Republic of the Philippines

Department of Education
Region V
SCHOOLS DIVISION OF SORSOGON
BULAN NATIONAL HIGH SCHOOL

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

LEARNING ACTIVITY SHEET 7-2nd Semestral-Q2

Name of the Student: _______________________________________

Grade & Strand: _____________________________ Date: ___________________

I. LEARNING SKILLS FROM MELCs

✔Write an objective/balanced review or critique of a work of art, an event or a program

II. VOCABULARY BUILDER

DIRECTIONS: Write the letter in the boxes to complete the word. The given
definition may serve as your clue.

1. A formal analysis and evaluation

of a scholarly article production, or
performance, and a work of art
2. A style of art which aims to
show all of the possible viewpoints
of a person or an object all at once
3.An extremely wicked or cruel
act, typically one involving physical
violence or injury
4. A painting or a work of art
3 executed directly on a wall
A Directions: Match column A with
column B to give the meaning of the given words in column B. write the letter of the correct answer to
the space provided before the number.
5. d
6. a
7. b
8. c
9. e

intelligently and to draw conclusions not influenced by

emotions or personal prejudices
III. LEARNING ABOUT IT
In the previous lessons, you were taught about the reading strategies to have a better
understanding of academic texts and on how to become a critical reader. But did you know that critical
reading is a must for you to become a critical writer? There are different types of texts that you need to
familiarize and understand as you enter the university or the workplace. There are various discourse
texts that you must master how to write. But how do you really write it? Writing is as important as the
five macro skills. For some, writing is difficult, simply because many would like to write in the most
creative way. However, there are texts that are somehow comparable to the voices you hear and see on
social media. Have you experienced writing a review/critique for a work of art, performance, or event?
Lesson 6 made you understand everything about the critical writing approaches that you need to
remember when writing a critique. But there are still some significant facts that you need to understand
for you to be able to write an objective/balanced critique.

WHAT IS A REVIEW/CRITIQUE? When you read the word critique what usually comes into your mind?
Maybe for some people it always means to criticize, to look for the negative characteristics of a text, a
person, or an art or just to describe what you are reading/seeing. But writing a critique is more than just
giving the bad/ugly characteristics of a person, art, or thing. There are still more and that is what you are
going to learn for today.

REVIEW/CRITIQUE ● This is a specialized form of writing in which a critic or a reader evaluates any of the
following:
a. a scholarly work (academic books and articles)
b. a work of art (performance art, play, dance, sports, film, exhibits)
c. designs (industrial designs, furniture, fashion designs) d. graphic designs (posters, billboards,
commercials, and digital media

There are different things that can be evaluated by a critic or a reader. But in this module, the focus is
for you to be able to write an objective/balanced review/critique of a work of art, event, or program.

5 Steps in Writing Different Kinds of Texts

1. Planning – outline ideas, research about it and plan ways on how to write it
2. Drafting – write down all ideas
3. Revising – focus on the content of the essay. Make sure to fulfill the goal of the writing task. If a
rubric is given rewrite the paper based in the criteria
4. Editing – focus on the grammatical and spelling errors
5. Proof Reading – final stage of the process. Focus on surface errors such as punctuations and
formatting

GUIDELINES IN WRITING A REVIEW/CRITIQUE

● Value Communicated
1. Sound critical judgement – This pertains to giving description of the object without value
judgements. It also means that you must give your assessment or judgement to an object by carefully
assessing or evaluating it.
2. A fair and balanced assessment of situations or events, people and things.

● Basic Content
a. The content should answer the following questions:
1. What is your impression upon seeing the artwork?
2. What is the title and who is (are) the artist(s)?
3. Describe the subject mallllllllllllllllllotter. What is it all about? Are there recognizable
images?
4. Describe the elements of the work. What style did the artist use?
5. If the work has subjects or characters, what are the relationships between or among
them?
6. How does the work relate to other ideas or events in the world and/or in your other
studies?
b. May take the form of a reflection, an appeal, a protest, a tribute or denunciation, a
speculation. c. In general, the content would include the following topics:
1. For human situations:
● A brief description of the event
● People involved, their roles and contributions
● Other driving force/motivation, it may be out in the open, hidden, or
unsuspected
● Implications and consequences
● Assessment and predictions
2. For cultural affairs, people, works, performances:
● The central purpose of the event, product, or art
 ● The means, devices, strategies employed to achieve the purposes
● An evaluation of the achievement. Is it a success or failure?

WHAT ARE THE STEPS IN WRITING?

● The significance (if any) beyond mere entertainment of the event or product in ethical and/or
aesthetic terms, its timeliness and/or timelessness
Note: A critique/review usually range in length from 250 to 750 words.

FORMAT OF A REVIEW/CRITIQUE OF AN ART, EVENT, OR PERFORMANCE

● INTRODUCTION
● Contains the first impression on the work. You may begin with a hook. Note: A hook catches
the attention of the reader. It ignites the reader’s curiosity.
● Basic details about the material or the event that happened (title, director, or artist name of
exhibition/event)
● Main assessment of the material (for films, performances, artwork).
● Thesis statement or the focus of your review.
● BODY (ANALYSIS OR INTERPRETATION)
● Discussion of the main points of the analysis or interpretation.
● Discussion or analysis of the work (critical approach). You may use the critical approaches
discussed in the previous lesson.
● Aspects that make the art, event, or performance a success or a failure.
● Relationship of the work to other ideas and events in the world.
● The movements, acts, lines, or elements that are distinct to the work, performance, or event.
● Identify some of the similarities throughout the work (i.e., repetition of lines, two songs in
each act).
● Identify some of the points of emphasis in the work (i.e., specific scene, figure, movement).
● The relationships of subject, movements, and characters. Note: You should also take note
about the guidelines in writing a review/critique. You may focus on one critical approach to
analyze the art or event.
● CONCLUSION (EVALUATION)
● A statement indicating the overall evaluation of the work.
● A summary of the key reasons identified during the critical evaluation, why this evaluation was
formed.
● The significance of the event/work
● Comparisons to a similar work
● Recommendation

TAKE NOTE! For artwork and other media, you should use speculative verbs like evoke, create, appear, &
suggest. You should make sure to describe it to the reader and describe the material in simple terms.
Also, take note the coherence and cohesion of ideas in your paragraph. After writing, make sure to
check your grammar, spelling and punctuation marks.

6 BASIC QUALITIES OF A GOOD REVIEW/CRITIQUE

❖ Gives a fair and balance social commentary
❖ Provides relevant and accurate information on the situation
❖ Exhibits by means of thorough and in-depth analysis an appreciation of context (including time,
place, people, involvement, their motivation, and actuations)
❖ Exhibits a deep sense of humanity and an understanding of the human situation even while
expressing disapproval or disagreement most intensely.

BASIC QUALITIES OF A CRITICAL JUDGEMENT

❖ Provides accurate and relevant information on the event, show, or work
❖ Exhibits full appreciation of the purpose behind the event, show, or work
❖ Shows a clear understanding of the means (strategies, techniques, devices, etc.) and their
appropriateness and power in achieving the purpose
❖ Exhibits fairness and balance in the judgment made Wow! You are already done with some of the
concepts you need to remember and understand for you to write an objective review/critique.
Now, let us have more activities and examples. Are you ready? Read the example of a critique below.
Answer the questions that follow.
Art
(1) The French artist Georges Braque (1882-1963) once said. “In art there can be no effect without
twisting the truth.” While not all artists would agree with him, Braque, who with Pablo Picasso
originated the cubist style, “saw” things from a different perspective than the rest of us, and he
expressed his vision in his paintings. All art is an interpretation of what the artist sees. It is filtered
through the eyes of the artist and influenced by his or her own perceptions.
(2) Throughout history, artists have applied their craft to advance religious, social, and political visual
arguments. Portraits of kings and queens present how the monarchs wanted their people to see them,
with symbolic tools of power such as scepters, crowns and rich vestments. Art in Churches and
cathedrals was used as a means of visual instruction for people who could not read. Much modern art
reveals impressions feelings and emotions without remaining faithful to the actual thing depicted. While
entire books are written about the meaning and function of art, let’s examine how one particular artist,
Pablo Picasso (1881-1973), created a visual argument.
Pablo Picasso’s Guernica
(3) Pablo Picasso, with fellow artist Georges Braque, invented a style of painting known as cubism.
Cubism is based on the idea that the eye observes things from continually changing viewpoints, as
fragments of a whole. Cubism aims to represent the essential reality of forms from multiple perspective
angles. Thus, cubist paintings don’t show reality as we see it. Rather, they depict pieces of people,
places, and things in an unstable field of vision
(4) Picasso’s painting Guernica represents the essence of cubism. During the Spanish Civil war, the
German air force bombed the town of Guernica, the cultural center of the Basque region in 7 northern
Spain and a Loyalist stronghold. In only a few minutes on April 26, 1937, hundreds of men, women and
children were massacred in the deadly air strike. Two months later, Picasso expressed his outrage at the
attack in a mural he titled simply, Guernica.
Who is Picasso’s target audience?
(5) Knowing the history of the painting can help us understand whom Picasso wants to reach. In January
1937, Picasso was commissioned to paint a mural for the 1937 Exposition Internationale des Arts et
Techniques dans la Vie Moderne, an art exhibition to open in France in May of the same year. Although
he had never been a political person, the atrocity of Guernica in April compelled him to express his
anger and appeal to the world.
(6) Before the mural went to display, some politicians tried to replace it with less “offensive” piece of
art. When the picture was unveiled at the opening of the expo, it was received poorly. One Critic
described it as “the work of madman.” Picasso had hoped that his work would shock people. He wanted
the outside world to care about what happened at Guernica. However, Picasso may have misjudged his
first audience. In 1937, Europe was in the brick of world war. Many people were in denial that the war
could touch them and preferred to ignore the possibility that it was imminent. It was this audience who
first viewed Guernica---an audience that didn’t want to see a mural about war, an audience that was
trying to avoid the inevitable. Years later the mural would become one of the most critically acclaimed
works of art of the twentieth century.
What claim Is Picasso making in the image?
(7) Picasso’s painting comprises many images that make up an entire scene. It depicts simultaneously
events that happened over a period. The overall claim is that war itself is horrible. The smaller claims
address the injustice of Guernica more directly. A mother wails in grief over her dead infant a reminder
that the bombing of Guernica was a massacre of innocent. Picasso also chose to paint his mural in black
and white, giving it the aura of a newspaper, especially in the body of the horse. He could be saying,
“This is news” or “This is a current event that you should think about.”
(8) It should be mentioned that Picasso created many versions of the images in the mural, carefully
considering their position, placement, and expression, sometimes drawing eight or nine versions of a
single subject. He thoughtfully considered how the images would convey his message before he painted
them in the mural.
What shared history or cultural assumptions does Picasso make?
(9) The assumptions in any argument are the principles or beliefs that the audience takes for granted.
These assumptions implicitly connect the claim to the evidence. By naming his mural Guernica, Picasso
knew that people would make an immediate connection between the chaos on the wall and the events
of April 26, 1937. He also assumed that the people viewing the painting would be upset by it. In
addition, there are symbols in the painting that would have been recognized by the people at the time
such as the figure of the bull in the upper-left-hand corner of the mural, a long-time symbol for the
Spain.
What is Picasso’s supporting evidence?
(10) Although Picasso was illustrating a real event, cubism allowed him to paint “truth” rather than
“reality.” If Picasso was trying to depict the horror of Guernica and by extension, the terror and chaos of
war, all the components of his mural serve as supporting evidence. The wailing figures panicked faces;
the darkness contrasted by jumbled images of light all project the horror of war. Even the horse looks
terrified. Overall, Guernica captures the emotional cacophony of war. Picasso was not just trying to say,
“War is hell.” He was also trying to impress upon his audience that such atrocities should never happen
again. Picasso was making an appeal for peace by showing its opposite the carnage of war.

Source: English for Academic and Professional Purposes:Reader

CHECK FOR UNDERSTANDING

Now that you are done reading the text, you must now answer the questions below to understand more
the text. You may go back to the text to answer this. These questions might be helpful to you when you
write your own critique. Write your answers in your notebook.
1. What do you mean by visual argument? You may include some information from the text.
2. What historical experience was the basis of Pablo Picasso on his painting, Guernica?
3. What symbols in the painting that were mentioned in the text can be easily recognized by people?

After answering the questions and reading the text, did you notice how the critique was constructed?
Let us try to know and understand how the text was constructed.

Note: Maybe you will wonder why there are more than three paragraphs. It is simply because we can
write a review/critique with more than the usual three paragraphs. You can have the introduction, body,
and conclusion of the paragraph in more than one paragraph. Just like what is done in the text that you
have read.

ART REVIEW/CRITIQUE
How was it Written
1. Introduction – the text started with the introduction of how the artists view art
and how art became the way for artists to present their political, social and
religious views. It ended with the thesis statement. Focusing how Pablo Picasso
created visual argument.
2. Body – in this part the writer included all the necessary information that relates
to the thesis statement or focus of the review/critique.
3. Conclusion – here, the writer gave a summary of all the evidences presented.
The writer ended the text by giving the essence of why Picasso made the
painting.

Do you want to learn more about writing a review/critique? Let us proceed to another example of a
critique. Now this text is a critique of an event. While reading the text, take note of how the critique was
written just like what you did on the first example. This review/critique is still like the first one. The only
difference is that this is a review/critique of an event.

Why JFK’s Inaugural Succeeded by Thurston Clarke

(1) American’s watching John F, Kennedy’s 1961 inauguration on television saw a scene worthy of
Currier & Ives. The marble façade of the Capitol gleamed in the sun, dignitaries wore top hats and dark
overcoats and the cold air turned Kennedy’s breathe into white clouds. When he said, “Let the word go
forth from this time and place, to friend and foe alike, that the torch has been passed to a new
generation.” His words actually appeared to be going forth into the exhilaration air.
(2) No one knew that Kennedy was wearing a long underwear so he could remove his topcoat and
appear youthful and energetic, or he had received months of tutoring from a speech coach, or that
there was so much animosity among the platform’s dignitaries that if grudges had weight, the entire
contraption would have collapsed. No one suspected that Cardinal Richard Cushing had slowed his
invocation because he believed that smoke wafting from beneath the podium came from a smoldering
bomb meant for Kennedy, and he wanted to absorb the blast himself. (It was actually a short circuit.) No
one knew that while Cushing droned on, Kennedy was probably improving his address in his mind. (He
would make 32 alterations to the reading copy of his address as he spoke.)
(3) Praise for his inaugural address came from across the political spectrum-Barry Goldwater said, “God,
I’d like to be able to do what that boy did there”-and was so extravagant it seems hard to believe the
nation was even more divided than it is today. Kennedy had won the 1960 election with only 49.7
percent of population vote, yet a Gallup poll taken soon after his inauguration showed him with an
approval rating of 72 percent. His own pollster, Lou Harris, put it at an outstanding 92 percent. Richard
Nixon, Ronal Reagan and Bill Clinton, perhaps hoping for similar ratings, have paraphrased lines from
Kennedy’s speech in their own inaugural address.
(4) The most recent offender was George W. Bush, who in 2001 translated “Ask not what you country
can do for you-ask what you can do for your country” into “What you do is as important as anything
government does. I ask you to seek a common good beyond your comfort; to defend needed reforms
against easy attacks: to serve your nation, beginning with your neighbor.

(5) Kennedy’s imitators have failed to appreciate that the words in his address were only part of its
magic. There is also the brilliant weather, Jackie Kennedy’s wardrobe. Robert Frost’s poem and the
president-elect who had devoted almost as much attention to his appearance as his words darkening his
tan in Palm Beach and fussing over the cut of his suit and the arrangement of dignitaries on the
platform.
(6) They have failed to appreciate something else, something that is nearly impossible to replicate. It
was Kennedy’s life-and his close calls with death-that gave that speech its power and urgency. Those
who study the speech would do well to pay less attention to the words and more attention to how he
wrote the speech and to the relationship between its words and Kennedy’s character and experience.
(7) Kennedy composed the most memorable and poetic lines of his inaugural during a flight from
Washington to Palm Beach 12 days before his inauguration. He summoned his secretary Evelyn Lincoln
into his private compartment on his plane, the Caroline, and told her that he wanted to dictate some
“ideas” for his inaugural.
(8) He had in hand a draft written by his principal speechwriter, Ted Sorensen. Throughout his campaign,
Kennedy had often carried a Sorensen speech to the stage only to abandon much of it in favor of his
own off-the-cuff remarks. He did this again during the Palm Beach flight, and dictated several pages of
his own material. It is in Evelyn Lincoln’s shorthand loops and squiggles, then that one first reads version
of “Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden,
meet any hardship,” and “ Let the word go forth from this time and place, to friend and foe alike, that
the torch has been passed to a new generation of Americans born in this century, tempered by war,
disciplined by a hard and bitter peach proud of our ancient heritage.”
(9) Kennedy revised his inaugural in Palm Beach, without the assistance of the focus groups or
speechwriting teams that have become de rigueur. He read it aloud to his wife, rewrote some passages
on sheets of yellow legal paper and consulted with Ted Sorensen. He did not need much help revising
his dictation because it was essentially autobiographical. It told his story, and that of his generation:
‘born in this century,” “tempered by war, “disciplined by hard and bitter peace.”
(10) Behind this structure lay five pivotal moments in his life: his travel through Europe on the eve of
World War II, his experiences in the Pacific n 1943, his visit to the devastated post-war Berlin in 1945, his
tour through Asia as a young Congressman in 1951, and his encounter with the abject poor during the
1960 West Virginia primary. All but one of these had occurred overseas, a reminder that he was not only
the most widely traveled man ever to become president, but Kennedy had a strong emotional
connection with the passages inspired by his own experiences. Throughout his political career he had
sometime chocked up at Memorial Day and Veterans Days ceremonies when speaking about those who
had lost their lives in World War II. Among the passages he had dictated on the flight was this one:
“Since this country was founded, each generation of Americans has been summoned to give testimony
to its national loyalty. The graves of young Americans who answered the call to service surround the
globe.”
(11) Numbered among these young Americans, of course, where his brother, Joseph Kennedy Jr., his
brother-in-law Billy Harington, and PT-109 crewmen Andrew Kirksey and Harold Marney. These two
sentences, a tribute to their as a sacrifices, would prove to be the emotional turning point of his
inaugural, the moment when his voice assumed a passion he seldom revealed, inspiring 11 the audience
at the Capitol, touching even the hearts of his opponents, and according to accounts from the time,
sending half frozen tears rolling down cheeks.
(12) It is possible that the future president will evoke a similar reaction with an inaugural address,
uniting Americans in a common purpose, and opening a new era of idealism, optimism and national
happiness. But to accomplish this, he must do more than others have done simply paraphrase or echo
Kennedy. Instead he will have to deliver an inaugural that so clearly engages his emotions, and so
convincingly represents a distillation of the spiritual and philosophical principles guiding his life, that it
will, in the end, awaken the deep emotional response from the American people, too.

After reading the text you must now answer the questions below. Write your answers in your notebook.
Source: English for Academic and Professional Purposes:Reader

CHECK FOR UNDERSTANDING

1. Which is the best proof that the inaugural address was greatly received by all sectors?
2. Which five important moments in his life influenced his eloquent delivery?
3. Which two sentences proved to be an emotional tuning point of his delivery? Why were these
emotionally-powered?

After answering the questions and reading the text, did you pay attention to how it was written? In the
next page, you can see another infographic that briefly explains the parts of the review/critique you
have just read.

Why JFK’s Inaugural Succeeded

REVIEW/CRITIQUE

HOW WAS IT WRITTEN?

1. INTRODUCTION – the text started with the description of where the inaugural was held
and how JFK started with the speech. The writer used vivid descriptions in the introduction
to catch the attention of the readers.
2. BODY – in the body the writer emphasized why JFK’s information related to the focus of
the text.
3. CINCLUSION – in the last part, the writer gave an overall evaluation of the inaugural. He
also emphasized the importance of that event to the future.

VI. PRACTICE TASKS

Practice Task 1

You are about to write your own review/critique. But before that, let us try doing this activity. The
picture below is a painting by Pablo Picasso, “The Weeping Woman”. Like Guernica Picasso used cubism
in this painting. Before you write your own review/critique, you must first have a plan on what to write.
For this activity, you are going to make an outline in preparation for your writing task later.

Source: https://www.tate.org.uk/art/artworks/picasso-weeping-woman-t05010

Directions: In module 5 you were taught how to construct a Topic outline and a Sentence outline.
Choose one from the two types of outline. Then, construct your own outline before writing your review
on “The Weeping Woman”. You can use a separate sheet of paper for your output.

Your work will be rated based on this rubric:

 10 8 6 4
The outline used the The outline mostly The outline used two The outline did not use
same format and all used the same format types of format any of the two formats
supporting details are and most supporting interchangeably and and none of the
classified under their details are classified some supporting supporting details are
respective topics. under their respective details are classified classified under their
topics. under their respective respective topics
topics.

PRACTICE TASK 2:
In this activity, you are going to begin trying to write your review/critique of the painting. An article is
given to you to give you an idea about the painting. Read the article below before you proceed to the
task.
Pablo Picasso is recognized as one of the most important figures in 20th century western art. He created
more than 20,000 artworks in a variety of media including painting, sculpture, printmaking, drawing and
ceramics.
Picasso showed an early talent for art, and made lifelike portraits as a teenager. However, after settling
in Paris in his early twenties he adopted more modern approaches to making art. Between 1908 and
1911 he and fellow artist Georges Braque ‘invented’ a style called Cubism which took a radical, new
approach to the representation of space and form.
In 1937, Picasso completed his iconic mural Guernica, a chilling depiction of the bombing of the Basque
town of Guernica during the Spanish civil war, which resulted in the slaughter of many defenceless
civilians.
Picasso painted Weeping Woman in October 1937 only a few months after he completed the mural. It is
one of a series of images of weeping women that have been linked to the figure of a grieving mother in
Guernica who clasps her dead child to her chest.
Weeping Woman is an iconic image of unspeakable grief and pain, representing universal suffering. The
fragmented features and the use of acid green and purple heighten the painting’s emotional intensity.
The model for the Weeping Woman was Picasso’s partner Dora Maar, a passionate, strong, and
intelligent woman. The painting is also often seen as reflecting their complex and often stormy
relationship. In every artwork there are different emotions that can be felt.

We want to know how you felt after seeing the painting and reading the article: What are the emotions
conveyed by the painting? ______________________________________________________________

Directions: After reading the article about the painting, you are now asked to write an introduction for
your review/critique paper. Take note of the guidelines given to you in the learning concepts. Use a
separate sheet of paper for your output.
INTRODUCTION SCORE
1. The introduction identifies 54321
the thesis statement or the
focus of the review/critique
2. The introduction contains 54321
basic info on the painting.
3. The introduction uses a 54321
“hook” to grab the reader’s
attention, and it logically
connects to the topic.
4. The introduction provides the 5 4 3 2 1
reader with sufficient
background information on the
topic and presents clearly how
the information is connected to
the thesis statement.
TOTAL
You will be graded according to this rubric:
Comments:_________________________________________________________________
PRACTICE TASK 3: Directions: You are now done with your introduction. Now, you need to write the
body of your paper. Again, you must take note of the guidelines discussed in the learning concepts. Use
a separate sheet of paper for your output. You will be graded according to this rubric:
BODY SCORE
1. The body contains a thorough 5 4 3 2 1
analysis and interpretation of
the work of art.
2. The body gives evidences to 5 4 3 2 1
discuss the thesis statement or
main point of the paper.
3. The body identifies points to 5 4 3 2 1
describe the work Such as the
elements used in the work of
art and its relationship to other
ideas and events in the world.
TOTAL
Comments: ____________________________________________________________________

PRACTICE TASK 4: Directions: Finally! You are off to the last part of your paper. Now, you need to write
your conclusion. Again, please take note of the guidelines discussed in the learning concepts. Use a
separate sheet of paper for your output. You will be graded according to this rubric:
CONCLUSION SCORE
1. The conclusion summarizes 5 4 3 2 1
the writer’s main points.
2. The conclusion provides 5 4 3 2 1
recommendation
3. The conclusion contains the 5 4 3 2 1
summary of the key reasons
identified during the critical
evaluation, why this evaluation
was formed.
TOTAL
Comment: ___________________________________________________________________________

VII. EVALUATION
Directions: Imagine that you were asked to give a review/critique of a work of art that you have seen in
an art gallery or an event/performance that you have been to. Write a 3-paragraph review/critique of
your chosen work of art or event/performance. Remember that you must only choose one. Again, take
note of all the guidelines in writing a review/critique. Use a separate sheet of paper for your output. You
may follow the steps in the writing process for you to have an excellent output. You will be rated
according to this rubric.
CONTENT SCORE
1. Central idea is well developed 5 4 3 2 1
and clarity purpose is exhibited
throughout the paper
2. There is enough evidence of 5 4 3 2 1
critical, careful thought and
analysis or insight.
STRUCTURE
1. The paper presented 5 4 3 2 1
coherence and cohesion of
ideas.
2. It has effective , smooth and 5 4 3 2 1
logical transitions.
LANGUAGE AND STYLE
1. It has accuracy in grammar, 5 4 3 2 1
spelling and punctuation.
2. Writer’s tone is clear, 5 4 3 2 1
 consistent, and appropriate for
intended audience
TOTAL

ADDITIONAL ACTIVITY

ACTIVITY 1: Directions: Most of the students nowadays want to be a vlogger. Imagine you are a vlogger
who gives reviews on products, movies, arts, and others. For your task, create your own vlog for a day
showing your review/critique on the art, event, or performance you have chosen for your post-test. Post
it on your google classroom or in any platform used in your class. Isn’t it great to share your ideas to the
world?
CRITERIA FOR GRADING:
CONTENT – 25
ORGANIZATION – 15
PRESENTATION – 10
TOTAL – 50

ACTIVITY 2: (THIS IS FOR THOSE STUDENTS WHO DOESN’T HAVE MOBILE PHONES, FOR VIDEO
RECORDING OR ACCESS TO THE INTERNET) Directions: On a white cartolina, create a comic strip wherein
you are one of the speakers, sharing your review/critique of the work of art, event, or performance that
you have chosen in the evaluation.

REFERENCE
Osila, A.M. A. (2021). “Write an Objective/Balanced Review of a Work of Art, Event or
a Program”. English for Academic and Professional Purposes Module, Quarter 1-
Module 7. DepEd Region V.

Prepared by English for Academic and Professional Purposes Teachers:

MYCA G. DE GUZMAN

RUSHELLE C. FUNDANO

ARLYN R. GOJIT

Checked and Reviewed by:

AILEEN E. PAREDES
Subject Group Head

Noted:

MARIVIC A. AŇONUEVO
ASP II – SHS Academics

Approved:

SALVE E. FERRERAS
Principal III