10

English
Quarter 3 – Module 1:
Argumentative Essay

CO_Q3_English10_ Module1
English – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 1: Argumentative Essay
First Edition, 2021

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Undersecretary: Diosdado M. San Antonio

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 10

English
Quarter 3 – Module 1:
Argumentative Essay
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as
you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson.
At the end of each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We trust that you will
be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also provided
to our facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. And read
the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
write your argumentative essay with its parts and features. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

 Lesson 1 – Terms in Argumentative Writing
 Lesson 2 – Parts and Features of Argumentative Essay

After going through this module, you are expected to:

1. Get familiar with terms used in argumentation/debate;
2. Identify the parts and features of argumentative essay.

Notes to the Teacher

Prior to understanding of the lesson on noting details, the student is

given a brief background about reading comprehension. The students should
be able to get familiar with this term used for plain text and innovative text.

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 What I Know

Direction: Circle the correct letter for the answer to each of the questions. Note: If
you are able to answer all the following questions correctly, then there is no need to
continue with this module.

Argumentative Essay

1.What is an argument?
a. Is an idea that supports the claim
b. Is an idea that has feelings in it.
c. Is an idea that tells a story.
d. All of the above

2. What does an argumentative essay presents in order to let the reader know why
it is more favorable?
a. The main idea of an essay.
b. Evidences for a claim
c. A sentence that gets the reader's attention.
d. All of the above

3.What do you call an idea which the opinions of people are different?
a. Argument
b. Issue
c. Claim
d. Evidence.

4.What is a counterargument?
a. Agreeing with your opponent's claim.
b. The response to an argument.
c. An idea given by the opposing side against the claim given.
d. All of the above

5.What is a rebuttal?
a. The response counterargument.
b. The conclusion.
c. The return to your claim.
d. All of the above

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6.There are three parts to an essay. Which choice contains all of them?
a. Thesis, Lead, Hook
b. Introduction, Body, Conclusion.
c. Claim, Counterclaim, Rebuttal.
d. Only A and B
7.These are the elements of an argumentative essay.
a. Claim, Argument
b. Evidence, claim and conclusion
c. Claim, Counterargument, Rebuttal.
d. All of the above

8.In which paragraph is the thesis found?

a. Body
b. Introduction
c. Conclusion
d. None of the above

9.How many paragraphs should your essay possess?

a. at least four
b. at least two
c. at least three
d. at least five

10.Your thesis statement must include the points you will discuss. At least how
many should you have in your essay?
a. Three
b. One
c. Four
d. Two

11.This are the components of an argumentative essay.

a. Introduction and Body.
b. Refutation and Conclusion
c. Introduction, Body and Conclusion
d. All of the above

12.It is the body paragraph where facts of the given thesis statements of the essay
are written?
a. Introduction
b. Refutation
c. Body
d. Conclusion

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13.What is a Conclusion?
a. This is rephrasing the thesis statement only.
b. This is rephrasing the introduction.
c. It is rephrasing the thesis statement, major points and call attention.
d. None of the above

14.What is logic?
a. Reason
b. Feelings
c. Facts
d. Opinions

15. It is also called the gateway of an essay?

a. Introduction
b. Body
c. Refutation
d. Conclusion

Lesson
Argumentative Essay
1

What’s In

When we hear the word “argument,” we know this as a heated conversation.

However, academically speaking, it is an attempt to persuade someone by presenting
evidence to the reader for why it is a more favorable choice regarding a particular
issue. We persuade people to agree with our claim using facts. This is called
argumentation.

In order to do that, we need to do research and find evidences to support our

claim. This kind of writing is what we call “argumentative essay.” An argumentative
essay is a written form of argumentation.

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 An argumentative essay presents evidences for a claim in order to let the
reader know why it is more favorable. It also shows why the other side of an issue is
unfavorable or less favorable. It also includes, like any other essay, an introduction
and conclusion.

An argumentative essay is a piece of writing that takes a stance on an issue.

In a good argumentative essay, a writer attempts to persuade readers to understand
and support their point of view about an issue by stating their reasoning and
providing evidence to support it.

Argumentative essay writing is a common assignment for high school and

college students. Generally, argumentative essay topics are related to science,
technology, politics, and health care.

 The following are terms related to an argumentative essay.

Issue – an idea about which the opinions of people are different.

Claim – a statement by an author about an issue. A claim has a significant
amount of disagreement about it. A claim needs supporting
arguments. A claim is also called a position, stand, or point of view.
Argument – an idea that supports the claim. An argument needs supporting
evidences.
Evidence – facts in the real world that can be used to support an argument.

Examples of evidences are statistics, data from studies, historical events,

habitual practices, and other facts that can support an argument.

Counterargument – an idea given by the opposing side against the claim

given in the argumentative essay.
Rebuttal – the response to the counterargument
Pro – an argument in favor of a claim or advantage regarding something
Con - an argument against a claim or disadvantage regarding something

Why is it important to learn to write an argumentative essay?

Learning how to write an argumentative essay will help you to develop critical
thinking and research skills along with developing how to rationally defend a
position. These skills will help you progress academically and occupationally.

Argumentative essays have the following elements: claim, arguments,

evidences, counterargument, rebuttal, and conclusion.

In this module, we will learn about the argumentative essay including its
elements and components.
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 What’s New

ACTIVITY 1: The Good and The Bad!

Direction: List 5 each of the PROS (advantages) and CONS (disadvantages) of the
given topic. You can work with somebody who will be your thinking buddy.
Discuss the PROS and CONS with your thinking buddy.

TOPIC: The Advantages and Disadvantages of COMPUTERS.

Example: Pros: Multipurpose use of technology.

Cons: They always needs electricity.

C
1._______
1._______
O
2._______
2._______ M
3._______
3._______ P CONS
PROS
U 4._______
4._______

T 5._______
5._______
E

Identifying the pros and cons of the topic will help you choose your stand and
write your arguments. From this, you can research to support your claim and defend
it with facts. This is called “brainstorming”. With this method, you can bring out all
your ideas.

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 What is It

Elements of an Argumentative Essay

CLAIM

- it is the REBUTTAL
position or ARGUMENT
- logical CONCLUSION
assertion in
-statements that COUNTER arguments for
relation to an - the conclusion
support the claim ARGUMENT rejecting the
issue. A claim restates the claim,
EVIDENCE argument
cannot be used summarizes
- an opposing
to support an arguments, restates
- the facts or argument or assertion
argument the counterclaim and
reasons that
because it is a rebuttal and makes
support the
claim that must any recommendation
arguments.
be defended.

Example:
ISSUE: Should people be encouraged to travel by bicycle rather than by car?

CLAIM: People should be encouraged to travel by bicycle rather than by car.

ARGUMENT: Maintaining a bicycle is less expensive than a car.

EVIDENCE: 1. The parts of a bicycle are much cheaper than the parts
of a car.
2. Fixing a car may require the services of a mechanic who would charge an
expensive amount for labor. On the other hand, many bicycles can be fixed
by the owners themselves.
3. Cars require expensive yearly registration.

COUNTERARGUMENT: Some say that riding a bicycle would increase

travel time and decrease productivity.

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 REBUTTAL: Traveling by bicycle would actually mean avoiding rush hour
Traffic jams.

CONCLUSION: So, we encourage people to travel by bicycle rather than by car

to avoid traffic jams during rush hours to keep and it does not make people from
being late to their appointments.

NOTE: Evidence can be FACTS, STATISTICS, and EXAMPLES

After knowing the elements of an argumentative essay, we also need to learn

the components of an argumentative essay.

What’s More

ACTIVITY 2: PROVE IT!

Direction: Read the example Argumentative Essay provided and provide what is being
asked. Place your answers on the space provided.

As online learning becomes more common and more and more resources are
converted to digital form, some people have suggested that public libraries should be
shut down and, in their place, everyone should be given an iPad with an e-reader
subscription.

Proponents of this idea state that it will save local cities and towns money because
libraries are expensive to maintain. They also believe it will encourage more people to
read because they won’t have to travel to a library to get a book; they can simply click on
what they want to read and read it from wherever they are. They could also access more
materials because libraries won’t have to buy physical copies of books; they can simply
rent out as many digital copies as they need.

However, it would be a serious mistake to replace libraries with tablets. First,

digital books and resources are associated with less learning and more problems than
print resources. A study done on tablet vs book reading found that people read 20-30%
slower on tablets, retain 20% less information, and understand 10% less of what they
read compared to people who read the same information in print. Additionally, staring
too long at a screen has been shown to cause numerous health problems, including
blurred vision, dizziness, dry eyes, headaches, and eye strain, at much higher instances
than reading print does. People who use tablets and mobile devices excessively also have
a higher incidence of more serious health issues such as fibromyalgia, shoulder and back
pain, carpal tunnel syndrome, and muscle strain. I know that whenever I read from my
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e-reader for too long, my eyes begin to feel tired and my neck hurts. We should not add
to these problems by giving people, especially young people, more reasons to look at
screens.

Second, it is incredibly narrow-minded to assume that the only service libraries

offer is book lending. Libraries have a multitude of benefits, and many are only available
if the library has a physical location. Some of these benefits include acting as a quiet
study space, giving people a way to converse with their neighbors, holding classes on a
variety of topics, providing jobs, answering patron questions, and keeping the community
connected. One neighborhood found that, after a local library instituted community
events such as play times for toddlers and parents, job fairs for teenagers, and meeting
spaces for senior citizens, over a third of residents reported feeling more connected to
their community. Similarly, a Pew survey conducted in 2015 found that nearly two-thirds
of American adults feel that closing their local library would have a major impact on their
community. People see libraries as a way to connect with others and get their questions
answered, benefits tablets can’t offer nearly as well or as easily.

While replacing libraries with tablets may seem like a simple solution, it would
encourage people to spend even more time looking at digital screens, despite the myriad
issues surrounding them. It would also end access to many of the benefits of libraries
that people have come to rely on. In many areas, libraries are such an important part of
the community network that they could never be replaced by a simple object.
SOURCE: https://blog.prepscholar.com/argumentative-essay-examples

1. What is your Analysis on the given essay? -

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________

2. What this essay does well? Give at least 3 reasons.

3. How can this essay be improved? Provide your best answer.

ACTIVITY 3:

Direction: Identify whether the sentence provided is a CLAIM or a STATEMENT.

Write your answer on the space provided.

1. The first two novels of The Hunger Games trilogy have become New York Times
bestsellers, while the third novel, Mockingjay, upon its release ranked #1 on all
US bestseller list.
Answer: _______________________________________________________

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2. The lead character in Cinderella is a young girl living in miserable circumstances
that abruptly became extraordinary after a night at a ball.
Answer: _______________________________________________________

3. The Hunger Games trilogy has more well-developed characters than the Harry
Potter series.
Answer: __________________________________________________________________

4. If Cinderella’s fairy godmother had not arrived to help her get ready for the ball,
she never would have married her Prince Charming.
Answer: __________________________________________________________________

5. The San Francisco Giants baseball team achieved the dynasty status when they
secured the World Series in 2010, 2012, and 2014.
Answer: __________________________________________________________________

What I Have Learned

ACTIVITY 4: WHO IS CLAIM?

Direction: Look for the claim in the paragraph. Encircle the claim, box the points
to support the claim.

Example: The COVID-19 Virus spread all over the world. The new virus
affected the economy of every country.

1. Advertisers target young people when marketing cigarettes, alcohol,

and adult movies. This makes most of the young adult are addicted to
vices.
2. As of May 29, 2014 desalinated water already costs about $2,000 an acre
foot - roughly the amount of water a family of five uses in a year. The cost
is about double that of water obtained from building a new reservoir or
recycling wastewater, making water an expensive necessity for the people.
3. Computer shops makes a lot of money from kids when they play computer
games, watch YouTube and even use social media. Regardless of how
much they earn, kids become addicted to playing computer games and
watching videos in YouTube.
4. Selling too much unhealthy foods make kids and adults sick. Junk food
manufacturers are poisoning people with their preservatives, additives
and artificial flavorings.

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 5. Video games makes kids violent. Counter Strike, PUBG, GTA5 are games
that are war games.

What I Can Do

ACTIVITY 5: Match the Evidence

Direction: Match the claim to the evidence in the boxes. Color the claim and its
corresponding evidence 1 color. Each pair should have different colors to differentiate
each claim and evidence. An example was done for you. Please explain why some
items are in boldface. Otherwise,

Wild animals should be High-fructose corn Kids who are 12 and

protected syrup should be banned over should be allowed
to vote for the
president.

Doctors agree that it is The president and the Some studies have shown
okay to eat sweets in president’s decisions that certain types of
moderation, as long as affect everyone-including games can help kids
you have balanced and kids. learn problem-solving
healthy diet over all. skills.

Video games help kids We should be allowed to Not all Junk food is bad
learn choose what we want to
learn in school

It is proven that diversity Studies show us that if We will be more

in wildlife help maintain we consume too much interested and involved in
a healthy ecosystem. unhealthy food, it can school if we get to make
cause health problems, our own choices
like obesity and diabetes.

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 Lesson Components Of
2 Argumentative Essay

What’s In

Components of an Argumentative Essay

INTRODUCTION
REFUTATION
- background of the
CONCLUSION
subject/topic or - counterclaim
thesis. BODY and rebuttal - summarize key
- present your points
position with
supported
evidence

INTRODUCTION – it is an introductory paragraph; it is in the start of the essay.

- this is called the “gateway” of an essay.
- it is because it attracts the attention of readers to the essay
and gives the readers background information about the topic.
- it also introduces the thesis statement of the essay, which is
the heart of an essay, and tells what to be discussed in the
body paragraphs.

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 Example:
Why should we ditch our fancy, high priced, gas guzzling sports car and
pick up a low tech bicycle? Well, we should all choose to take the old fashion
route because there are money benefits to riding a bike round town. Although
it may be more work, a bicycle’s benefits will outweigh a car’s dangerous
fumes any day. People should be encouraged to commute by bicycle rather
than by car.

BODY – it is the body paragraph where facts of the given thesis statements of the
essay are written.
- it is where the arguments are written to support the statements.

Example:
(1st Argument) Financial commuting costs for a bicycle are considerably
less than for a car. A brand new car costs a million pesos and it uses expensive
fuel to let it run and move, while a bicycle will only cost more than one thousand
pesos but does not need any fuel, and it uses body energy to pedal and move.

REFUTATION/COUNTERARGUMENT – it is the argument to refute earlier

arguments and give weight to the actual position.

Example:
(Counterargument) Some say that riding a bike would increase
commuting time and decrease productivity.

(Rebuttal) Commuting by bicycle would mean avoiding rush hour traffic

jams and helping the be early or on time to an appointment.

CONCLUSION – it is rephrasing the thesis statement, major points, call attention, or

just having the concluding remarks. It even has some recommendations.

Example:
We should choose riding a bicycle. This will not only be less expensive
and fuel-free but it gives us a healthy body. Finally, it brings us to destination
on time or even earlier avoiding traffic jams.

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 What’s New

ACTIVITY 5: To Claim or not to Claim: That is the question?

Going back to your activity 1, you were able to list all the pros and cons of
computers. Now them here in constructing your claim and giving evidences to
support your stand about computers.

Fill the table below to build your outline for your argument.

Issue: Are we too dependent on computers?

CLAIM

*What do you believe?

Arguments

*Give statements that support your claim

EVIDENCE

*For each evidence, give facts, statistics,

or concrete examples that support the
argument.

COUNTER-ARGUMENT

*What might someone say if they

disagreed with you?

REBUTTAL

*What would you say to the person who

disagreed with you to change their mind?

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 What’s More

Activity 6: Argument Writing: Parts of an Argumentative

Essay

When you write an argumentative essay, you are trying to convince your
reader that your opinion is correct. A strong argumentation has six key parts.

A statement of opinion. This is the thesis of your argumentation.

Claim
A claim requires arguments.
An idea that supports the claim. An argument needs supporting
Argument evidences.

Evidence Proof or facts that support your each of your arguments.

Counter- An argument that your reader would make if they disagreed with
Argument your claim.

Rebuttal Your response to the counter-argument.

Conclusion A convincing restatement of the original claim.

Direction: Underline each part of the following argumentation using the colors listed
above.
Dear Mom,
I think we should get a pet dog. Dogs make great pets because they are loyal.
I have heard of a dog who did not leave its master even when the master died.
According to scientists, dogs have evolved to be loyal to humans. They also help
deter criminals, like thieves. When dogs bark, criminals become afraid. Dogs growl
at people they think are a threat. They also help boost people’s moods because they
are friendly and playful. Doctors have even found that owning a dog can improve a
person’s health. According to them, dogs reduce the risk of cardiovascular disease
and they help prevent allergies, asthma, and eczema in children! You might think
that I am not responsible enough to have a pet dog. But, I have demonstrated
responsibility by making my bed every morning and doing my homework every
afternoon. I know that I would be responsible for walking our pet dog and cleaning
up after it. Getting a pet dog would be good for our whole family!
Love, Natalie

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 What I Have Learned

ACTIVITY 7: ARGUE WITH ME!

Direction: Read the sentences and identify if they are a claim or a statement.
Encircle the correct answer.
1. All mammals are warm-blooded. [ Statement , Claim ]
2. Whales are mammals. [ Statement , Claim ]
3. The Harry Potter Novel is the number 1 best-selling book of all time.
[ Statement , Claim ]
4. Not all dogs belong to the canine family. [ Statement , Claim ]
5. Wolves are canine. [ Statement , Claim ]
6. The universe was created with a Big Bang. [ Statement , Claim ]
7. Paper is made from trees. [ Statement , Claim ]
8. Water plants can filter pollution. [ Statement , Claim ]
9. China is the best country in the world. [ Statement , Claim ]
10. Some plants can be watered once a week. [ Statement , Claim ]

What I Can Do

ACTIVITY 8: WHAT AM I?
Direction: Read the claim, evidence and conclusion. Identify the conclusion if it is a
STATEMENT or a CLAIM.

1. All doctors are health workers.

All nurses are health workers.
1. ____________ Therefore, all doctors are nurses.
2. Nurses are angels.
Doctors are angels.
2. ____________ Therefore, doctors are nurses.

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 3. People need water.
Animals need water.
3. ____________ Therefore, people and animals need water.
4. Plants are food.
Spinach is a food
4. ____________ Therefore, all plants are food.
5. Peanut is a nut.
Cashew is a nut.
5. ____________ Therefore, coconut is a nut.

Assessment

1.What is an argument?
a. Is an idea that supports the claim
b. Is an idea that has feelings in it.
c. Is an idea that tells a story.
d. All of the above

2. What does an argumentative essay presents in order to let the reader know why
it is more favorable?
a. The main idea of an essay.
b. Evidences for a claim
c. A sentence that gets the reader's attention.
d. All of the above

3.What do you call an idea which the opinions of people are different?
a. Argument
b. Issue
c. Claim
d. Evidence.

4.What is a counterargument?
a. Agreeing with your opponent's claim.
b. The response to an argument.
c. An idea given by the opposing side against the claim given.
d. All of the above

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5.What is a rebuttal?
a. The response counterargument.
b. The conclusion.
c. The return to your claim.
d. All of the above

6.There are three parts to an essay. Which choice contains all of them?
a. Thesis, Lead, Hook
b. Introduction, Body, Conclusion.
c. Claim, Counterclaim, Rebuttal.
d. Only A and B

7.These are the elements of an argumentative essay.

a. Claim, Argument
b. Evidence, claim and conclusion
c. Claim, Counterargument, Rebuttal.
d. All of the above

8.In which paragraph is the thesis found?

a. Body
b. Introduction
c. Conclusion.
d. None of the above

9. How many paragraphs should your essay possess?

a. at least four
b. at least two
c. at least three
d. at least five

10.Your thesis statement must include the points you will discuss. At least how
many should you have in your essay?
a. Three
b. One
c. Four
d. Two

11.This are the components of an argumentative essay.

a. Introduction and Body.
b. Refutation and Conclusion
c. Introduction, Body and Conclusion
d. All of the above

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12.It is the body paragraph where facts of the given thesis statements of the essay
are written?
a. Introduction
b. Refutation
c. Body
d. Conclusion

13.What is a Conclusion?
a. This is rephrasing the thesis statement only.
b. This is rephrasing the introduction.
c. It is rephrasing the thesis statement, major points and call attention.
d. None of the above

14.What is logic?
a. Reason
b. Feelings
c. Facts
d. Opinions

15. It is also called the gateway of an essay?

a. Introduction
b. Body
c. Refutation
d. Conclusion

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 Additional Activity

ACTIVITY 9: FIX ME PLEASE!

Direction: Put the notes below into the outline to complete the argumentative essay
outline.

not wearing your proper gears and

Don’t have enough self-discipline not looking your surrounding can
result in serious accidents

don’t think about the possible

inexperienced
consequences of their actions

Limbs and bones are broken Life-destroying

Checking the surroundings for Have you ever notice someone in

your safety is much more front of you while you are riding
important than just playing your bike?

I encourage everyone to always be

Irresponsible safe and wear the proper gears
when riding a bike

In a world of many possible Care Reynolds was 16 when he

danger, not being careful and not broke his legs without wearing his
following proper guidelines is a proper biking gears
bigger problem than in the past.

There should be more education

about the safety protocols

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 Argumentative Essay Outline

Topic : Riding Bicycles instead of cars.

1. Introduction

A. Hook: _____________________________________________________

B.Thesis: ____________________________________________________

C. Summary of arguments: ______________________________________

2.Argument 1: ________________________________________________

A. Supporting evidence: _________________________________________

B. Supporting evidence: _________________________________________

3. Argument 2: ________________________________________________

A. Supporting evidence: _________________________________________

B. Supporting evidence: _________________________________________

4. Argument 3: ________________________________________________

A. Supporting evidence: _________________________________________

B. Supporting evidence: _________________________________________

5. Counterargument: ___________________________________________

6. Rebuttal: __________________________________________________

7.Conclusion: _________________________________________________

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CO_Q3_English10_ Module1
22
LESSON 2
What’s New What’s More What I have
learned
NOTE: The Act. 7
answer will
depend to 1. Statement
the learner. 2.Statement
3. Claim
4. Claim
5. Statement
6. Claim
7. Statement
8. Claim
9. Claim
10. Claim
What I Can Do Assessment Additional Activity
Act. 8 1. a NOTE: Answers may vary
2. b
1. Claim 3. b
4. c
2.Claim
5. a
6. b
3. Statement
7. d
4. Statement 8. b
9. d
5. Claim 10. a
11. d
12. c
13. a
14. a
15. a
Answer Key
CO_Q3_English10_ Module1
23
LESSON 1
What I Know What’s New What’s More
1. a NOTE: The answer will depend Activity 2:
2. b to the learner.
3. b Answers may vary
4. c
5. a
6. b
Activity 3:
7. d
8. b 1. Statement
9. d
10. a 2. Statement
11. d
12. c 3. Claim
13. a
4. Claim
14. a
15. a 5. Claim
What I have What I Can Do Additional
learned Activity
Act.4 NOTE: Answers
may vary
1. Most of the
young adult are
addicted to vices
2. Water is an
expensive necessity
for the people.
3. Kids become
addicted to playing
computer games
and watching
videos in YouTube.
4. Junk food
manufacturers are
poisoning people.
5. Video games
make kids violent.
References

"Argument Writing: Parts Of An Argument | Worksheet | Education.Com". Education.Com, 2021.

https://www.education.com/download/worksheet/171522/argument -writing-parts-of-an-
argument.pdf.

"Argumentative Essay - Examples And Definition Of Argumentative Essay". Literary Devices, 2021.
https://literarydevices.net/argumentative-
essay/#:~:text=Definition%20of%20Argumentative%20Essay,-
An%20argumentative%20essay&text=The%20general%20structure%20of%20an,hoo

Sarikas, Christine. "3 Strong Argumentative Essay Examples, Analyzed". Blog.Prepscholar.Com,

2021. https://blog.prepscholar.com/argumentative-essay-examples.

24
CO_Q3_English10_ Module1
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

 10
English
Quarter 3 Module 2A
Using Informative Writing
Techniques

CO_Q3_English10_ Module 2A
English – Grade 10
Alternative Delivery Mode
Quarter 3 Module 2: Using Informative Writing Techniques
First Edition, 2021

shall be necessary for exploitation of such work for profit. Such agency or office may,
among other things, Republic Act 8293, section 176 states that: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created impose as a condition the payment of royalties.

Borrowed materials (i.e., pictures, photos, brand names, trademarks, etc.) included in
this book are owned by their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective copyright owners. The
publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Jhobelle N. Gonzales

Evaluator: Patricio Dawaton
LRMDS Staff: Elizabeth T. Calbayan
Fely B. Badival
Jeremy Kermit B. Padilla
Management Team: Estela L. Cariño
Florante E. Vergara
Carmel F. Meris
Rosita C. Agnasi

Printed in the Philippines by ________________________

Department of Education – Cordillera Administrative Region (CAR)

Office Address: Wangal, La Trinidad, Benguet
Telefax: (074) 422-4074
E-mail Address: [email protected]
 10

English
Quarter 3 Module 2A
Using Informative Writing
Techniques
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as
you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson.
At the end of each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We trust that you will
be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also provided
to our facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. And read
the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know
Hello learner!
Hello learner! This module was designed and written with you in mind. Primarily,
its scope is to teach you how to compose and evaluate informative texts.
While going through this module, you are expected to have:
1. identified the structure and features of informative writing; and
2. written an informative text.

By the way, use a sheet of paper as your answer sheet to write your answers
of the different activities presented in this learning module. DO NOT ANSWER here
directly.

What I Know

Activity 1: A. Multiple Choice

Directions: Select the best answer to each question by writing the letter of your choice
on your answer sheet.

1. It is the most complex skill in communication.

A. Listening
B. Reading
C. Speaking
D. Writing

2. This writing technique gives information and straightforward facts regarding

a topic.
A. Analytical
B. Informative
C. Opinion
D. Persuasive

3. Informative writing is sometimes called _____________ writing.

A. argumentative
B. explanatory
C. narrative
D. persuasive

4. It is the purpose of an informative text.

A. to educate
B. to entertain
C. to narrate
D. to persuade
1
CO_Q3_English10_ Module 2A
 5. In choosing a topic, it must be ______________.
A. broad
B. extensive
C. narrow
D. specific

6. In informative writing, the following are considered evidence except for -

A. data
B. facts
C. opinion
D. statistics

7. It is considered as the road map in an informative text.

A. Body
B. Conclusion
C. Introduction
D. Thesis Statement

8. The road map is usually found in the ______________ part in any type of
writing.
A. body B. conclusion C. introduction D. topic sentence

9. This is where facts, statistics, statements, and other supporting details are
included.
A. body
B. conclusion
C. introduction
D. thesis statement

10. This part summarizes and reiterates the thesis statement of an informative
text.
A. body
B. conclusion
C. introduction
D. thesis statement

B. TRUE or FALSE
Directions: Write T if the statement is true and F if otherwise.
11. Transitional words and phrases are used in informative writing for smooth
flow of information.
12. Biased information is needed in informative writing.
13. The thesis statement is the most significant component of an informative
text.
14. In explaining a topic, reliable and credible sources are needed.
15. Accurate and essential data are included in an informative text.

2
CO_Q3_English10_ Module 2A
 Lesson Using Informative Writing
1 Techniques

What’s In

Writing is the most complex of the four macro skills in communication. It

takes years and a lot of practice to master this skill. However, since writing is part of
life, you need to hone your writing skills to prepare you for academic and professional
demands.

In the previous modules, argumentative writing was already discussed. Where the
writer needs to take a stand on a certain issue, the writer’s stand must be supported
with evidence. The same is true with informative writing, which we encounter daily
from reading instructions, writing a grocery list, and reading books and
announcements among other things.

Informative writing explains a specific topic. The information included in informative

texts is grounded on facts. Informative or informational texts may follow a number
of structures like description, sequence, cause and effect, problem-solution, and
comparison and contrast.

3
CO_Q3_English10_ Module 2A
 What’s New

Activity 2: HUNTING TIME!

Directions: Read the words in the WORD BOX. Circle/highlight each word you can
find in the puzzle below. The words maybe hidden in any direction.

WORD BOX
INFORMATIVE BODY SPECIFIC
TOPIC FACTS CONCLUSION
INTRODUCTION EXPOSITORY THESIS STATEMENT
ACCURATE ATTENTION ESSENTIAL
TRANSITION EVIDENCE EDUCATE

Created in: https://tools.atozteacherstuff.com/word-search-maker/wordsearch.php.m

4
CO_Q3_English10_ Module 2A
 What is It

An informative text educates readers about a topic or subject. It is meant to

inform others using credible sources as evidence – facts, statistics, and other
research data. Informative texts usually answer the five Ws: who, where, when, what,
and why. Sometimes, they also describe “how” to do or accomplish something.

When choosing a topic for informative writing, focus on a specific topic.

Consider the topic that is not too broad or too narrow. A topic is too broad if you
cannot explain it in one or two pages. For example, you cannot choose special
education as the topic because it has a big scope. Rather, you can be more specific
and select causes of hearing-impairment as your topic. On the other hand, a topic is
too narrow when it is very simple and can be explained in a sentence or a short
paragraph.

Just like any type of writing, informative texts follow a structure – the
introduction, body, and conclusion.

The introduction
Grabbing the attention of readers is part of the beginning - formally known as
introduction. It is where the thesis statement is found. The thesis statement is
considered the most essential part of informative writing. According to Kristina
Barroso in her article “Informative Writing Techniques”, the thesis statement is
known as the road map of an informative text because the whole essay is built around
it. The thesis sentence is a sentence that summarizes the entire essay.
Aside from stating the thesis statement, writers introduce the main
idea, provide definition for difficult words/concepts, and give a short description on
what will be discussed.

The body
The body or the middle part is where the thesis statement is fully explained.
Evidence such as facts, statistics, statements from experts, and other supporting
details are found in this section. This section requires citing sources of information.
The evidence presented will be the basis if the information is reliable, accurate, and
unbiased.

The conclusion
The conclusion reiterates the thesis statement and summarizes the main
points of the informative text. No new evidence must be presented at this point
because all ideas must have already been discussed in the body.

5
CO_Q3_English10_ Module 2A
Tone, clarity (being clear) and transition words
Aside from the structure, other features and techniques of informative writing
need to be considered. First is tone or attitude of the author toward the topic. The
attitude of the author toward the topic should always be formal, objective, and
neutral. As mentioned above, informative writing is fact-based - biased information
is unacceptable. The writer’s opinion and beliefs do not have a place in informative
writing. Second, always be specific. Provide clear answers to the five Ws and one H
of the topic you are writing about. Employ language that is clear, formal, and
unbiased. Also, do not forget to use transitional words (discussed in previous
modules) for organized and smooth flow of ideas. In doing so, readers can get a better
understanding of the information they read.

Informative essays vary in length, but all good informative pieces are a product
of an application of several writing techniques. Below are some of the best
tips/techniques to help you write an excellent informative text.
1. Open with an attention grabber and conclude with a summary of the main
points of the essay.
2. Use appropriate transitional words to ensure the logical flow of ideas.
3. Observe formal tone.
4. Utilize proper language and applicable vocabulary to the topic. Similarly, avoid
biased language.
5. Make use of formatting, nonlinear texts such as flowcharts, graphs, graphic
organizers, and digital texts with hyperlinks when needed.

Now, check out this example of an informative essay, and try to analyze if the
aforementioned techniques were used in this writing.

How to Email your Teachers

The new normal has limited face-to-face interactions, which is why

people shifted to sending emails and chats to transact business. This also has
become the set-up even in the educational setting; teachers, learners, and
parents communicate with one another through chat or email.

However, while this medium is more efficient, this could disrupt the
communication process especially if the message is not clearly and coherently.
The learner may not be aware that emails and chats are also formal
correspondence and ends up sending friendly and informal messages to his
teachers. The result? Seen-zoned messages, without reply. To avoid
miscommunication, follow these email tips, rules, and examples outlined by
educator Katie Azevedo.

First, enter a subject line (for email). This tells the receiver if the
message is important, urgent, work-related and whatnot. Secondly, use a
proper greeting or salutation just like you do in business letters. Next,
introduce yourself by stating your name and your class or section. This is
necessary since teachers have hundreds of students to attend to.

6
CO_Q3_English10_ Module 2A
 After these preliminaries state your concern, preferably by starting
with an overview sentence. Keep it short and simple, and remind yourself to
use appropriate language; jokes, sarcasm, and emojis are not necessary.
Lastly, thank your teacher and close out the email or chat. Remember
not to demand an immediate reply.

These tips and rules send a message that you only mean business;
hence you are likely to get the answers you are seeking. This is not just a
school-skill; this will be applicable even when you will be applying for a job or
when you are emailing or sending chats to your boss.

Emails and chats are indeed an effective and efficient forms of

communication, especially if done correctly, simply, and respectfully.

This essay is probably way shorter than most informative essays, but does it
comply to the prescribed structure and conventions in informative writing? Does it
comply to the guidelines and techniques?

 It started with a relatable scenario and ended with a repeat of the thesis
statement.
 It utilized transitional words such as ‘however, first, second, next, after,
lastly.’
 The tone is generally formal, but it becomes conversational in parts where
the essay shifts to a second person point of view.
 The language used is simple and appropriate for the target audience –
students.
 There aren’t any graphics or visuals, but they are not really necessary
considering the length of the essay and the topic. However, in online
platforms, this essay could be presented in a bullet list with and with other
nonlinear texts.

Informative writing plays a vital role not only in the academic world but also
in the real world. It is a skill so essential that it can affect your grades and future
job opportunities. Becoming an effective writer is not easy, but it pays to be one.

7
CO_Q3_English10_ Module 2A
 What’s More

Activity 3: GUIDE ME

Directions: Write a “How to Guide” on any of the possible subjects listed below. A
“How to Guide” is a step-by-step process that an individual will follow to complete a
task. Use the rubric to guide you in producing an excellent output.
a. How to cook…
b. How to bake…
c. How to assemble…
d. How to cope…
.

CRITERIA 5 3 1
CONTENT Topic is clear all Topic is a bit clear. Topic is unclear.
throughout the guide. Four to five steps Three steps are
Six or more steps are are included. included. Student
included. Student Student shows shows no interest
shows interest and interest about topic. or knowledge
knowledge about the about the topic.
topic.
ORGANIZATION Transitional words are Some transitional There are no
included. Instructions words are included. transitional words
are sequenced Instructions are used. Instructions
correctly. sequenced correctly. are unclear.
CONVENTIONS Few or no errors in Some errors in Has some difficulty
grammar, spelling, grammar, spelling, in grammar,
capitalization, and capitalization, and spelling,
punctuation. punctuation. capitalization,
punctuation.

Adapted and modified: https://www.oodlesofteachingfun.com/2019/08/quick-write-rubric.html

8
CO_Q3_English10_ Module 2A
 What I Have Learned

Activity 4: NAME ME

Directions: Identify what is being asked in the following statements. Choose the
correct answer in the scroll. Write your answer on a separate sheet.

to entertain introduction body

thesis statement transitional words to educate verbs

topic sentence specific narrow

____________________1. It is the purpose of informative writing.

____________________2. In informative writing, a topic must be

________________, for better understanding of readers.

____________________3. This is a crucial component of informative writing.

____________________4. This part discusses and shows evidence to support the

statement included in informative writing.

____________________5. They are used to guarantee a smooth flow of ideas in

informative writing.

9
CO_Q3_English10_ Module 2A
 What I Can Do

Activity 5: BE INFORMED!
Directions: Compose a three-paragraph informative essay about any of the topics
listed below. Use the rubric to guide you in writing and evaluating your essay.
a. Philippines’ Covid -19 Response
b. West Philippine Sea Dispute Between Philippines and China
c. Community Pantries
d. Others (Own chosen topic)
CRITERIA 5 3 1
Focus and The introduction engages The introduction engages The introduction does
Organization the reader and states a the reader not state the
thesis in a compelling and sets forth the thesis. thesis clearly.
way. The essay includes an The essay does not
Includes a clear introduction, include an
introduction, body, and body, and conclusion. introduction, body,
conclusion. and conclusion.
The conclusion
The conclusion summarizes ideas and The conclusion does
summarizes ideas and supports the thesis. not summarize ideas
offers fresh insight into and may not relate to
the thesis. the thesis.
Evidence The essay includes The research includes Reliable and relevant
and specific reasons, details, some specific reasons, evidence is not
Elaboration facts, and quotations details, facts, and included.
from selections and quotations from The tone of the essay
outside resources to selections and outside is not objective or
support thesis. The tone resources to support the formal.
of the essay is always thesis. The language used is
formal and objective. The tone of the research imprecise and not
Language used is precise is mostly formal and appropriate for the
and appropriate for the objective. Language used audience and purpose.
audience and purpose. is generally precise and
appropriate for the
audience and purpose.
Conventions All sentences are well Most sentences are well Sentences sound
constructed and have constructed, but they awkward, are
varied structure and have a similar structure distractingly repetitive
length. The author and/or length. The or are difficult to
makes no errors in author makes several understand. The
grammar, mechanics, errors in grammar, author makes
mechanics, and/or numerous errors
and/or spelling.
spelling that interfere in grammar,
with understanding. mechanics, and/or
spelling that interfere
with understanding.

Adapted and modified: https://www.lbschools.net/Asset/Files/Curriculum/ELA/CC/MS/Rubric%20for%20Informative%20Writing%206-

11%20(Pearson%20MyPerspectives).pd

10
CO_Q3_English10_ Module 2A
 Additional Activity

Activity 6: COMPARE and CONTRAST

Directions: Apply the techniques in writing informative texts by writing a comparison

and contrast essay on one of the following topics. Use the Venn Diagram below to
help you list the similarities and differences of the two concepts you are comparing
and contrasting.

a. Gen X vs. Gen Z

b. Face to face class vs. Online class
c. eBooks vs. printed books
d. Pre-Pandemic vs. Pandemic forms of entertainment of teenagers
e. P-Pop vs. K-Pop

11
CO_Q3_English10_ Module 2A
 Post-Assessment

Activity 7: A. Multiple Choice

Directions: Answer each question by writing the letter of the best answer on your
answer sheet.

1. It is the most complex skill in communication.

A. Listening B. Reading C. Speaking D. Writing

2. This writing technique gives information and straightforward facts regarding a

topic.
A. Analytical B. Informative C. Opinion D. Persuasive

3. This is where facts, statistics, statements, and other supporting details are
included.
A. body B. conclusion C. Introduction D. thesis statement

4. It is the purpose of an informative text.

A. to entertain B. to educate C. to narrative D. to persuade

5. In choosing a topic, it must be ______________.

A. broad B. extensive C. narrow D. specific

6. It is considered as the road map in an informative text.

A. Body B. Conclusion C. Introduction D. Thesis Statement

7. In informative writing, the following are considered evidence except for:

A. data B. facts C. opinion D. statistics

8. The road map is usually found in the ______________ part in any type of writing.
A. body B. conclusion C. Introduction D. topic sentence

9. Informative writing is sometimes called _____________ writing.

A. argumentative B. Explanatory C. narrative D. persuasive

10. This part summarizes and reiterates the thesis statement of an informative text.
A. body B. conclusion C. Introduction D. thesis statement

B. TRUE or FALSE
On your answer sheet, write T if the statement is true and F if otherwise.
11. Adverb phrases are used in informative writing for smooth flow of information.
12. Unbiased information is needed in informative writing.
13. The conclusion is the most significant component of an informative text.
14. In explaining a topic, reliable and credible sources are needed.
15. Accurate and essential data are included in an informative text.

12
CO_Q3_English10_ Module 2A
CO_Q3_English10_ Module 2A
13
What I Know What’s New
1. D
2. B
3. B
4. A
5. D
6. C
7. D
8. C
9. A
10. B
11. T
12. F
13. T
14. T
15. T
What's More Additional Activity
What’s More
Answers vary.
GUIDE ME
Answers vary.
What I Can Do
What I Have Learned
Answers vary.
NAME ME
Post-Assessment
1. to educate
2. specific
1. D
3. thesis statement
2. B
4. body
3. A
5. transitional words
4. B
5. D
6. D
7. C
8. C
9. B
10. B
11. F
12. T
13. F
14. T
15. T
Answer Key
References

Barroso, Kristina. 2018. “Informative Writing Techniques”. December 7.

https://www.theclassroom.com/informative-writing-techniques-
7929529.html

Kittelstad, Kit. 2015. “Examples of Informative Essays”. Accessed February

12. https://examples.yourdictionary.com/examples-of-informative-
essays.html

Pearson Education, Inc. “Informative/Exploratory Rubric”. Accessed

February 12.
https://www.lbschools.net/Asset/Files/Curriculum/ELA/CC/MS/Rubric%2
0for%20Informative%20Writing%206-11%20(Pearson%20MyPerspectives).pdf

Rehbein, Tiffany. 2021. “Informative/Explanatory Writing in the Classroom, Grades

3- 12. April 23. https://www.sadlier.com/sc
hool/elablog/informative/explanato ry-writing-in-the-classroom

Structure of Informative and Persuasive Writing.2003. Accessed January 17.

http://static1.squarespace.com/static/53e7dd4fe4b0fb1fc62c318a/t/56a25
3caab2810f339a7ca59/1453478859875/writing_features.pdf

What is the difference between informative and persuasive writing?

Accessed January 17.
https://capella.libanswers.com/writingcenter/faq/260905

14
CO_Q3_English10_ Module 2A
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

 10
English
Quarter 3 – Module 2b:
Using a Variety of Persuasive
and Argumentative Writing
Techniques

CO_Q3_English10_ Module2b
English – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 2b: Using a Variety of Persuasive and Argumentative Writing
Techniques
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., pictures, photos, brand names, trademarks, etc.) included in this
book are owned by their respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Developer: VANESSA L. ABUBO

Evaluator: PATRICIO T. DAWATON

Management Team: ESTELA L. CARIÑO

FLORANTE E. VERGARA

CARMEL F. MERIS

ROSITA C. AGNASI

ELIZABETH T. CALBAYAN

FELY B. BADIVAL

JEREMY KERMIT B. PADILLA

Printed in the Philippines by ________________________

Department of Education – Cordillera Administrative Region (CAR)

Office Address: DepEd – CAR Complex, Wangal, La Trinidad, Benguet
Telefax: Fax: (074) 422-40-74 Tel: (074) 422-13-18
E-mail Address: [email protected]
 10

English
Quarter 3 – Module 2b:
Using a Variety of Persuasive
and Argumentative Writing
Techniques
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as
you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson.
At the end of each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We trust that you will
be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also provided
to our facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. And read
the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know
Hello learner!

This module was designed and written with you in mind. Primarily, its scope is to
teach you how to write a persuasive and an argumentative essay employing various
techniques.
While going through this module, you are expected to:
1. determine the difference persuasive, and argumentative writing;
2. identify some writing techniques used in persuasion and argumentation; and
3. write a persuasive or an argumentative essay employing the techniques
learned.
By the way, use a sheet of paper as your answer sheet to write your answers
of the different activities presented in this learning module. DO NOT ANSWER here
directly.
Here is an outline of the different parts of your learning material.

Label Description
What I need to This states the learning objectives that you need to achieve
know as you study this module.
What I know This is to check what you already know about the lesson on
this module.
What’s In This connects the current lesson with a topic or concept
necessary to your understanding.
What’s New This introduces the lesson to be tackled through an activity.

What’s In it This contains a brief discussion of the learning module

lesson.
What’s More These are activities to check your understanding and to
apply what you have learned from the lesson.

What I have This generalizes the essential ideas tackled from this
Learned module through a lesson summary or an activity.

What I Can Do This is a real-life application of what you have learned.

Post-Assessment This is an evaluation of what you have learned from this

learning material.

Additional Activity This is an activity that will strengthen and fortify your
knowledge about the lesson.

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CO_Q3_English10_ Module2b
 What I Know

Activity #1: Multiple Choice

A. Write the letter of the correct answer on your answer sheet.

1. Which type of writing aims to convince the readers to agree with the writer’s
opinion or perspective?
A. Argumentative Writing C. Informative Writing
B. Descriptive Writing D. Persuasive Writing

2. Which of the following statements best describes argumentative writing?

A. It presents the writer’s side about an issue and the evidence to prove
his points.
B. It uses emotive language to sway the readers to agree with the writer’s
opinions.
C. It usually ends with a call to action.
D. All of the above.

3. Which of the following is not an acceptable evidence to prove one’s point?

A. opinions of random people C. statement of experts
B. research findings D. statistics

4. Besides knowledge about the topic, what is an important aspect to consider

when writing a persuasive or an argumentative essay?
A. length of the essay C. knowing the target audience
B. extensiveness of vocabulary D. using all writing techniques

5. What persuasive writing technique uses an interrogative statement to

emphasize the obvious and make the reader reflect about it?
A. Appeal to Authority C. Repetition
B. Appeal to Emotion D. Rhetorical Question

6. What technique aims to persuade the readers by telling that everybody else
has accepted the idea or that the majority is already doing it?
A. Appeal to Authority C. Repetition
B. Bandwagon D. Rhetorical Question

7. Which of the following is a thesis statement?

A. An app or tablet can provide children with an alternate medium for
education.
B. Gifted children can also benefit from technology-based learning
environments.
C. The use of technology and screen time can be positive for children.
D. Technology allows children to excel academically.

2
CO_Q3_English10_ Module2b
 8. What is the purpose of a counterargument in argumentative writing?
A. It is primarily aimed at setting argumentative from persuasive writing.
B. It is meant to make the essay longer and meet the word count.
C. It provides a chance for the writer to acknowledge the loopholes of his
own arguments.
D. It is intended to weaken the opposing arguments by presenting
evidence that would invalidate their claim.

9. Which of the following is an example of a counterargument?

A. The result of several studies have shown that corporal punishment is
harmful.
B. Poor cognitive development skills is also a result of the stress caused
from the anxiety associated with corporal punishment.
C. Corporal punishment can cause children to have a poor view of their
own self-worth, which may be an entirely internalized behavior.
D. Although corporal punishment can provide positive and temporary
child compliance, the effects of such action is deleterious and can last
for many years.

10. From the given options in #9, what is the writer’s stand about the issue on
corporal punishment?
A. He is against it because he has experienced it when he was a child.
B. He is against it because of its many negative effects on the child.
C. He supports it because it can make children comply.
D. He supports it because experts say it is effective.

B. Identify if the statement is a description or an example of persuasive or

argumentative text. Write P for persuasive and A for argumentative.

11. It aims to make the readers acknowledge the truthfulness of the writer’s
claims.

12. It involves analysis, synthesis, and evaluation of information or evidences to

give a solid support to the argument.

13. It usually ends with a call to action.

14. Diane Dimond wrote on her blog, “And once robbed of their self-esteem, they
can suffer from mental and physical problems, drop out of school and even
commit suicide.” No one likes the way insults feel, and this is why bullies are
criminals.

15. Slow internet speed in the Philippines is a problem in ensuring quality

education. The country fell six notches to 121 out of 139 countries, its 12.09
mbps far below the global average of 30.89 mbps; this is why Filipino learners
cannot keep up with international standards.

3
CO_Q3_English10_ Module2b
 Lesson Persuasive Writing
1 Techniques

What’s In

Writing is probably the most difficult and uninteresting activity for most
students, especially when they need to meet a certain number of word count for the
write-ups that they need to submit. They are usually at a loss for words, or they
struggle with organizing the information into a cohesive essay, probably due to not
having read enough. But while writing may seem a challenging task or a difficult skill
to master, its uses and benefits are vast.

There are different writing styles that are worth learning, and two of the most
common are persuasive and argumentative writing. These two may seem similar;
however, they differ in terms of purpose, tone, style among others. For instance,
persuasive texts aim to convince readers to agree with the writer’s opinions or to act
the way he wants them to, but an argumentative essay lets the readers choose which
side to agree with.

You may not be aware but you are often involved in acts of persuasion and
argumentation, be it with your friends, parents, teachers or other people. In the
following lessons and activities in this module, you will learn to polish your
persuasive and argumentative skills and apply them to compose well-written texts
under each style.

4
CO_Q3_English10_ Module2b
 What’s New

Activity 2: Top Five

Study the word cloud and then copy five (5) words which are very much
related to the concept of PERSUASIVE WRITING. Write the words on your answer
sheet.

1. ________________________

2. ________________________

3. ________________________

4. ________________________

5. ________________________

What is It

Have you ever tried asking your parents for an increase in your allowance, or
convincing your friends to do something for you? If you did and you succeeded, then
you must have good persuasive skill and you can channel this skill into writing.
Persuasive writing is a type of writing that aims at convincing people to
think, feel, or to act in the writer’s way. Persuasive texts may be in the form of essays
in books, articles in newspapers and magazines, posters and, of course,
advertisements. All these forms of persuasion try to get the readers to agree or to
take an action.
A persuasive writing usually contains: a) the writer’s opinion, which he/she
wants the readers to accept; b) evidence or information to support the writer’s
opinion; c) the action that the writer wants the readers to do.
Persuasive writing is so common that it seems easy to do, but the writing
process is not as simple as just sharing an opinion. The writer needs to combine
thorough research with good word choice in order to make his opinions believable
and get the readers to agree with him. That is the ultimate goal, and this is why
persuasive writing is powerful.

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CO_Q3_English10_ Module2b
 Here are some of the effective and commonly used persuasive techniques used
by writers to achieve their purpose.

1. Rhetorical Question. This is a question that is not intended to be answered.

Instead, it is meant to state the obvious, or to challenge the readers and to
make them think. For example: Wouldn’t you do everything to make your
family happy?
2. Repetition. Repeating key words or phrases will likely make readers
remember them.
3. Bandwagon. This is the technique that would convince a reader to believe
in an idea because the majority or everybody else believes it’s true. For
example: Nine out of 10 students got higher grades because of the modular
learning setup.
4. Appeal to Emotion. The use of emotive language can help sway the readers
to side with the writer or to do what he says. For example: Be thankful that
you have more than what you need. Others children do not even have a
roof above their head, but they study harder than anyone.
5. Appeal to Authority. The writer needs to establish himself as an authority
in the topic he is writing about by using facts, figures, and other proofs
that would support his opinions or claims.

From these techniques mentioned, it is evident that the writer would usually
use a passionate, personal or emotional tone when addressing the readers. Take note
also that writers usually use two or more of these techniques when composing a
persuasive text to add impact to their statements, but they should first know their
audience or target readers in order to identify the best techniques that would work.
For instance, when writing to persuade a group of professionals, emotive language
may not work as effective as it would to a group of teenagers.

Knowing these techniques does not necessarily mean being able to write a
good essay. The structure is equally important. The structure of most persuasive
essays follow a rather simple format.

One paragraph introduction that presents the topic and the

writer’s stand or opinion about it.

At least one body paragraph that presents further explanation, as

well as evidence or proof that would support the writer’s opinion

One concluding paragraph that summarizes or repeats the

opinion, or calls the reader to action based on that opinion

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CO_Q3_English10_ Module2b
 What’s More

Activity 3: Recognize Me?

Read the following paragraphs lifted from Marla Manlapig’s “What’s to blame for
the low reading comprehension of the Filipino youth?” (CNN Philippines, April 21,
2020). Afterwards label each paragraph according to the parts of a persuasive
writing. Choose from the options given below.

INTRODUCTION EVIDENCE CALL TO ACTION

1. “Our students do not know how to process the text,” opined Frederick Perez,
current president of the Reading Association of the Philippines.

2. The dismal performance of the Philippines in the 2018 Program for

International Student Assessment (PISA) sends the message that the country’s
educational system need to take reading instruction seriously, particularly in
upskilling teachers and developing effective materials for reading instructions.

3. The PISA report also revealed that expenditure per student in the country is
90 percent lower than the global average, and this limited funding results in
the absence of viable teaching materials. This hampers the ability of each
student to learn and comprehend the materials presented.

4. The reading problem is a national issue, so there has to be an immediate

evaluation of the curriculum. Also, the government must consider allocating
more funds to the education sector to make possible the training of teachers,
as well as the creation and evaluation of teaching and learning materials.

5. Moreover, the Department of Education should develop materials that would

introduce the learners to expository texts which deal with information. Filipino
learners performed poorly in the PISA because the test is mostly made up of
expository texts and calls for the processing of information, and they are not
prepared for it.

7
CO_Q3_English10_ Module2b
Activity #4: Decent Proposal

Write a letter to your school principal and Student Council convincing them
to develop or adopt an online learning management system to where self-learning
modules will be uploaded and compliance or completion rate can be tracked by both
teachers and parents. Your letter will be scored based on the rubric below.

5 4-3 1-2
Content The letter clearly The purpose is The purpose was
presents the writer’s evident, and stated; however,
purpose and persuasive there was no use of
effectively utilizes techniques were persuasive
persuasive writing used. There are also techniques and the
techniques. There adequate details to supporting details
are also adequate support the writer’s seem random and
and factual details to purpose. irrelevant.
support the purpose.
Organization There was logical There was a clear The content of the
organization of the and logical letter was not
details of the letter, organization of organized, thereby
from the statement details from the obscuring the
of purpose to the statement of writer’s intent or
supporting details, purpose and the purpose. There
and was concluded supporting details. wasn’t any clear
effectively. However, the letter ending as well.
wasn’t ended
effectively.
Mechanics The parts of a The parts of a Some parts of a
business letter are business letter are business letter are
complete. Further, complete, but there not indicated, and
there was not a are about 3-5 errors there are
single error in in grammar, numerous errors in
grammar, punctuation, grammar,
punctuation, spelling or word punctuation,
spelling and word usage. spelling and word
usage. usage which affect
the meaning of the
sentences.

8
CO_Q3_English10_ Module2b
 Lesson
Use Argumentative
2 Writing Techniques

What’s New

Activity 4: Right Where It Belongs

Identify where these elements are found in an argumentative essay by

putting a check mark on the corresponding column.

Introduction Body Conclusion

1. Background Information
2. Counterarguments
3. Reasons
4. Summary
5. Evidence/Proof
6. Thesis Statement

What is It

In one of your previous modules for this Quarter, you were introduced to the
essentials of an argument essay. Here in this lesson, you will revisit the concepts
and further your learning by getting familiar with some argumentative writing styles.
Argumentative writing is a type of writing wherein the writer aims at
presenting an issue (be it scientific, political, social, etc.) and then taking side or
making a stand, which he will have to support by giving proof or evidence. This task
requires that the writer read about the topic and research about evidence (e.g.,
statistics, statement of experts, legal documents).
As mentioned in earlier, it is quite similar with persuasive writing in some
aspects, but argumentative texts adopt a fair, formal and reasonable tone; hence,
emotive appeal do not play a significant role here. In terms of structure,
argumentative essays should have a straightforward structure so they are easy for
readers to follow.

9
CO_Q3_English10_ Module2b
 1. Introductory paragraph – This part should provide an outline of the
topic, the background information needed to understand your
argument, the evidence you will present, and your thesis statement.
(A thesis statement is a clear, concise, one-sentence summary of your
main point and claim.)

2. Body paragraphs – This part comprises at least three paragraphs

that contains reasons and evidence (such as examples, research,
statistics, statements from an authority, etc.) that back up your claim.

3. Counterargument – This paragraph is still part of the body, but it

is reserved for acknowledging opposing claims and then refuting them
to further support your side or stance.

4. Conclusion – This is a one-paragraph part that restates your thesis

and summarizes all of the arguments. Here, no other arguments
should be introduced anymore.

To make sure that the content of each paragraph has substance, here are some
argumentative writing techniques or tips outlined from Sarikas (2019) and other
sources:
1. Make your thesis crystal clear. Readers should be able to pinpoint immediate
what your thesis statement is; otherwise, it would make your essay weak.
Make it stand out by putting it in the first paragraph of your essay.

2. Use evidence to support your side. For every point that you make, make sure
you have facts to back it up. This not only makes your essay stronger, but it
also helps you build your authority or credibility as a writer.

3. Show why the other side is weak. The best argumentative essays are not that
focuses only on their side but those that present opposing arguments and
then countering them. This tells the reader that the writer has really
considered all sides and found out which is better.

4. Use logical connectors. Knowing the right words or phrases to use plays an
important part in making sure that all the contents of the essay are organized.
Therefore, make sure to use where appropriate some logical connectors such
as however, on the other hand, consequently, therefore, and so on.

10
CO_Q3_English10_ Module2b
 What’s More

Activity 5: Mix and Match

Exercise further your critical thinking skill in this activity. Read the given
thesis, and then choose from the table two valid and strong arguments and three
accompanying evidences that would support the thesis. Write your answers on your
answer sheet.

Thesis: In times of a pandemic, and in a place where discipline is not part of every
citizen’s vocabulary, a lockdown is still the Philippine’s best option to keep the
coronavirus disease under control.
Arguments: Evidences:
1. Limiting the movement of people 1. At least 7.3 million Filipinos lost their
in public spaces minimizes the jobs because of the pandemic based
spread of the virus. on the record of the Philippine
2. A lockdown compels the leaders Statistics Authority.
to prove their worth in extending 2. According to a study by the
public service. University of the Philippines, there is
3. Staying at home allows for a an 83 percent decrease in Covid-19
much needed bonding time cases during the implementation of
among family members. the lockdown.
4. Imposing curfews and window 3. Philippine National Police record
hours help ensure public order shows that crime rate dropped to 55
and safety among residents. percent during the lockdown period.
5. A time off from public spaces 4. The ozone layer was reported to have
allows the environment to heal recovered, and Manila Bay is a lot
itself. cleaner now.
6. All countries who successfully 5. Former health secretary and dean of
contained the virus implemented Ateneo School of Medicine Manuel
a lockdown. Dayrit said, “Not imposing
community quarantine will risk a
Wuhan-like situation.”
6. In March alone, over 17,000
lockdown violators were arrested.

11
CO_Q3_English10_ Module2b
 What I Have Learned

Activity 6: Table for Two

Complete the table by filling-in the missing information about persuasive

and argumentative writing. Base your answers from the discussions in this
module.

Persuasive Argumentative

Purpose 1. To get readers to recognize

and accept that the writers’
argument is valid.
Starting Point 2. Identify and research about
the topic and decide which
side to support(pro/con).

Structure Usually three paragraphs long 3.

with an introduction that
states the opening statement;
a body that contains series of
points, elaboration/evidence;
and a conclusion that
summarizes and restates the
opinion.

Support Relies mostly on opinions and 4.

emotions to influence the
readers

Tone 5. 6.

12
CO_Q3_English10_ Module2b
 What I Can Do

Task 7: Arguably Agreeable

Write either a persuasive or an argumentative essay (three to five paragraphs)
about any of the topics listed below. This would require you to research about your
chosen topic. Also, be guided with the content of the rubric.
a. No Fail Policy
b. Extension of School Year 2020-2021
c. Privatization of the Baguio Public Market
d. Covid-19 vaccines

5 4 3 2
CONTENT

ORGANIZA
-TION

PURPOSE

WORD
CHOICE

13
CO_Q3_English10_ Module2b
 Assessment (Post)

Multiple Choice: A. Write the letter of the correct answer on your answer sheet.

1. Which of the following statements best describes argumentative writing?

A. It presents the writer’s side about an issue and the evidence to prove
his points.
B. It uses emotive language to sway the readers to agree with the writer’s
opinions.
C. It usually ends with a call to action.
D. All of the above.

2. Which type of writing aims to convince the readers to agree with the writer’s
opinion or perspective?
A. Argumentative Writing C. Informative Writing
B. Descriptive Writing D. Persuasive Writing

3. What technique aims to persuade the readers by telling that everybody else
has accepted the idea or that the majority is already doing it?
A. Appeal to Authority C. Repetition
B. Bandwagon D. Rhetorical Question

4. What persuasive writing technique uses an interrogative statement to

emphasize the obvious and make the reader reflect about it?
A. Appeal to Authority C. Repetition
B. Appeal to Emotion D. Rhetorical Question

5. Besides knowledge about the topic, what is an important aspect to consider

when writing a persuasive or an argumentative essay?
A. length of the essay C. knowing the target audience
B. extensiveness of vocabulary D. using all writing techniques

6. Which of the following is not an acceptable evidence to prove one’s point?

A. opinions of random people C. statement of experts
B. research findings D. statistics
C.
7. Which of the following is a thesis statement?
A. An app or tablet can provide children with an alternate medium for
education.
B. Gifted children can also benefit from technology-based learning
environments.
C. The use of technology and screen time can be positive for children.
D. Technology allows children to excel academically.
14
CO_Q3_English10_ Module2b
 8. Which of the following is an example of a counterargument?
A. The result of several studies have shown that corporal punishment is
harmful.
B. Poor cognitive development skills is also a result of the stress caused
from the anxiety associated with corporal punishment.
C. Corporal punishment can cause children to have a poor view of their
own self-worth, which may be an entirely internalized behavior.
D. Although corporal punishment can provide positive and temporary
child compliance, the effects of such action is deleterious and can last
for many years.

9. What is the purpose of a counterargument in argumentative writing?

A. It is primarily aimed at setting argumentative from persuasive writing.
B. It is meant to make the essay longer and meet the word count.
C. It provides a chance for the writer to acknowledge the loopholes of his
own arguments.
D. It is intended to weaken the opposing arguments by presenting
evidence that would invalidate their claim.

10. From the given options in #8, what is the writer’s stand about the issue on
corporal punishment?
A. He supports it because experts say it is effective.
B. He supports it because it can make children comply.
C. He is against it because of its many negative effects on the child.
D. He is against it because he has experienced it when he was a child.

B. Identify if the statement is a description or an example of persuasive or

argumentative text. Write P for persuasive and A for argumentative.

1. It usually ends with a call to action.

2. It aims to make the readers acknowledge the truthfulness of the writer’s
claims.
3. It involves analysis, synthesis, and evaluation of information or evidence to
give a solid support to the argument.
4. Slow internet speed in the Philippines is a problem in ensuring quality
education. The country fell six notches to 121 out of 139 countries, its 12.09
mbps far below the global average of 30.89 mbps; this is why Filipino learners
cannot keep up with international standards.
5. Diane Dimond wrote on her blog, “And once robbed of their self-esteem, they
can suffer from mental and physical problems, drop out of school and even
commit suicide.” No one likes the way insults feel, and this is why bullies are
criminals.

15
CO_Q3_English10_ Module2b
 Additional Activity

Task: Convince Me!

Think about the given scenarios below, and then identify which persuasive
technique will work best in each situation. Afterwards, write persuasive sentences
(two to three only) based on the identified technique.

1. Convince your classmates that self-dependence in accomplishing the modules is

still best.
Technique: ____________________________________________________
Support: ______________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Persuade DepEd Secretary Leonor Briones that a “Pass” or “Fail” mark is better
than numeric grading system.
Technique: ____________________________________________________
Support: ______________________________________________________
_______________________________________________________________
_______________________________________________________________

16
CO_Q3_English10_ Module2b
Answer Key

17
CO_Q3_English10_ Module2b
References

“31 Powerful Persuasive Writing Techniques.” March 2, 2017. Accessed from

https://writtent.com/blog/17-powerful-persuasive-writing-techniques/

Exelsior College Online Writing Lab. n.d. “Rhetorical Style.” Accessed February 11,
2021. https://owl.excelsior.edu/rhetorical-styles/argumentative-
essay/argumentative-essay-techniques/

Luna, Josephine M., Elineth Elizabeth L. Suarez and Evelyn Salazer. 2014. Skill
Builders for English Proficiency. Quezon City, Philippines: Phoenix
Publishing House, Inc.

Manlapig, Marga. 2020, April 21. “What’s to blame for low reading comprehension
of the Filipino youth?” Retrieved June 18. https://cnnphilippines.com/

Master Class. “How to Write an Argumentative Essay: Step-by-Step Guide.”

Updated November 8, 2020. Accessed February 8, 2021.
https://www.masterclass.com/articles/
how-to-write-a-good-argumentative-essay#how-to-outline-an-argumentative-
essay-in-4-steps

Master Class. “8 Persuasive Writing Tips and Techniques.” Updated November 8,

2020. Accessed February 8, 2021.
https://www.masterclass.com/articles/persuasive-writing-
tips-and-techniques#what-is-persuasive-writing

Our English Class. n.d. “Persuasive Techniques.” Accessed January 18, 2021.
https://ourenglishclass.net/class-notes/writing/types-of
writing/persuasion/persuasive-techniques/

Sarikas, Christine. (2019, June 13). “3 Strong Argumentative Essay Examples,

Analyzed.” Accessed February 10, 2021.
https://blog.prepscholar.com/argumentative-essay-
examples

The University of Arizona Global Campus. n.d. “Argumentative Writing.” Accessed

February 11, 2021. https://writingcenter.uagc.edu/ argumentative-writing

18
CO_Q3_English10_ Module2b
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

 10
English
Quarter 3 Module 3
Compose an Independent
Critique

CO_Q3_English10_ Module 3
English – Grade 10
Alternative Delivery Mode
Quarter 3 Module 3: Compose an Independent Critique
First Edition, 2021

shall be necessary for exploitation of such work for profit. Such agency or office may,
among other things, Republic Act 8293, section 176 states that: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created impose as a condition the payment of royalties.

Borrowed materials (i.e., pictures, photos, brand names, trademarks, etc.) included in
this book are owned by their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective copyright owners. The
publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Vanessa L. Abubo
Editor: Patricio Dawaton
Reviewer: Lillian S. Pagulongan
Management Team: May B. Eclar
Marie Carolyn B. Verano
Carmel F. Meris
EthielynTaqued
Edgar H. Madlaing
Juliet H. Sannad, Ed.D
Brenda M. Cariño
Maylyn G. Samidan

Printed in the Philippines by ________________________

Department of Education – Cordillera Administrative Region (CAR)

Office Address: Wangal, La Trinidad, Benguet
Telefax: (074) 422-4074
E-mail Address: [email protected]
 10

English
Quarter 3 Module 3
Compose an Independent
Critique
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as
you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module or if you need to ask
your facilitator or your teacher’s assistance for better understanding of the lesson.
At the end of each module, you need to answer the post-test to self-check your
learning. Answer keys are provided for each activity and test. We trust that you will
be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also provided
to our facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. And read
the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know
Hello learner!

This module was designed and written with you in mind. It is here to help you
critique a range of literary selections in order to appraise their value and make sense
of their meaning. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
However, the order in which you read them can be changed to correspond with the
textbook you are now using.

While going through this module, you are expected to:

1. identify the common elements of a narrative;
2. evaluate sample critiques about works of fiction; and
3. write an in-depth evaluation of a story in the form of a critique.

What I Know

Directions: Choose the letter of the best answer and write it on a separate sheet of
paper.
1. Which of these terms is often used interchangeably with the word “critique”?
A. Summary B. Synopsis C. Review D. Report

2. Which statement is not true about a critique?

A. It is a purely opinionated piece of writing about a story, novel, film, etc.
B. It is usually done by experts or people with considerable knowledge
about the work.
C. It does not place emphasis on giving recommendations to possible
readers or viewers.
D. It is an in-depth evaluation or assessment of a piece of work such as a
short story or film.

3. Which of these story elements is not tackled in a critique?

A. Characterization B. Conflict C. Plot D. None of the above

4. Which of these is not an appropriate subject for critical analysis?

A. Films B. Novels C. Speeches D. Short Stories

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CO_Q3_English10_ Module 3
 5. What information or details is usually included in a critique’s introduction?
A. structure of the plot
B. authenticity of the conflict
C. significance of the dialogues
D. background or summary of the text

6. Which of these questions should be asked when analyzing the characters in

a narrative?
A. How are the characters developed and what makes them interesting
and relatable?
B. Are there equal number of male and female characters?
C. Who among the characters is likeable and who is not?
D. Why is the protagonist not a superhero material?

7. What detail can a critic use best to support his/her evaluation of a story?
A. Opinions of those who read the story
B. Quotes from the story itself
C. Statements of the author
D. Reviews of other critics

For numbers 8-11, write TRUE if the statement is correct, and FALSE if not.
________ 8. Critiques may follow different formats but they generally
have the same content or foci.
________ 9. A critique is intended primarily to point out the faults or
flaws in work.
________ 10. It is alright to not give a summary of the story critiqued
because the readers are most likely familiar with it already.
________ 11. A critic is encouraged to write “I think…” or “In my
opinion…” in his/her critical essay.

For numbers 12-15, identify the correct order of these steps in writing a critique by
assigning the numbers 1 to 4.

_____ 12. Give recommendations as needed.

_____ 13. Give a short summary of the story.
_____ 14. Give an overall evaluation of the story.
_____ 15. State your analysis of the setting, characterization, plot, etc.

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CO_Q3_English10_ Module 3
 Lesson Compose an Independent
Critique of a Chosen
1 Selection

What’s In

Activity 1: REMEMBER ME?

Read the following sentences taken from Anton Chekhov’s “A Day in the
Country,” and identify what narrative elements are described. Write your answers on
a separate sheet of paper.

CHARACTERIZATION PLOT SETTING

THEME CONFLICT DIALOGUE

1. Every act of kindness is an expression of love.

2. A dark leaden-colored mass is creeping over the sky towards the sun. In a
minute there will be a spurt of May rain and a real storm will begin.

3. Terenty is a tall old man with a thin, pock-marked face, very long legs, and
bare feet, dressed in a woman’s tattered jacket, looking with drowsy eyes.

4. Terenty and Fyokla’s feet are covered with lumps of heavy, wet clay. It is
slippery and difficult to walk, but Terenty strides on more and more rapidly.
The weak little beggar-girl is breathless and ready to stop.

5. “It’s terrible how it is thundering,” the boy says again, rubbing his hand.

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CO_Q3_English10_ Module 3
 What’s New

Activity 2: My Ideal Choice

Go over each of the following scenarios and then choose one for this activity.
You are to write your response to the question and then identify five qualities that
make a film or reading material worth reading or viewing.

a. Your family recently subscribed to Netflix, which gives you access to many
of the classic and the latest movies. What movie would you be watching immediately?
Why?

b. The city library updated its shelves with lots of fiction books courtesy of
private donors. What book would you most likely borrow first? Why?

The number 1 movie/book that I would like to enjoy is ______________________.

This is because it meets my criteria of a good movie/book, namely:

 _____________________________________________________________________

______________________________________________________________________

 _____________________________________________________________________

______________________________________________________________________

 _____________________________________________________________________

______________________________________________________________________

 _____________________________________________________________________

______________________________________________________________________

 _____________________________________________________________________

______________________________________________________________________

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CO_Q3_English10_ Module 3
 What is It

A critique is an in-depth evaluation of a story, novel, film, or other

reading/viewing materials for the purpose of giving the public an insight into the
text. Although a critique shares the same root with the word “criticize,” it does not
mean that the write-up merely points out the faults or flaws in a story or film.
Instead, a critique seeks to shed light on the content of a “text” (the story, novel,
song, movie etc.) in order to help future readers or viewers understand better the
material that they are reading or viewing.

Critical essays about texts are indeed very important in helping us make sense
of what we just read or viewed. At times, it can also inform our decisions on what
other good materials we can read or watch next. What are the elements that make a
critique so informative? What aspects of a story or movie are assessed or studied by
a critic?

Critiques contain a careful evaluation mainly on the following elements of a

narrative: characterization, setting, conflict, plot, dialogue, theme, and style. These
aspects, as well as the manner that they were presented in the material, are studied
so that the critic can come up with a valid evaluation on whether or not the material
is good, beautiful, or significant especially for the readers or viewers.

In assessing the said elements, there are certain questions that the critic
should ask. David Farland (2017) and other critics enumerated some questions one
might use to judge a story or other narratives:

Setting: How well was the setting developed? Does it appeal to more than one
of the senses? Does it inform or connect to other aspects of the story such as
character development and narrative style?

Characterization: How well-drawn are the characters in the story? Do we

know enough about them (life, attitudes, some type of history, etc.) to make
them interesting and relatable? Are there unnecessary characters?

Conflict and Plot: Is there a conflict in the story? Is the plot interesting,
original and well-developed? Are there unnecessary and confusing subplots?

Theme: How well does the story speak to the readers? Does it raise questions
about life, or provide profound insights?

Style: How distinctive or unique is the writing style? Are there literary devices
or techniques used? Is it purposeful? Does the style remind you of any other
authors you have read?

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CO_Q3_English10_ Module 3
 Having the answer to all these questions does not mean that the critique is
complete. There are other minor yet necessary details to include, and everything
must be properly organized into a cohesive essay. Structure is equally important.
Now, try organizing the following steps to develop a coherent and cohesive critique.
Copy the statements and write them in the correct box.

1. State your overall assessment of the story’s value, worth, and significance
(both positive and negative).
2. Mention the name of the author and the title of the work.
3. Give a systematic and detailed assessment of the different elements of the
work, but make sure that your discussion and judgement will be supported
by specific details such as quotes or examples from the work itself. (This is
the main bulk of the critical essay, and it may run for more than three
paragraphs.)
4. Give recommendations for improvement if necessary.
5. Give a brief summary, including a description, background or context of the
work.
6. Indicate the elements you want to examine and state the purpose of your
critique.

Introduct
-ion

Body

Conclu-
sion

Are you confident with your answers? To check, refer to the following:
Introduction (2,5,6), Body (3), and Conclusion (1,4).
Finally, here are some additional reminders that budding critics need to take note
of when writing a critique:

 Avoid introducing your ideas by stating “I think” or “In my opinion” because

this weakens the analysis.
 Always introduce the work. Do not assume that the readers know what you
are writing about and that you don’t need to mention some details anymore.
 To be able to write a good critique and help readers understand the story, you
yourself should know well what you are writing about.

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CO_Q3_English10_ Module 3
 Now, go over this sample critique which is part of your English 10 Learner’s
Material “Celebrating Diversity through World Literature.” Read the essay, and reflect
if it is informative, in-depth, and comprehensive enough to be a critique. Let’s try to
‘critique’ this sample critique based on the concepts previously presented.

SAMPLE CRITIQUE
“Lee” published by Crime Factory (Posted by Abdulat 8/10/2008
12:46:00PM)

I recently finished a fiction anthology called “Lee.” The book features

seventeen short stories, all written by crime writers and inspired by Lee Marvin
— his life, his movies. The stories flow in chronological order with the first
taking place in 1944 and the last in 1987, just after Lee died. Frankly, I
thought the concept was a little goofy, and I didn’t really expect the book to be
that good. I bought it only because its publisher, Crime Factory, had published
two of my short stories. I liked what they’d done in their journal, and figured
I’d check out what else they’ve brought to the world.
I am happy to admit that I was very wrong. Not only is every story in the
collection really good, but it turns out that the concept really worked. In a
word, the book rocks! It was fun to see how the different authors tackled the
task of writing a Lee Marvin-inspired story. I particularly liked the stories:
“1966: Just Swell,” “Cameron Ashley,” “1967: The Gun Hunter.” Eric Beetner’s
novel The Devil Doesn’t Want Me has now moved up to number three on my
reading list, which hopefully means I’ll get to it in June.
I feel good that in my own little way I’m associated with these writers
tangentially.
Finishing “Lee” has also made me more interested in Lee Marvin’s movies.
I watched The Man who Shot Liberty Valence during a film class in college and
was blown away by his performance, but I don’t think I’d seen another one of
his movies. And I consider myself something of an old film buff, but I took a
step forward correcting this oversight last night by watching The Dirty Dozen
— awesome!

1. Where does the writer present some background and summary of the text?
2. Would you say the background information about the text is enough? Why?
3. What does the writer say about the different narrative elements?
4. Is the evaluation exhaustive? Why yes? Why not?

Consider these:

 Notice that the writer presents the background and the summary in the first
paragraph.
 However, the background is not enough to inform the readers what “Lee” is all
about, making them unable to relate to the critic’s impressions about it.

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CO_Q3_English10_ Module 3
  Actually, there was no evident attempt to analyze the plot, characters, and
others. What is obvious are the writer’s personal reactions to “Lee” and his
failure to support his judgement about the material. In other words, this sample
critique fails to make an in-depth evaluation of the text; hence, it is really not
informative.
 Thus, the evaluation was not exhaustive. There wasn’t any exhaustive
analysis of the material to really support the critic’s evaluation. He seems very
familiar with the material, and he could do a better critique of it.

What’s More

Activity 3: A Critique’s Critique

Read the text and answer the questions that follow. Write your answers on a separate
sheet of paper.

“The Duplicate War: A Review” by David Lowe

Critique by Robert Keating

(1)The most valuable portion of any critique is “What I didn’t like and
why.” (2)Unfortunately, there’s not much wrong with The Duplicate War: A
Review. (3)I will try to be as specific as possible with my praise so you’ll know
what you did right.
(4)The vehicle of an opera review to tell your tale is an excellent one. (5)I
have seen this approach before and it is very effective as long as it keeps
moving. (6)Your tale moved at a brisk (but not rushed) pace.
(7) “The photograph of his father in the wheelchair that had brought him
back from Vietnam could be dusted…” (8) The paragraph this line appears in is
an excellent example of characterization by setting; and the line I referenced is
the wonderful little which completes the scene and sheds a little light on who
Scott is.
(9) “The networks showed the tape over and over; he sat up drinking
strong coffee and watched Michael every hour until dawn.” (10)I think that
amending this line to end “…and watched Michael die every hour until dawn”
will add impact and help justify Scott’s actions later.
(11)This is an excellent story and should see publication. (12)It is on par
with what I see in the short science fiction markets.

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CO_Q3_English10_ Module 3
____1. Under what genre is the critiqued material?
A. Fantasy B. Comedy C. Drama D. Science fiction
____2. What is the overall assessment of the critic about the material?
A. Positive B. Negative C. Ambivalent D. Not stated
____3. Which paragraphs clearly show the critic’s overall judgment?
A. 1 and 2 B. 2 and 3 C. 3 and 4 D. 1 and 5
____4. What story element was assessed in paragraph 2?
A. Plot B. Setting C. Characterization D. Theme
____5. What detail in a critic was sentence #10 an example of?
A. Summary C. Recommendation
B. Evidence D. Evaluation
____6. What is evidently lacking in this critique if it intends to inform readers?
A. Summary C. Recommendation
B. Evidence D. Evaluation
____7. Which of the following is one of the good points in the essay?
A. The critic gave positive evaluation of the material.
B. The critic showed knowledge about the context of the material.
C. Specific examples from the text itself were mentioned in the discussion.
D. All the things that the readers need to know about the text were
mentioned.

8-10. Based on what you learned from the lesson, how can this critique be
improved? (Answer in no more than three meaningful sentences.)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 4: Hit or Missed?

Read the short story and do a simple critique of it by answering the guide questions
in the table.

The Two Brothers

Leo Tolstoy

Two brothers set out on a journey together. At noon they lay out on a forest
to rest. When they woke up they say a stone lying next to them. There was something
written on the stone, and they tried to make out what it was.

“Whoever finds this stone, let him go straight to the forest at sunrise. In the
forest, a river will appear; let him swim across the river to the other side. There he
will see a she-bear and her cubs. Let him take the cubs from her and run up the
mountain with them, without looking back. On the top of the mountain, he will see
a house, and in that house he will find happiness.”

9
CO_Q3_English10_ Module 3
 When they had read what was written on the stone, the younger brother said:
“Let us go together. We can swim across the river, carry off the bear cubs, take them
to the house on the mountain, and together they find happiness.”

“I am not going into the forest after bear cubs,” said the elder brother, “and I
advise you not to go. In the first place, no one can know whether what is written on
this stone is the truth —perhaps it was written in jest.... In the second place, even if
what is written here is the truth — suppose we go into the forest and night comes,
and we cannot find the river. We shall be lost. And if we do find the river, how are we
going to swim across it? In the third place, even if we swim across the river, do you
think it is an easy thing to take her cubs away from a she-bear? She will seize us,
and instead of finding happiness, we shall perish and all for nothing. And, most of
all, the stone does not tell us what kind of happiness we should find in that house.
It may be that the happiness awaiting us there is not at all the sort of happiness we
would want.”

The younger brother replied, “In my opinion, you are wrong. What is written
on the stone could not have been put there without reason. And it is all perfectly
clear. In the first place, no harm will come to us if we try. In the second place, if we
do not go, someone else will read the inscription on the stone and find happiness,
and we shall have lost it all. In the third place, if you do not make an effort and try
hard, nothing in the world will succeed. In the fourth place, I should not want it
thought that I was afraid of anything.”

And so, the younger brother followed all the instructions on the stone. When
he reached the top of the mountain the people came out to take him to the city, where
they made him their king. He ruled for five years, but in the sixth year, another king
waged war against him. The city was conquered, and he was driven out.

Again, the younger brother became a wandered, and he arrived one day at the
house of the elder brother. The brother was living in a village and had grown neither
rich nor poor. The two brothers rejoiced at seeing each other, and at once began
telling of all that happened to them.

“You see,” said the elder brother, “I was right. Here I have lived quietly and
well, whole you, though you may have been a king, have seen a great deal of trouble.”

“I do not regret having gone into the forest and up the mountain,” replied the
younger brother. “I may have nothing now, but I shall always have something to
remember, while you have no memories at all.”

Guide Questions Answers

1. Is the main character relatable to you?

(Cite some qualities that make you
similar or different.)

2. Is the setting effective or useful in making

you visualize the scenes? (Cite some lines
that appeal to your senses.)

3. Is the plot interesting? (Cite aspects of the

story that make it good or dull.)

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CO_Q3_English10_ Module 3
 4. Is the conflict clear and realistic? (Indicate
if it is something that people are likely to
experience in life.)

5. Is the theme relevant to human

experiences? (Besides an explanation,
write the theme you inferred from the
story.)

What I Have Learned

Activity 5: Acros-tique

Complete the acrostics of the word “CRITIQUE” by writing important points

you have learned about the topic. Write in complete sentences for each letter. The
first and the last have been given as examples, but you may change them if you wish
to.

— Critiques are informative and objective evaluation of a work.

— Evaluations are coupled with examples from the material itself.

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CO_Q3_English10_ Module 3
 What I Can Do

Activity 6: Critic’s Circle

Read the short story “Clothes Make the Man” on the last page of this module,
and then do a critical analysis of it. Follow the format presented in the discussion.
Your critique will be rated based on the given rubric.

Needs
Criteria Very Good (4-5) Good (3)
Improvement (2)
Introduction All the contents The contents are The introduction lacks
required are present, complete, but the the required content,
and the summary is summary could have and the summary is
well-written. It is been written better. poorly outlined. It is
attention-grabbing. not catchy at all.
Analysis There is excellent There is good There is insufficient
evaluation of the evaluation of the attempt to present the
text’s strengths and text’s strengths and weaknesses or
weaknesses. Clarity, weaknesses. strengths of the text.
originality and depth However, clarity, Also, the output
of thought about the originality and depth shows superficial
topic are also evident. of thought seem thinking about the
lacking. topic.
Supporting There is coherent Coherent The output lacks a
Evidence organization and organization and clear focus and
interesting development are organization, and the
development of evident, but several details lifted from the
analysis supported details and examples story seem random
with carefully chosen are not carefully and unrelated.
details and examples selected form the
from the story. story.
Conclusion The conclusion clearly The conclusion gives The critique does not
wraps up the entire a decent have a clear wrap up,
critique’s good and generalization of the and there isn’t any
bad points, and gives critique and an clear statement about
an overall evaluation overall evaluation. the evaluation of the
of the story. story read.
Grammar Sentences are clear Sentences are mostly Sentences are poorly
and and concise. Errors in clear and concise. structured, and the
Mechanics grammar and There are noticeable grammatical errors
punctuation are very errors, but they do are too many that it
minimal and not affect the clarity affects the
negligible. of the output. comprehensibility of
the essay.
Total Score

Adapted from https://www.cs.toronto.edu/~lczhang/csc290_20191/files/cr_rubric.pdf

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CO_Q3_English10_ Module 3
 Assessment

Directions: Choose the letter of the best answer and write it on a separate sheet of
paper.

1. Which of these terms is often used interchangeably with the word “critique”?
A. Summary B. Synopsis C. Review D. Report

2. Which statement is not true about a critique?

A. It is a purely opinionated piece of writing about a story, novel, film, etc.
B. It is usually done by experts or people with considerable knowledge
about the work.
C. It does not place emphasis on giving recommendations to possible
readers or viewers.
D. It is an in-depth evaluation or assessment of a piece of work such as a
short story or film.

3. Which of these story elements is not tackled in a critique?

A. Characterization B. Conflict C. Plot D. None of the above

4. Which of these is not an appropriate subject for critical analysis?

A. Films B. Novels C. Speeches D. Short Stories

5. What information or details is usually included in a critique’s introduction?

A. structure of the plot
B. authenticity of the conflict
C. significance of the dialogues
D. background or summary of the text

6. Which of these questions should be asked when analyzing the characters in

a narrative?
A. How are the characters developed and what makes them interesting
and relatable?
B. Are there equal number of male and female characters?
C. Who among the characters is likeable and who is not?
D. Why is the protagonist not a superhero material?

7. What detail can a critic use best to support his/her evaluation of a story?
A. Opinions of those who read the story
B. Quotes from the story itself
C. Statements of the author
D. Reviews of other critics

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CO_Q3_English10_ Module 3
 For numbers 8-11, write TRUE if the statement is correct, and FALSE if not.
________ 8. Critiques may follow different formats but they generally
have the same content or foci.
________ 9. A critique is intended primarily to point out the faults or
flaws in work.
________ 10. It is alright to not give a summary of the story critiqued
because the readers are most likely familiar with it already.
________ 11. A critic is encouraged to write “I think…” or “In my
opinion…” in his/her critical essay.

For numbers 12-15, identify the correct order of these steps in writing a critique by
assigning the numbers 1 to 4.

_____ 12. Give recommendations as needed.

_____ 13. Give a short summary of the story.
_____ 14. Give an overall evaluation of the story.
_____ 15. State your analysis of the setting, characterization, plot, etc.

Additional Activity

Activity 7: Second Opinion

Using the same rubric in the previous activity, rate one of your classmates’
critique, and justify the score you give by citing the essay’s strengths and areas
needing improvement. Do this on a separate sheet of paper.

Classmate’s Name: ______________________________

Score/Rating: ______________

Strengths of the Critique:

Points for Improvement:

14
CO_Q3_English10_ Module 3
CO_Q3_English10_ Module 3
15
ADDITIONAL ACTIVITY ASSESSMENT WHAT I HAVE LEARNED
Answers may vary. 1. C Answers may vary.
2. A WHAT I CAN DO
3. D Answers may vary.
4. C
5. D
6. A
7. B
8. TRUE
9. FALSE
10. FALSE
11. FALSE
12. 4
13. 1
WHAT’S MORE WHAT’S NEW WHAT I KNOW
1. D 1. THEME 1. C
2. A 2. SETTING 2. A
3. D 3. CHARACTERIZATION 3. D
4. A 4. CONFLICT 4. C
5. C 5. DIALOGUE 5. D
6. A 6. A
7. C 7. B
8-10. Answers may vary. 8. TRUE
9. FALSE
10. FALSE
11. FALSE
12. 4
13. 1
14. 3
15. 2
Answer Key
References

“Department of Education. 2015. Celebrating Diversity through World Literature.

Pasig City, Philippines: Rex Book Store, Inc.

Hunter College. n.d. “The Writing Process: Writing a Critique.” Accessed

January 15, 2021. http://www.hunter.cuny.edu/rwc/handouts/the-writing-
process-1/invention/Writing-a-Critique

Farland, David. 2017. “A Guide to Critiquing a Story: Seven Vital Elements

Every Story Must have.” Accessed January 15, 2021.
https://www.writersofthefuture.com/seven-vital-elements-every-story-must-
have/

QUT Website. n.d. “Writing a Critique.” Accessed January 18, 2021.

https://www.citewrite.qut.edu.au/write/critique.html

Southeastern Louisiana University. n.d. “Critical Analysis.” Accessed

January 18, 2021. https://www2.southeastern.edu/Academics/
Faculty/elejeune/critique.htm#:~:text=The%20purpose%20for%
20writing%20a,or%20evaluation%20of%20a%20text.

Tagay, Lorna and Maria Luisa Brutas. 2015. Journeying through Literature
and Language with World Literature Texts. Makati City, Philippines: Don
Bosco Press, Inc.

The Novel Factory. 2017, September 06. “How to do Fiction Critique

(Feedback) in a Writer’s Circle.” Accessed January 18, 2021.
http://www.novel-software.com/blog?article=how-to-do-fiction-critique-
(feedback)-in-a-writer’s-circle

Tucker, Kristine. n.d. “How to Criticize a Short Story in Literature.” Accessed

January 15, 2021. https://penandthepad.com/write-short-story-3337.html

Yadav, Shailesh. 2017, February 26. “Key Difference-Critique vs Review.”

Accessed January 16, 2021. https://www.quora.com/What-is-the-
difference-between-critique-and-review

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CO_Q3_English10_ Module 3
CLOTHES MAKE THE MAN
Henri Duvernois

“I don’t like it,” Tango complained again. “I won’t feel right, walking up and
down in that.”
“Shut up and put it on!” Mireault told him, and so, of course, Tango obeyed.
Mireault was half the size but he was clever. “If they had given Tango a tail, he would
have put it between his legs when Mireault spoke.
“Now, see?” Mireault said. “What did I tell you?” Looks goof, doesn’t it? See,
you’ve even got a whistle.”
“Not bad,” Tango had to admit, surveying himself in the mirror. He pushed
out his mighty chest and threw back his broad shoulders. Even the Eel, the quick
silent one who was Mireault’s working partner and who rarely opened his mouth,
was stirred to speech. “Boy, ain’t he handsome!” he said.
No doubt about it. Tango made a noble sight. The policeman’s uniform might
have been cut to his measure by the best tailor in Paris. His eyes looked brighter
beneath the visor of the jaunty cap; they almost looked intelligent.
“Stop gawking at yourself and wipe that dumb grin off your face,” Mireault
said impatiently, “and listen. This is so simple a half-wit could do it, so maybe if you
try hard you can, too.”
With regret Tango turned away from the mirror. His broad forehead wrinkled
in the painful expression that meant he was concentrating.
“All you do is walk up and down the street,” Mireault said. “Easy and slow,
like a real cop on his beat. Then if everyone hears us working in the house they won’t
get suspicious, seeing you. Keep walking until we come out, then hang around a few
minutes covering us. That’s all there is to it. We’ll meet back here. Now you
understand?”
“Sure,” Tango said, his eyes straying to the mirror.
“Then get going!” Mireault snapped.
Tango was a little nervous walking to the street Mireault and the Eel had
picked out, but nothing happened. It was a prosperous section, and in the dim glow
of the shaded corner light Tango could see what handsome houses they were – sober,
solid, well cared for. The house where the job was to be pulled was in the middle of
the nlock, behind a garden wall. Mireault and the Eel had cased it thoroughly; there
was a tin-can wall safe upstairs with a very comfortable load inside. Apparently the
old-fashioned family didn’t believe in banks. Maybe they would, Mireault had said,
after tonight. Tango wondered what it would be like to live in so fine a house, but
the effort of imagination was beyond him. He had seldom ever seen a street such as
this. He worked int the shabby quarters of Paris – a little purse-snatching, a little
shoplifting; he even panhandled. Yes, he was good at panhandling. Timid
businessmen usually came right across when Tango’s huge shoulders towered over
them; they looked fearfully at the massive hands and dug for whatever change they
had. He sauntered down the pavement, turned at the corner and came back.
Halfway, he saw the two shadowy figures slip over the garden wall and disappear.
Mireault and the Eel were at work.
Tanglo fell to thinking how he had looked in the mirror. With the impressive
image vivid in his mind, he straightened his shoulders and threw out his chest again.
Standing erect, he tried a salute. It felt good. He grinned, oddly pleased, and walked
on. It was while he was turning at the other corner that he saw the police lieutenant.
Such a sight was usually enough to send him traveling as rapidly as his feet would
move. He stared in horror. He fancied that the lieutenant, approaching, was gazing
at him curiously. Tango ‘s body was rigid; his palms were sweating. With a
tremendous effort he restrained the wild impulse to plunge away. He shuddered.
17
CO_Q3_English10_ Module 3
Then, stiffly, with the lieutenant no more than a few feet from him, he raised his arm
and saluted. The lieutenant casually acknowledged the salute and passed by. Tango
stood peering after him. After a moment, he felt a peculiar gratification. “Say!” he
said to himself. “Say, you see that? I salute, and he salutes right back. Say that –
that’s pretty fine!” It was extraordinary the pleasure it gave him. He almost wanted
to run up to the lieutenant and salute again. He threw back his shoulders straighter
than ever and, erect and proud, walked down the pavement. At the corner he paused
and rocked on his heels a moment as all policemen do. “I guess I looked good to
him,” he told himself. “I guess he don’t see many cops looking so good.”
After a few more trips, he found an old lady hesitating on the corner. He saw
her make two or three false starts and each time nervously come back. Tango did not
even notice the plum-looking purse in her hand. He poised in front of her, saluted,
and offered his arm. She looked at him with a sweet smile. “Oh, thank you, officer!”
she said. There was no traffic visible but Tango held up his other arm majestically,
as if halting the horde of roaring trucks. With infinite dignity they crossed to the
other side. It was a pretty picture indeed.
“Thank you so much, officer!” she said.
“Please, madam,” Tango said, “don’t mention it.” He paused. “That’s what
we’re here for, you know,” he added. And, gallantly, he saluted again. He stood
proudly watching her retreating figure. Before she had quite disappeared, she
glanced back to regard him with another smile.
Tango continued going down the block, saluting at intervals. An indefinable
emotion was stirring in him. However, moments later, a rowdy drunk approached
and shouted insults against Tango being a cop. “I spit on you,” the drunk declared
scornfully. “Bah! There!” And he suited the action to the words. Furious, Tango seized
him, shook him ferociously and dragged him off down the street. At that same
moment, two figures came skimming over the garden wall and landed on the
pavement near him, but he was in no mood to stop.
“You, fool, what are you doing?” Mireault said in a furious whisper. “You want
to ruin the whole job? Let go of him, Blockhead!” And he struck Tango across the
cheek. Indescribable emotions swirled in Tango’s head. He remembered the
lieutenant answering his salute; he remembered the old lady’s look of gratitude and
admiration; he remembered the splendid figure of himself in the mirror. And he
remembered what the drunk had said.
He arose to the full pitch of a mighty furor. While Mireault and the Eel stared
at him in sheer paralyzed horror, he stuffed the shiny whistle in his mouth and blew
a salvo of blasts loud enough to bring all the police in Paris.
“Crooks, robbers!” he bellowed. “I arrest you. I arrest you in the name of
the law!”

18
CO_Q3_English10_ Module 3
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

 10
English
Quarter 3 Module 4
Critiquing a Literary Selection:
Formalist Approach

CO_Q3_English10_ Module 4
English – Grade 10
Alternative Delivery Mode
Quarter 3 Module 4: Critiquing a Literary Selection: Formalist Approach
First Edition, 2021

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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Genalyn M. Habbiling
Management Team: May B. Eclar
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Juliet H. Sannad,
Loida C. Mangangey
Victor A. Fernandez
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E-mail Address: [email protected]
 10

English
Quarter 3 Module 4
Critiquing a Literary Selection:
Formalist Approach
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you need to
ask your facilitator or your teacher’s assistance for better understanding of the
lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also provided
to our facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know
Hello learner!

Hello, Learner! This module was designed and written with you in mind. It is
here to help you how to critique and appreciate the overall artistic value of the
structure and elements of a selection based on the formalist approach. The scope of
this module permits it to be used in many different learning situations. It provides
you with contextualized meaningful tasks to develop your skills. The language used
recognizes your diverse vocabulary level. The lessons are arranged to follow the
standard sequence of the course.

The module consists of:

Lesson 1: Critiquing a literary selection based on formalist approach

After going through this module, you are expected to:

1. explain the principles of formalist criticism;
2. critique a selection using the formalist approach; and
3. show appreciation of the value of critiquing a literary piece.

What I Know

Directions: Read and answer the questions below based on your initial knowledge
of the topic to be discussed. Write the letter that corresponds to your answer. Use a
separate sheet of paper for your answers.
1. Which of the following refers to the evaluation, analysis, description, or
interpretation of literary works?
A. Literary criticism
B. Literary approach
C. Literary device
2. What element in a literary work is described as the series of related events?
A. Theme
B. Setting
C. Plot
3. What do you call the opposition of forces which is essential to the plot?
A. Climax
B. Conflict
C. Exposition

1
CO_Q3_English10_ Module 4
 4. What is the most exciting part of a story?
A. Exposition
B. Climax
C. Rising Action
5. Which of the following is the central or main character in a story?
A. Antagonist
B. Protagonist
C. Confidant
6. Which among the elements of a short story refers to the perspective of the
character or narrator telling the story?
A. Symbolism
B. Point of view
C. Theme
7. What literary criticism approach analyzes the structure or form of each
individual part of a story and it focuses only on the text itself?
A. Moralist Approach
B. Formalist Approach
C. Marxist Approach
8. How to analyze a text using formalist approach?
A. Examine a text including the biographical information about the author
and the effect on the reader.
B. Scrutinize the point of view, structure, social and political ideas.
C. Analyze how the elements work together to give meaning to the text.
9. Which of the following is TRUE about formalism?
A. It is concerned with the historical events outside of the story, cultural,
and religious beliefs.
B. It uses quick reading to get the main idea of the text and compare it with
other related works.
C. It analyzes the work as a whole, the form of each individual part of the
text from the individual scenes and chapters, elements, and literary
devices.
10. Which of these features of a text would a formalist critic be most interested
in?
A. Structure
B. Author
C. Reader
11-15. Read and analyze the introductory part of the story A Day in the Country by
Anton Chekhov (English 10 Learner’s Material pp.279-284). Answer the following
questions.
A dark leaden-colored mass is creeping over the sky towards the sun.
Red zigzags of lightning gleam here and there across it. There is a sound of
far-away rumbling. A warm wind frolics over the grass, bends the trees, and
stirs up the dust. In a minute there will be a spurt of May rain and a real
storm will begin.

2
CO_Q3_English10_ Module 4
 Fyokla, a little beggar-girl of six, is running through the village,
looking for Terenty, the cobbler. The white-haired, barefooted child is pale.
Her eyes are wide-open, her lips are trembling.
11. What literary device is evident in the introduction of the story?
A. Imagery
B. Metaphor
C. Irony
12. Who are the characters introduced in the story?
A. Fyokla and Anton
B. Terenty and the cobbler
C. Fyokla and Terenty
13. Where do you think the story happened?
A. The story happened in the province.
B. The setting of the story was in the city.
C. The events took place in the jungle.
14. Which of the following can be inferred from the exposition of the story?
In the beginning of the story…
A. the villagers were expecting for an approaching storm.
B. Fyokla and the villagers were preparing for a feast after the storm.
C. a storm destroyed the village.
15. They hear a whistle and a rumble, but not such a rumble as the storm-
clouds carried away. A good train races by before the eyes of Terenty,
Danilka, and Fyokla. The engine, panting and puffing out black smoke,
drags more than twenty vans after it. Its power is tremendous. The children
are interested to know how an engine, not alive and without the help of
horses, can move and drag such weights, and Terenty undertakes to explain
it to them.
What is the point of view of the narrator in the story based on the text
above?
A. First person point view
B. Second person point of view
C. Third person point of view

3
CO_Q3_English10_ Module 4
Lesson Critiquing a Literary
Selection:
1 Formalist Approach

What’s In

When was the last time you read a story and went on an adventure, learned
something new, stimulated your imagination, and exercised your creative and
critical thinking?
Fun Facts: Do you know that reading does not only build vocabulary and
strengthen the brain but it also reduces stress and lessens depression symptoms?
By reading books, you take a break from focusing on the stressful and depressing
realities of life.
Reading can expand your horizon. The more you read, the more you understand
the world around you. Yes! When you read stories, the more you discover life and
its values.
In your previous lessons in literature, you have learned the elements of a short
story (setting, character, plot, theme, and point of view) and the different literary
devices such as imagery, symbolism, and the different figure of speech among
others. All of these are very important in understanding, critiquing, or analyzing
various literary texts. They also help you develop a deeper appreciation of literature
in general.
Welcome Future Literary Critics!
There are various approaches or styles in analyzing a literary piece. Today, you
are going to learn one of them. Are you excited?
This approach analyzes the structure or form of each individual element of a
story. It provides readers with a way to understand and enjoy a work for its own
inherent value as a literary art. It uses close reading of the text to analyze the
deeper meaning of the words individually and collectively. It also focuses only on
the text itself.
Guess what it is.
You got it right! FORMALIST APPROACH

4
CO_Q3_English10_ Module 4
 What’s New

In using the formalist approach, what literary elements and devices are you
going to analyze? Figure them out!

Activity 1: I Finally Found You!

Directions: Search for the 10 literary devices and elements analyzed in a short
story based on the formalist approach. Write them on your answer
sheet.
Clue: The words were formed horizontally, vertically, and diagonally.

A B C S D R E A D E R E F A S P A
U S G E I N C H A R A C T E R S K
T I M T A M V I S O I M P E R S P
H M A T L I S A U T P H O S R B A
O I T I R O N Y S H A L D A W O R
R L E N V O I V M E Z A O M L Y T
I M A G E R Y E E B D F A T O Y H
G R I N M E T A P H O R J K T A E
W O R L D O B J E C T L P V E U M
T O N E I P O I N T O F V I E W E

5
CO_Q3_English10_ Module 4
 What is It

Vocabulary Development

Etymology: The word ‘formalism’ derived from the word ‘form’ or structure. The ‘ism’
is a belief or an approach of looking at things.

Literary Criticism is the evaluation, analysis, description, or interpretation of

literary works.
Critique (verb) means to critically evaluate, analyze or give careful judgment in
which you give your opinion about a literary work.
Critique (noun) is a detailed evaluation or analysis of a literary piece.
Critic is a person who judges, evaluates, or analyzes a literary piece.

Learn more about Formalism or Formalist Approach through the following

diagram

It discovers the true It analyzes the work as a whole, the form of each
meaning of a work by individual part of the text from the individual
giving attention to the scenes and chapters, the characters, the settings,
form or structure, the tone, the point of view, the theme, and all other
elements and literary literary elements and devices such as imagery .
devices operating in it. Character- It is a person, animal, being ,
Structure/ form creature or anything personified in a story.
- It scrutinizes the plot Setting-It is not only the place and time a story
(chronological sequence) takes place but also includes the atmosphere.
and the conflict in a story. Tone- It is the overall emotion conveyed by both
the choices of words, theme, sensory images,
symbolism and the narrator of the story such as
suspenseful, affectionate, happy or sad.
Point of View- It answers the question “Who is
Formalism or
telling the story?”
Formalist Approach Types: 1. First person- It uses either of the two
pronouns “I” or “We”. The narrator is a
participant in the story relating his or her own
experiences directly or an observer.
It studies how the 2. Second person- The story is told to “You”.
elements work together to 3. Third person- It uses pronouns “They”,
form unity and to give “She”, “He”, “It” or a name. The narrator may
meaning to a text. be omniscient (all- knowing) or has a full
a. How do elements access to the thoughts and experiences of all
conspire or work characters in the story or may be a limited
together? omniscient who usually cannot see into minds
b. How does the conflict or know the future, etc.
affect the characters’ Theme- It is the author’s message to the
actions? readers.
c. What do the objects, Imagery-It consists of descriptive language to
events, images or actions create images in the mind of the readers through
symbolize? their senses.
6
CO_Q3_English10_ Module 4
 It examines a text exclusively as a self-contained
object in isolation from the world, biographical
information about the author, or the text’s effect on
the reader.
Formalism or
Formalist Approach
It does not concern the historical events outside of
the story, social, cultural, religious nor political
ideas.

It emphasizes the value of the text as an entity in

itself.

What’s More

How do you read as a formalist critic? Work on Activity 2 and identify the
characteristics of a formalist literary critic.
Activity 2: I’m the One!

Direction: Draw a happy face ( ) if the statement describes a formalist critic.

Otherwise, draw a sad face ( ).

A formalist critic…
____1. must be a close or careful reader who examines all the elements of a text
individually to discover how they form an organic unity.
____2. questions how they come together to create a work of art.
____3. looks beyond the work by reading the author’s life, or literary style.
____4. examines the work’s historical background and condition of the society.
____5. allows the text to reveal itself.
____6. analyzes how the elements work together to form the unity of structure and
to give meaning to the text.
____7. achieves understanding of the text by looking inside it, not outside nor
beyond.
____8. studies how the text’s influences or figures out similarity with other works.
____9. takes the elements distinct and separate from each other.
____10. scrutinizes the point of view, structure, symbols, tone, theme and other
elements or literary devices.

7
CO_Q3_English10_ Module 4
 What I Have Learned

Activity 3: Wrap it up and reflect!

Direction: Share what you have learned from the lesson. Complete the following
phrases.
My journey through this lesson enabled me to learn______________________________
_________________________________________________________________________________

It made me realized that ________________________________________________________

What I Can Do

Direction: Read the Checklist for Formalist Criticism and use it as a guide in
critiquing a selection.
A formalist critic analyzes:

how the work is structured or organized (formed)

how it begins
how it is advancing or transiting to the next line
how it ends
how the plot is built
how each part of the work relates to the work as a whole
how the narrator or speaker narrates the story
what is the point of view of the narrator
who are the major and minor characters
how the characters are related to one another
what are the actions of the characters
what are the literary devices used
how the literary devices function to create meaning

8
CO_Q3_English10_ Module 4
Activity 4: Read and Critique!

Trivia: Did you know that Benguet is a native term which refers to a lake where
water does not drain?

The name “Benguet” was once limited to the area of what is now the La
Trinidad Valley, which was well-cultivated with rice, sweet potatoes, gabi, and
sugar cane by its original settlers. The natives there were generally Ibaloys.
Source: http://latrinidad.gov.ph/wp-content/uploads/2015/08/Brief-History.pdf

Directions: Read the story from Benguet and discover the origin of rice and small
streams.

The Origin of Rice and Streams

(Ibaloy Tale)

Once upon a time, there were two blind women. They were kindhearted, but
they were very poor. In order to eat, they had to beg from their neighbors and
sometimes they were driven away or given nothing. Nevertheless, they did not
complain but went on living each day as best as they could.
Once when they had no food for some time, they decided to walk to the next
village to try their luck there. They walked slowly, feeling footholds among the hilly
paths. When they had walked some distance, they bumped into a large rock. The
impact sent their bodies reeling. Dazed, they held on to each other and tried to get
back on their feet. But they had gone too long without food, and now they could not
even stand.
The rock opened magically, and out of its granite depths a young woman
emerged. She took the two blind women by the hand and let them inside. An old
woman seated them at a stone table and gave them food to eat. “Now tell what you
need,” said the old woman to them when they had finished their meal.
One of the blind women said, “I am always hungry. I need food, but I am too
blind and I cannot work for a living in the fields.”
The other replied, “I am always thirsty. I always need something to drink,
but I, too, am blind and I cannot find my way even to the smallest spring.”
The old woman gave the first woman a sack of rice that would never be
empty. To the other she gave a bottle of water that would never be drained dry.
They both thanked the old woman profusely and they felt their way back home.
They lived together happily, never wanting any more than what they already had.
After some time, though, they told each other that it was not right to keep to
themselves the good fortune that they had been given. So, the one who owned the
magic sack of rice took a handful of grain and sowed it; when the grain was
harvested she gave it to the people in the village. The one who owned the magic
bottle poured some of the water out onto the land where it changed into many
small brooks and streams. On their banks flowers soon grew, and to the streams
people came to fetch water for their various needs.
Source: The Origin of Tapuy and Other Cordillera Tales, Rosella Camte-Banhi,et.al pp.42-43

9
CO_Q3_English10_ Module 4
When you read a selection it is very important to understand how your senses
work. Your understanding of images will play a key role in appreciating the text.

A. Directions: Write 5 words/phrases that appeal to your senses (sight, smell,

hearing, taste, touch).

1. _____________________________________
2. _____________________________________
3. _____________________________________
4. _____________________________________
5. _____________________________________

B. Directions: Use the table below to analyze the selection “The Origin of Rice and
Streams.” Use the guide questions provided in answering.

Elements Descriptions
1. Characters: Who are the characters
in the story? How are they related to
one another? What are their actions?
2. Setting: Where did the story happen?
Describe the environment/
atmosphere.
3. Conflict: What is the main problem
in the story?
4. Plot: How did the story begin? What
happened in the story? How did it end?
5. Tone: What was the author’s attitude
towards the subject? What kind of
emotion or feeling did you get after
reading?
6. Point of view: Who is telling or
narrating the story? Is one character
acting as a narrator (First Person), or
someone telling what is going on (Third
Person)?
7. Theme: What lesson does the author
want me to learn from the story? What
lesson does the author want me to
learn about life?

10
CO_Q3_English10_ Module 4
 Assessment

Directions: Read and answer the questions below based on what you have learned
from this module. Write the letter that corresponds to your answer.
Use a separate sheet of paper for your answers.
1. What literary criticism approach analyzes the structure or form of each
individual part of a story and it focuses only on the text itself?
A. Moralist Approach
B. Formalist Approach
C. Marxist Approach
2. Which of the following refers to the evaluation, analysis, description, or
interpretation of literary works?
A. Literary approach
B. Literary device
C. Literary criticism
3. Which of the following is TRUE about formalism?
A. It is concerned with the historical events outside of the story, cultural,
and religious beliefs.
B. It uses quick reading to get the main idea of the text and compare it with
other related works.
C. It analyzes the work as a whole, the form of each individual part of the
text from the individual scenes and chapters, elements, and literary
devices.
4. Which of these features of a text would a formalist critic be most interested
in?
A. Structure
B. Author
C. Reader
5. What is the most exciting part of a story?
A. Exposition
B. Climax
C. Resolution
6. What element in a literary work is described as the series of related events?
A. Theme
B. Plot
C. Rising Action
7. Which of the following is the central or main character in a story?
A. Antagonist
B. Confidant
C. Protagonist
8. What do you call the opposition of forces which is essential to the plot?
A. Climax
B. Conflict
C. Exposition

11
CO_Q3_English10_ Module 4
 9. Which among the elements of a short story refers to the perspective of the
character or narrator telling the story?
A. Symbolism
B. Theme
C. Point of view
10. How to analyze a text using formalist approach?
A. Examine a text including the biographical information about the author
and the effect on the reader.
B. Scrutinize the point of view, structure, social and political ideas.
C. Analyze how the elements work together to give meaning to the text.

11-15. Read and analyze the introductory part of the story A Day in the Country by
Anton Chekhov (English 10 Learner’s Material pp.279-284). Answer the
following questions.

A dark leaden-colored mass is creeping over the sky towards the sun.
Red zigzags of lightning gleam here and there across it. There is a sound of
far-away rumbling. A warm wind frolics over the grass, bends the trees, and
stirs up the dust. In a minute there will be a spurt of May rain and a real
storm will begin.
Fyokla, a little beggar-girl of six, is running through the village,
looking for Terenty, the cobbler. The white-haired, barefooted child is pale.
Her eyes are wide-open, her lips are trembling.

11. Who are the characters introduced in the story?

A. Fyokla and Anton
B. Fyokla and Terenty
C. Terenty and the cobbler
12. Where do you think the story happened?
A. The setting of the story was in the city.
B. The events took place in the jungle.
C. The story happened in the province.
13. Which of the following can be inferred from the exposition of the story?
In the beginning of the story…
A. a storm destroyed the village.
B. the villagers were expecting for an approaching storm.
C. Fyokla and the villagers were preparing for a feast after the storm.
14. What literary device is evident in the introduction of the story?
A. Symbolism
B. Metaphor
C. Imagery

12
CO_Q3_English10_ Module 4
 15. They hear a whistle and a rumble, but not such a rumble as the storm-
clouds carried away. A good train races by before the eyes of Terenty,
Danilka, and Fyokla. The engine, panting and puffing out black smoke,
drags more than twenty vans after it. Its power is tremendous. The children
are interested to know how an engine, not alive and without the help of
horses, can move and drag such weights, and Terenty undertakes to explain
it to them.
What is the point of view of the narrator in the story based on the text
above?
A. Third person point of view
B. Second person point of view
C. First person point view

Additional Activity

Directions: Read and understand the selection “The Story of an Hour”. Analyze it
using Formalist Approach. Be guided by the Checklist for Formalist
Criticism (page 8) that you learned in this lesson. Use the graphic
organizer provided on page 16 or you may create your own design for
the presentation of your analysis.

The Story of An Hour

Kate Chopin (1894)

Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was
taken to break to her as gently as possible the news of her husband’s death.

It was her sister Josephine who told her, in broken sentences; veiled hints
that revealed in half concealing. Her husband's friend Richards was there, too, near
her. It was he who had been in the newspaper office when intelligence of the
railroad disaster was received, with Brently Mallard's name leading the list of
"killed." He had only taken the time to assure himself of its truth by a second
telegram, and had hastened to forestall any less careful, less tender friend in
bearing the sad message.

She did not hear the story as many women have heard the same, with a
paralyzed inability to accept its significance. She wept at once, with sudden, wild
abandonment, in her sister's arms. When the storm of grief had spent itself, she
went away to her room alone. She would have no one follow her.

There stood, facing the open window, a comfortable, roomy armchair. Into
this she sank, pressed down by a physical exhaustion that haunted her body and
seemed to reach into her soul.

13
CO_Q3_English10_ Module 4
 She could see in the open square before her house the tops of trees that
were all aquiver with the new spring life. The delicious breath of rain was in the air.
In the street below a peddler was crying his wares. The notes of a distant song
which some one was singing reached her faintly, and countless sparrows were
twittering in the eaves.

There were patches of blue sky showing here and there through the clouds
that had met and piled one above the other in the west facing her window.

She sat with her head thrown back upon the cushion of the chair, quite
motionless, except when a sob came up into her throat and shook her, as a child
who has cried itself to sleep continues to sob in its dreams.

She was young, with a fair, calm face, whose lines bespoke repression and
even a certain strength. But now there was a dull stare in her eyes, whose gaze was
fixed away off yonder on one of those patches of blue sky. It was not a glance of
reflection, but rather indicated a suspension of intelligent thought.

There was something coming to her and she was waiting for it, fearfully.
What was it? She did not know; it was too subtle and elusive to name. But she felt
it, creeping out of the sky, reaching toward her through the sounds, the scents, the
color that filled the air.

Now her bosom rose and fell tumultuously. She was beginning to recognize
this thing that was approaching to possess her, and she was striving to beat it back
with her will--as powerless as her two white slender hands would have been. When
she abandoned herself, a little whispered word escaped her slightly parted lips. She
said it over and over under the breath: "free, free, free!" The vacant stare and the
look of terror that had followed it went from her eyes. They stayed keen and bright.
Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her
body.
14 were not a monstrous joy that held her.
She did not stop to ask if it were or
A clear and exalted perception enabled her to dismiss the suggestion as trivial. She
knew that she would weep again when she saw the kind, tender hands folded in
death; the face that had never looked save with love upon her, fixed and gray and
dead. But she saw beyond that bitter moment a long procession of years to come
that would belong to her absolutely. And she opened and spread her arms out to
them in welcome.

There would be no one to live for during those coming years; she would live
for herself. There would be no powerful will bending hers in that blind persistence
with which men and women believe they have a right to impose a private will upon
a fellow-creature. A kind intention or a cruel intention made the act seem no less a
crime as she looked upon it in that brief moment of illumination.

And yet she had loved him--sometimes. Often, she had not. What did it
matter! What could love, the unsolved mystery, count for in the face of this
possession of self-assertion which she suddenly recognized as the strongest
impulse of her being!

"Free! Body and soul free!" she kept whispering.

14
CO_Q3_English10_ Module 4
 Josephine was kneeling before the closed door with her lips to the keyhold,
imploring for admission. "Louise, open the door! I beg; open the door--you will
make yourself ill. What are you doing, Louise? For heaven's sake open the door."

"Go away. I am not making myself ill." No; she was drinking in a very elixir of
life through that open window.

Her fancy was running riot along those days ahead of her. Spring days, and
summer days, and all sorts of days that would be her own. She breathed a quick
prayer that life might be long. It was only yesterday she had thought with a
shudder that life might be long.

She arose at length and opened the door to her sister's importunities. There
was a feverish triumph in her eyes, and she carried herself unwittingly like a
goddess of Victory. She clasped her sister's waist, and together they descended the
stairs. Richards stood waiting for them at the bottom.

Someone was opening the front door with a latchkey. It was Brently Mallard
who entered, a little travel-stained, composedly carrying his grip-sack and
umbrella. He had been far from the scene of the accident and did not even know
there had been one. He stood amazed at Josephine's piercing cry; at Richards'
quick motion to screen him from the view of his wife.

When the doctors came, they said she had died of heart disease--of the joy
that kills.
Source: https://archive.vcu.edu/english/engweb/webtexts/hour/

15
CO_Q3_English10_ Module 4
Use the questions listed in What I Can Do Activity 4 C on page 10 to guide you in
critiquing the selection “The Story of an Hour”.

Climax

Title

Point of View

Conflict

Tone
Exposition Resolution

Symbolism
Imagery

Setting

Characters

Theme

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CO_Q3_English10_ Module 4
Answer Key

17
CO_Q3_English10_ Module 4
References
Almonte, Liza, Lerma Flandez, Angelou Hermosa, Nedia Lagustan, Liberty Mangaluz, Elenita
R. Miranda, Paul Anthony Mendoza, Lito Palomar, Grace Annette Barradas- Soriano,
and Karen Villanueva. 2015. Celebrating Diversity Through World Literature. 1st ed.
Pasig City: REX Book Store, Inc.

Andres, Salirick. 2016. "Formalist Criticism Is the First of The Series of Literary
Critic". The Mindsmith. https://salirickandres.altervista.org/formalist-criticism/.

Bunting, Joe. 2021. "Point of View In 2021: Guide To 1St Person, 2Nd Person, 3Rd Person
POV". The Write Practice. Accessed January 26. https://thewritepractice.com/point-of-view-
guide/.

Cariño, Ma.Luisa. 1998. The Origin of Tapuy and Other Cordillera Tales. La Trinidad,
Benguet: Igorota Foundation, Inc.

“Commitment To Privacy”.2021. Virginia Commonwealth University. Accessed January 29.

https://archive.vcu.edu/english/engwed/webtexts/hour/.

"Critique - Examples and Definition of Critique". 2021. Literary Devices. Accessed January
22.https://literarydevices.net/critique/#:~:text=Critique%20is%20a%20literary%20tec
hnique,literary%20piece%2C%20or%20a%20review.

"Difference Between Criticize, Criticism, Critique, Critic, And Critical". 2021. Espresso
English. Accessed January 22. https://www.espressoenglish.net/difference-between-
criticize-criticism-critique-critic-and-critical/.

"Download Check Mark Icons Collection for Free". 2021. Freepik. Accessed January 29.
https://www.freepik.com/free-vector/check-mark-icons-
collection_806450.htm#page=1&query=check%20mark&position=3.

"Research Guides: *English: Book Reviews Vs Literary Criticism".

2021. Guides.Library.Plu.Edu. Accessed January 22.
https://guides.library.plu.edu/c.php?g=316687&p=2115447.

Stanborough, Rebecca Joy. 2019. "Benefits of Reading Books: For Your Physical And
Mental Health". Healthline. https://www.healthline.com/health/benefits-of-reading-
books.

"Writing A Formalist Literary Analysis". 2021. www2.Bellevuecollege.Edu. Accessed

January 22. https://www2.bellevuecollege.edu/artshum/materials/engl/silano/fall2005/
101lsb/formalistlitanalyassgn.htm. #:~:text=A%20formalist%20critic%20examines%
20the,make%20it%20a%20single%20text.

"8 Elements of A Story Explained: Setting, Character, Plot, Conflict, Theme".

2021. Dreamers Creative Writing. Accessed January
29.https://www.dreamerswriting.com/elements-of-a-story/.

2021. Latrinidad.Gov.Ph. Accessed January 29. http://latrinidad.gov.ph/wpcontent/

uploads/2015/08/Brief-History.pdf.

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CO_Q3_English10_ Module 4
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

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Telefax: (632) 8634-1072; 8634-1054; 8631-4985

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