill further by reading a short text about technology.
But before you read it, let us define these words first. Get the meaning of these
words from any dictionary:

WORDS MEANINGS FROM THE DICTIONARY

Equity

Exponentially

Instantaneously

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Disparities

Exacerbate

Authentic

If you have already clearly understood what the words mean, you can read
the text entitled, “The Digital Divide: The Challenge of Technology and Equity.”
This is an example of how one expresses an objective assessment.

The Digital Divide: The Challenge of Technology and Equity

Source: English for Academic and Professional Purposes Learner’s Material,
DepEd, 2016

(1) Information technology influences the way many of us live and work
today. We use the internet to look and apply for jobs, shop, conduct research, make
airline reservations, and explore areas of interest. We use E-mail and internet to
communicate instantaneously with friends and business associates around the
world. Computers are commonplace in homes and the workplace.
(2) Although the number of internet users is growing exponentially each year,
most of the world’s population do not have access to computers of the internet. Only
6 percent of the population in the developing countries are connected to telephones.
Although more than 94 percent of U.S households have telephones, only 56 percent
has personal computers at home and 50 percent has internet access. The lack of
what most of us would consider a basic communication necessity -the telephone-
does not occur just in developing nations. On some Native American reservations
only 60 percent of the residents have a telephone. The move to wireless connectivity
may eliminate the need for telephone lines, but it does not remove the barrier to
equipment costs.
(3) Who has internet access? The digital divide between the populations
who have access to the internet and information technology tools and those who
don’t is based on income, race, education, household type, and geographic location,
but the gap between groups is narrowing. Eighty-five percent of households with an
income over $75,000 have internet access, compared with less than 20 percent of
the households with income under $15,000. Over 80 percent of college graduates
use the internet as compared with 40 percent of high school completers and 13
percent of high school dropouts. Seventy-two percent of household with two parents
have internet access; 40 percent of female, single parent households do. Differences
are also found among households and families from different racial and ethnic
groups. Fifty-five percent of white households, 31 percent of black households, 32

12
percent of Latino households, 68 percent of Asian or Pacific Islander households,
and 39 percent of American Indian, Eskimos, or Aleut households have access to
the internet. The number of internet users who are children under nine years old and
persons over fifty has more than triple since 1997. Households in inner cities are less
likely to have computers and internet access than those in urban and rural areas, but
the differences are no more than 6 percent.
(4) Another problem that exacerbates these disparities is that African-
American, Latinos, and Native Americans hold few of the jobs in information
technology. Women about 20 percent of these jobs and receiving fewer than 30
percent of the Bachelor’s degrees in computer and information science. The result is
that women and members of the most oppressed ethnic group are not eligible for the
jobs with the highest salaries at graduation. Baccalaureate candidates with degree in
computer science were offered the highest salaries of all new college graduates.

(5) Do similar disparities exist in schools? Ninety-eight percent of schools in

the country are wired with at least one internet connection. The number of
classrooms with internet connection differs by the income level of students. Using
the percentage of students who are eligible for free lunches at a school to determine
income level, we see that the higher percentage of the schools with more affluent
students have wired classrooms than those with high concentrations of low-income
students.
(6) Access to computers and the internet will be important in reducing
disparities between groups. It will require higher equality across diverse groups
whose members develop knowledge and skills in computer and information
technologies. The field today is overrepresented by white males. If computers and
the internet are to be used to promote equality, they have to become accessible to
schools cannot currently afford the equipment which needs to be updated regularly
every three years or so. However, access alone is not enough; Students will have to
be interacting with the technology in authentic settings. As technology has become a
tool for learning in almost all courses taken by students, it will be seen as a means to
an end rather than an end in itself. If it is used in culturally relevant ways, all students
can benefit from its power.

Activity 5. Summarize the text by completing this organizer with details about the
text.

Paragraph 1

Main Idea

Details

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Main Idea

Paragraph 2
Details

Main Idea

Paragraph 3
Details

Main Idea

Paragraph 4
Details

Main Idea

Paragraph 5
Details

Paragraph 6 Main Idea

Details

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Do you agree with what the text says? What is your assessment of the text?

The text is a good reaction paper due to the following reasons:

1. The text tells us of the author’s opinions about how technology affects lives of
people especially students. You may agree or disagree with what the author says
and your reaction would depend on how the author supported his ideas with facts.
2. The text contains statistical data and these are good evidences which helped in
making the opinions strong. Without those data, you might think that the author is
just inventing ideas.
3. Even your personal experience can be used as support because it was also
mentioned that students use the internet and computers.
4. You will most likely agree with the author. But if you disagree, it is alright as long
as you also have enough facts to support why you disagree with the author.
5. The most important thing to note is facts are necessary in supporting opinions
because this will make your opinion objective and not biased.

What I Learned

You have learned the following important points in this lesson:

1. Opinions must be based on facts to make it objective or not biased.

2. Sources must be cited to support the claims given.
3. Ideas should be presented in an organized way.
4. To convince your readers, opinions and facts must be well-written.

What I want to say about the lesson:

___________________________________________________________
___________________________________________________________
___________________________________________________________
What I found out:
___________________________________________________________
___________________________________________________________
___________________________________________________________

15
What I Can Do

Write a paragraph expressing your opinion of the text that you have read.
Use the given outline guide below to organize your ideas. You can use a scratch
paper first before you finalize your outline.

Outline:

I. Introduction (This will tell the main idea of your assessment)

A. What it says (Write own subtitle)
1.
2.
B. What you think about what it says (Write own subtitle)
1.
2.
3.
II. Body
A. Facts to support what listed in A number 1-2
1.____________________________________________________
2.____________________________________________________
B. Facts to support what you listed in B number 1-3
1.____________________________________________________
2.____________________________________________________
C. Summary of facts to support both A and B
1.____________________________________________________
2.____________________________________________________

III. Conclusion
A. (summary of introduction and body)
______________________________________________________
______________________________________________________
B. (your stand and assessment)
______________________________________________________
______________________________________________________

After creating your outline, write what you have written in the outline in
paragraph form. Use the given space below. Follow the order in the outline when
you write your sentences.

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Paragraph form:

_______________________________

(Title)

Introduction: _________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
___________________________________________________________________________

Body: ___________________________________________________________________

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________________________________________________________

____________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________________________________________________________________________

Conclusion: _____________________________________________________________

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________________________________________________________

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Nice try Getting better Good Job Excellent Work
(1) (2-3) (4) (5)

Lacks an Has an Has a strong Has a strong

INTRODUCTION/ introduction or introduction or a introduction introduction and
CONCLUSION W/ conclusion with an conclusion with and/or conclusion with
opinion. Ideas do an opinion. Uses conclusion an opinion.
OPINION;
not flow at least three with an Groups ideas into
FORMAT throughout paragraphs. opinion. at least three
paragraphs. Does Most ideas flow Groups ideas well-formed
not contain at least throughout into at least paragraphs using
three paragraphs. paragraphs. three well- transitional words
formed and statements.
paragraphs.

Does not state any Somewhat Clearly states Clearly states

reasons that are states a reasons that reasons that is
easy to identify. reason(s) that is are easy to easy to identify
REASONS Does not follow easy to identify. identify. and it is well
their opinion Follows most of Follows their written. Follows
throughout the their opinion opinion their opinion
essay. throughout most throughout the throughout the
of the essay. essay. essay without
wavering.

Uses no or very Uses general Uses specific Uses specific

little general evidence from evidence to evidence to
evidence from the the text(s) to support support opinion
text(s) to support support opinion opinion and and explain
EVIDENCE/ opinion and and explain explain thinking. Uses
EXAMPLES explain thinking. thinking. Can be thinking. factual
Most information is from writer's information to
from writer's mind, mind, not factual further support
not factual evidence. opinion.
evidence.

Many errors occur Many errors Some errors Little or no errors

in spelling, occur in spelling, occur in occur in spelling,
punctuation and punctuation and spelling, punctuation and
grammar that grammar, that punctuation grammar, but
MECHANICS/ greatly interfere somewhat and grammar, they do not
with meaning. interfere with but they do not interfere with
GRAMMAR
Uses little to no meaning. Uses interfere with meaning.
precise language few precise meaning. Uses Uses precise
and linking words language and some precise language and
to connect ideas. linking words to language and linking words to
connect ideas. linking words connect ideas.
to connect
ideas.
Scoring Rubric
Source: https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=ZX43238&

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Lesson
Writing a Reaction Paper,
2 Review and Critique
What’s In
In lesson 1, we have learned about how to express opinion and support
it with facts from different sources of information. In order to deepen our knowledge
in academic writing, we will explore how to write a reaction paper, review and
critique, which will be discussed in-depth in this lesson.

What’s New

Consider the following scenarios.

 Zeny had to write a reaction paper on the article that they have just read in class.
 Jack watched a movie and wrote a long post on his Facebook account to say he
liked it while analyzing the movie using a feminist perspective.
 Rossie is an art critic and she attended an art exhibition at the Ayala Museum, after
which she wrote a review on her blog about one of the paintings that caught her
attention.
 Peter watched the new commercial of a popular brand of soap and wrote a critique
and analysis of the commercial, which was published in a reputable journal.
 Martin attended a cheerdance competition with his friend; after the event, they
discussed how and why the winning team’s performance did not deserve the
award.
What common theme do you find in all the scenarios? All of them involved
evaluating something they read or watched using their reactions and opinions. If you
think writing a reaction paper, review and critique is hard, think again: you have been
evaluating and reacting to different works without knowing it.

Photo Credit: https://essay-lib.com/reaction-paper/

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Activity 1. Read the selection and answer the questions that follow.

Take a look at this text. Is this a GOOD reaction paper?

My Reaction Paper

I am so disappointed at what the author said. He is very wrong about

what he said. I do not like what he wrote and I also hate all his articles. He
has been doing that almost often.

He is a very boastful writer. He only likes to talk about politics but he

does not know anything about it in reality. He simply copies and pastes
whatever he has read. He cannot even explain the ideas very well.

The essay is very long. I hate reading long essays. They make me very
sleepy. There are many unfamiliar words. I had to open a dictionary to find the
meaning. The sentences are also long. Why doesn’t he shorten it?

I do not recommend others to read his essay. They will surely feel the
same way once they have read the essay.

1. Is this how one should write a reaction paper? Why?

2. What is a GOOD reaction paper?

The text above is not the correct way of writing a reaction paper. As what you
have learned in Lessons 1 and 2, your views must be based on facts and written in
an appropriate language and approach. How should you write a reaction paper?

20
What is It
A reaction paper, a review, a critique are specialized forms of writing
in which a reviewer or reader evaluates any of the following:

 a scholarly work (e.g., academic books and articles)

 a work of art (e.g., performance art, play, dance, sports, film, exhibits)
 designs (e.g., industrial designs, furniture, fashion design)
 graphic designs (e.g., posters, billboards, commercials, and digital
media)

Reaction papers, reviews and critiques usually range in length from 250 to
750 words. They are not simply summaries but are critical assessments, analyses,
or evaluation of different works. As advanced forms of writing, they involved your
skills in critical thinking and recognizing arguments. However, you should not
connect the word critique to cynicism and pessimism.

Reviewers do not simply rely on mere opinions; rather, they use both proofs
and logical reasoning to substantiate their comments. They process ideas and
theories, revisit and extend ideas in a specific field of study, and present an
analytical response to a book or article.

Critical Approaches in Writing a Critique

1. Formalism
- claims that literary works contain intrinsic properties and treats each
work as a distinct work of art.
- posits that the key to understanding a text is through the text itself; the
historical context, the author or any other external contexts are not
necessary in interpreting the meaning.

Common aspects looked into in formalism:

 Author’s techniques in resolving contradictions within the work.
 Central passage that sums up the entirety of the work
 Contribution of parts and the work as a whole to its aesthetic quality
 Contribution of rhymes and rhythms to the meaning or effect of the work
 Relationship of the form and the content
 Use of imagery to develop the symbols used in the work
 Interconnectedness of various parts of the work
 Paradox, ambiguity, and irony in the work
 Unity in the work

21
2. Feminist Criticism or Feminism
- focuses on how literature presents women as subjects of socio-
political, psychological, and economic oppression
- reveals how aspects of our culture are patriarchal, i.e., how our culture
views men as superior and women as inferior.
Common aspects looked into when using feminism:
 How culture determines gender
 How gender equality is presented in the text
 How gender issues are presented in the literary works and other aspects
of human production and daily life
 How women are socially, politically, psychologically, and economically
oppressed by patriarchy
 How patriarchal ideology is an overpowering presence

3. Reader-Response Criticism
- concerned with the reviewer’s reaction as an audience of a work.
- claims that the reader’s role cannot be separated from the
understanding of the work; a text does not have meaning until the
reader reads it and interprets it
- Readers are therefore not passive and distant, but are active
consumers of the material presented to them.
Common aspects looked into when using Reader – Response Criticism:
 Interaction between the reader and the text in creating meaning
 The impact of readers’ delivery of sounds and visuals on enhancing and
changing meaning.

4. Marxist Criticism
- concerned with differences between economic classes and
implications of a capitalist system, such as the continuing conflicts
between working class and the elite.
- attempts to reveal that the ultimate source of people’s experience is
the socio-economic system
Common aspects looked into when using Marxist criticism:
 Social class as represented in the work
 Social class of the writer/creator
 Social class of the characters
 Conflicts and interactions between economic classes

Other critical approaches you can use:

 Post-modern criticism  Structuralism
 Post-colonial criticism  Psychological criticism

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 Gender criticism
 Ecocriticism
 Biographical criticism
 Historical criticism
 Mythological criticism

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Structure of a Reaction Paper Reaction paper w/ no prescribed
structure

Introduction (5%) Introduction

‣ Title of the book/article or work ‣ Basic details about the material

(title, director or artist name of
‣ Writer’s name
exhibition/event)
‣ Thesis statement
‣ Main assessment of the
Summary (10%) material (for films and
‣ Objective or Purpose performances)

‣ Methods used (if applicable) Analysis or interpretation

‣ Major findings, claims, ideas, ‣ Discussion or analysis of the

or messages work (critical approach)
Review/Critique (in no particular order ‣ What aspects of the work make
75%) you think it is a success or failure.
‣ Does the writer explicitly state
‣Were there unanswered
his/her thesis statement.
questions or plot lines? If yes,
‣ What are the assumptions how did they affect the story?

‣ What are the contributions of ‣ How does the work relate in

the work to the field where it other ideas ore events in the
belongs?
world?
‣ What problems and issues are
discussed or presented in the ‣ What stood out while you were
work? watching the film or the
performance?
‣ What kind of information are
presented in the work? Conclusion or Evaluation
Conclusion (10%) ‣ Reinforcement of main
‣ Overall impression of the work assessment

‣ Scholarly or literary value of ‣ Comparison to a similar work.

the reviewed article, book or
work. ‣ Recommendation of the
material (if you liked it)
‣ Benefits for the intended
audience

‣ Suggestion for future direction

of research

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Guidelines in Writing a Reaction Paper, Review, or Critique

For Articles and Journals

‣ Read to the work to be reviewed carefully.

‣ Relate the content of the work to what you already know about the topic.
‣ Focus on discussing how the book treats the topic
‣ Report the type of analysis or mode of presentation.
‣ Examine whether the findings are adequately supported.
‣ Suggest points for improvement of the reasoning.
‣ Point out other interpretations that the writer missed out.

For artworks and other media

‣ Use speculative verbs (evoke, create, appear, & suggest).

‣ Make sure to describe it to the reader (do not spoil key events).
‣ Describe the material in simple terms (artworks).

General note:

‣ Did the work hold your interest?

‣ Did the work annoy or excite you?
‣ Did the work prompt you to raise questions to the author?
‣ Did the work lead you to some realizations?
‣ Did the work remind you of other materials that you have read, viewed or listened
to?

What’s More
Activity 2. Draw a smiling face  if the statement is true and a sad
face , if the statement is false.
______ 1. A review or reaction paper involves higher order thinking skills.
______ 2. A reaction paper, review and critique generally used the same
organization of ideas.
______ 3. A review must always be organized using a structure.
______ 4. Feminist criticism relates to conflicts between ideas.
______ 5. Marxist criticism involves the analysis of the intrinsic features of a text.
______ 6. More than half of a review or critique should be devoted to the summary.
______ 7. The name of an author and title of the reviewed article are placed at the

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end of a review or critique.
______ 8. The reviewer’s overall impression of the material being reviewed should
be placed in the introduction.
______ 9. When writing a review, reaction paper, or critique, only one perspective
should be used.
______ 10. Writing a reaction paper, review or critique is exclusive for scholars.

Activity 3. Read the following article and answer the questions that follow.

Concerns In Philippines After Duterte Given Emergency Powers

To Fight COVID-19 Spread
March 24, 2020
Source: https://www.npr.org/sections/coronavirus-live-updates/2020/03/24/820906636/concerns-in-
philippines-after-duterte-given-emergency-powers-to-fight-covid-19-s

In the Philippines, Congress granted President Rodrigo Duterte special

temporary powers on Tuesday to manage the COVID-19 crisis that continues
to surge in the country of 110 million people.

To date, there are 552 confirmed cases, and 35 deaths.

The measure granting Duterte the new powers was the first to be
approved by Philippine lawmakers using Zoom, the remote teleconferencing
service, and puts the country under a "state of national emergency."

However, Duterte failed to win approval to take over private companies

and utilities, authority he had sought.

The president has been locked in battle with private concessionaires

who supply water to Metro Manila, accusing them of over-charging and under-
performing, and repeatedly threatening to put water under government
control.

Duterte's new powers extend to the narrower sectors of hospitals and

public transportation. He can direct private hospitals and medical facilities to
house health care workers and serve as quarantine centers, and take over
public transport operations to ferry front-line workers.

But even these measures have drawn criticism.

"No to emergency powers. The existing powers are already being

abused," University of the Philippines law professor Jay Batongbacal said in a
Facebook post, the South China Morning Post reported.

Duterte has jailed critics, harassed journalists and waged a

controversial drug war, exposing him to charges of autocratic rule. Rights

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advocates fear the new powers will make it dangerous for local governments
to express dissent over how best to combat the virus.

Fifty million Filipinos meanwhile remain under lockdown since Duterte

ordered half the population to stay home last week. The main island of Luzon
is a web of checkpoints to ensure people stay put.

The new law also gives Duterte the authority to reallocate items in the
2020 national budget for projects that would fight the spread of COVID-19.
Under a $5 billion emergency fund, some 18 million low-income households
would receive assistance.

The package also helps equip hospitals and bolster testing.

Any accurate measurement of the coronavirus in the Philippines has

been severely constrained by a chronic shortage of test kits. As of Tuesday,
only 1,793 individuals have been tested nationwide.

Last week, the Philippine Health Department said it has only 2,000 kits
left. The Chinese Embassy in Manila said it will donate 100,000 test kits.
Singapore contributed diagnostic kits on Tuesday that can perform 3,000
tests.

One bone of contention: who should be tested. Reports that VIPs —

including senators, other officials and their relatives — were tested ahead of
ordinary citizens have generated predictable scorn.

Questions:

1. What is the purpose of the given text?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Who is the target reader?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Has the writer achieved his/her purpose? If yes, how?

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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

What I Have Learned

You have learned the following important points in this lesson:

1. One must use appropriate language for a specific discipline.

2. It is important to raise legitimate, contrary views in an appropriate manner.
3. There are different critical approaches that you can apply when making a
critique and you need also to apply the appropriate critical approach in your
critique.

What I want to say about the lesson:

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
What I found out:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

What I Can Do

Activity 4. Read the poem at least twice and write a critique (300 to 500 words)
using critical approach.

DEAD STARS (for Paz Marquez Benitez)

by H.O. Santos
Source: https://www.sushidog.com/bpss/poems_staff/stars2.htm

If I still think of her today

Why didn’t I tell her long ago?
I could have saved all wondering
For I’d have peace if I did know.
If I had learned of metaphors
Before I wondered ’bout the stars

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Would I have written verses then
And worshipped Venus instead of Mars?
If I had found my tongue could rhyme
Would I have shown a face sans mask,
A heart unsure? But woe is me–
I’ll never know, I didn’t ask.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________

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Scoring Rubric

Beginning Developing Strong

(1) (3) (5)

Introduction is missing Introduction contains Introduction contains

one or more of the most of the all requirements:
INTRODUCTION
following requirements requirements: -an engaging hook,
-hook, -hook, -name of poem,
-name of poem, -name of poem, -name of poet,
-name of poet, -name of poet, -a brief summary,
-a brief summary, -a brief summary, -thesis
-thesis (interpretation), -thesis (interpretation), (interpretation),
-key elements -key elements -key elements

The essay does not The essay explains with The essay thoroughly
explain the elements that some inconsistency, the explains why the
have been used by the elements that have been element may have
poet, or what the used by the author, or been used by the
BODY element gave to the what the element gave to author, or what the
PARAGRAPH poem clearly. It is not the poem. It is fairly clear element gave to the
clear that the student that the student poem. It is clear that
understands the understands the the student
ANALYSIS OF definitions of the definition of the elements understands the
KEY ELEMENTS elements discussed and discussed and is able to definition of the
is not able to apply their apply their knowledge to elements discussed
knowledge to the poem. the poem. and is able to apply
their knowledge to the
poem.

Conclusion is missing Conclusion contains Conclusion contains

one or more of the most of the required all required elements:
CONCLUSION requirements: elements: -Restated thesis
-restated thesis -restated thesis -summary of main
-summary of main points -summary of main points points
-relates poem to broader -relates poem to broader -relate poem to
themes in life themes in life broader themes in life

Shows basic Shows awareness of Shows strong

awareness of audience, audience, control of awareness of
simplistic word choice, voice, some variety in audience,
STYLE
some variety of sentence sentence structure control of voice,
structure, and word choice, and variety in sentence
and limited use of some smooth transitions structure, precise
transitions word choice, and
smooth transitions

May have errors in May have a few errors in Generally free from
grammar, spelling, grammar, spelling, errors in grammar,
CONVENTIONS
mechanics, and other mechanics, and other spelling, mechanics,
conventions; these conventions; these and other
errors may cause some errors do not cause conventions
confusion confusion of written English
Source: https://www.rcampus.com/rubricshowc.cfm?code=S56BC3&sp=true

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Assessment: (Post-Test)

Multiple Choice. Answer the questions that follow. Choose the letter of the best
answer.

1. Which of the following is NOT true about the reaction paper?

A. It may include the main purpose of the event.
B. It conveys incisive insights into its analysis of events.
C. It is mainly written to communicate a fair assessment.
D. It purely expresses one’s opinions on certain issues and concerns.
2. Which of the following can be a form of a reaction paper?
A. news report
B. book review
C. incident report
D. romantic poem
3. Which of the following is needed to make objective assessment?
A. facts
B. objectives
C. assessment
D. personal views
4. Which of the following is NOT a form of reaction paper?
A. appeal
B. protest
C. reflection
D. sports Report
5. Why should we cite specific source?
A. It makes the reaction paper reliable.
B. It makes the paper more substantial.
C. It is an additional creative part of the paper.
D. It can attract many readers to read your paper.
6. Which critical approach focuses on understanding ways gender roles are reflected
or contradicted by texts?
A. Marxist
B. Feminism
C. Historicism
D. Reader-response

7. Which critical approach focuses on ways texts reflect, reinforce, or challenge the
effects of class, power relations, and social roles?
A. Marxist
B. Feminism
C. Historicism
D. Reader-response
31
8. Which critical approach focuses on understanding texts by viewing texts in the
context of other texts?
A. Marxist
B. Feminism
C. Historicism
D. Reader-response

9. Which critical approach focuses on each reader's personal reactions to a text,

assuming meaning is created by a reader's or interpretive community's personal
interaction with a text?
A. Marxist
B. Feminism
C. Historicism
D. Reader-response

10. Which critical approach focuses on "objectively" evaluating the text, identifying its
underlying form. It may study, for example, a text's use of imagery, metaphor, or
symbolism?
A. Formalism
B. Historicism
C. Media Criticism
D. Reader-response

32
MODULE 2: Academic Writing in Practice

ANSWER KEY

What I Know

1. A 6. B
2. B 7. A
3. A 8. C
4. D 9. D
5. A 10. A

What’s New

Answers may vary

Lesson 1

What Is it

Answers may vary

What’s More

Activity 1

Answers may vary

Activity 2

Answers may vary

Activity 3

Words Meanings from the dictionary

Equity Fairness or justice in the way people are treated

Exponentially Very fast, increasingly rapid

Instantaneously Happening in an instant

Disparities Different from each other

Exacerbate To make worse

Authentic Real or genuine

33
Activity 4

Paragraph 1

Main Idea: Information technology influences the way many of us live and
work today

Details: We use the internet to look and apply for jobs, shop, conduct
research, make airline reservations, and explore areas of interest. We use E-
mail and internet to communicate instantaneously with friends and business
associates around the world. Computers are commonplace in homes and the
workplace.

Paragraph 2

Main Idea: Although the number of internet users is growing exponentially

each year, most of the world’s population do not have access to computers of
the internet.

Details: Only 6 percent of the population in the developing countries are

connected to telephones. Although more than 94 percent of U.S households
have telephones, only 56 percent has personal computers at home and 50
percent has internet access. The lack of what most of us would consider a
basic communication necessity -the telephone-does not occur just in
developing nations. On some Native American reservations only 60 percent of
the residents have a telephone. The move to wireless connectivity may
eliminate the need for telephone lines, but it does not remove the barrier to
equipment costs.

Paragraph 3

Main Idea: The gap between groups is narrowing.

Details: Eighty-five percent of households with an income over $75,000

have internet access, compared with less than 20 percent of the households
with income under $15,000. Over 80 percent of college graduates use the
internet as compared with 40 percent of high school completers and 13
percent of high school dropouts. Seventy-two percent of household with two
parents have internet access; 40 percent of female, single parent households
do. Differences are also found among households and families from different
racial and ethnic groups. Fifty-five percent of white households, 31 percent of
black households, 32 percent of Latino households, 68 percent of Asian or
Pacific Islander households, and 39 percent of American Indian, Eskimos, or
Aleut households have access to the internet.

34
The number of internet users who are children under nine years old and
persons over fifty has more than triple since 1997. Households in inner cities
are less likely to have computers and internet access than those in urban and
rural areas, but the differences are no more than 6 percent.

Paragraph 4
Main Idea: Another problem that exacerbates these disparities is that
African-American, Latinos, and Native Americans hold few of the jobs in
information technology.
Details: Women about 20 percent of these jobs and receiving fewer than
30 percent of the Bachelor’s degrees in computer and information science.
The result is that women and members of the most oppressed ethnic group
are not eligible for the jobs with the highest salaries at graduation.
Baccalaureate candidates with degree in computer science were offered the
highest salaries of all new college graduates.

Paragraph 5
Main Idea: The higher percentage of the schools with more affluent students
have wired classrooms than those with high concentrations of low-income
students
Details: Ninety-eight percent of schools in the country are wired with at
least one internet connection. The number of classrooms with internet
connection differs by the income level of students. Using the percentage of
students who are eligible for free lunches at a school to determine income
level, we see that.

Paragraph 6
Main Idea: Access to computers and the internet will be important in
reducing disparities between groups.
Details: . It will require higher equality across diverse groups whose
members develop knowledge and skills in computer and information
technologies. The field today is overrepresented by white males. If computers
and the internet are to be used to promote equality, they have to become
accessible to schools cannot currently afford the equipment which needs to be
updated regularly every three years or so. However, access alone is not
enough; Students will have to be interacting with the technology in authentic
settings. As technology has become a tool for learning in almost all courses
taken by students, it will be seen as a means to an end rather than an end in
itself. If it is used in culturally relevant ways, all students can benefit from its
power.

What I Can Do

Answers may vary

35
Lesson 2

What’s New

Activity 1

Answers may vary

What’s More

Activity 2

1.  6. 
2.  7. 

3.  8. 

4.  9. 

5.  10. 

Activity 3

Answers may vary

Activity 4

Answers may vary

MODULE 2 ASSESSMENT

1. D 6. B
2. B 7. A
3. A 8. C
4. D 9. D
5. A 10. A

36
References
Book

Barrot, Jessie and Sipacio, Philippe John. Communicate Today English for
Academic & Professional Purposes for Senior High School. Quezon City: C & E
Publishing, Inc., 2016.

Cruz, Rosalina, Laurel, Ma. Milagros, and Lucero, Adelaida. English for Academic
and Professional Purposes Reader Learner’s Material. Quezon City. Department
of Education. 2016

Cruz, Rosalina, Laurel, Ma. Milagros, and Lucero, Adelaida. English for Academic
and Professional Purposes Reader Teacher’s Guide. Quezon City. Department
of Education. 2016

Gabelo, Nerissa, and Geron, Cristina. Reading-Writing Connection for the 21st
Century Learners for Senior High School. Malabon City. Mutya Publishing
House, Inc. 2016.

Valdez, P. English for the globalized classroom series. English for Academic &
Professional Purposes. The Phoenix Publishing House Inc. 2016

Oracion, G. M. & Dalona, I. F. English for Academic and Professional Purposes.

Tagum City. Diocesan Printing Press and Publishing, Inc. 2018

Dictionary

Merriam-Webster Dictionary, 2020. (Merriam-Webster Inc.)

Online Sources

https://elearningindustry.com/online-teaching-during-covid-19-lockdown-conduct-
classes

https://learningenglish.voanews.com/a/how-to-express-your-opinions-in-english/
4755937.html

https://www.export.gov/article?id=Philippines-Information-and-Communications-
Technology

https://essay-lib.com/reaction-paper/

https://www.npr.org/sections/coronavirus-live-updates/2020/03/24/820906636/
concerns-in-philippines-after-duterte-given-emergency-powers-to-fight-covid-19-s

https://www.sushidog.com/bpss/poems_staff/stars2.htm

https://englishexplorations.check.uni-hamburg.de/academic-writing-how-to-
express-your-personal-opinion/
37
https://unilearning.uow.edu.au/academic/4a.html

https://documents.uow.edu.au/content/groups/public/@web/@stsv/@ld/
documents/doc/uow195604.pdf

https://www.quora.com/What-is-the-differences-between-the-reaction-paper-and-
a-critique#:~:text=Components%20of%20critique%20paper%3A&text=and
%20main%20points-,while%20in%20critique%20paper%20it%20is%20a
%20academic%20writing%20where,the%20work%20of%20the
%20author.&text=Paper%3A%20Ultimate%20Guide-,Reaction%20paper%20is
%20a%20type%20of%20written,requires%20personal%20opinion%20and
%20conclusion.

https://www.coursehero.com/file/55807297/Reaction-Papersdocx/

For inquiries and feedback, please write or call:

Department of Education – Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [email protected]

38