LEARNING MODULE IN

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Name: Grade and Section:

MODULE 6

Critiques and reaction papers are evaluative forms of writing. In these kinds of writing, opinions are
usually evident. However, presenting opinions alone in these forms of writing is not enough for these papers
to become meaningful and successful. Careful readers often demand evidence for your papers to be considered
as somewhat reliable. Providing facts that will support your opinions would make your papers more valid and
credible.
In this particular module, you will be given an opportunity to take a closer look at facts and opinions.
This would help you in developing an accurate and useful critique and reaction paper. This lesson would also
help you develop your critical and analytical skills both in reading and listening.

LESSON 1: FACTS VERSUS OPINIONS

LESSON 2: THE ROLES OF FACTS AND OPINIONS

Things you should LEARN!

This module was created for you to be able to:
1. form opinions based on facts. (DepEd, CS_EN11/12A-EAPP-Id-f-11)

Let’s see how much do you know!

(Pre-assessment)
Directions: Read and answer the following questions carefully. Write your answer on the space provided after
each question.

1. What is your idea about facts and opinions? What do you think is the difference between the two?

2. What do you think would make a statement a fact or opinion? Provide some bases.

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3. Which do you think is more important in writing a critique or reaction paper: facts or opinions? Justify
your answer.

DAY 1
LESSON 1:
FACTS VERSUS OPINIONS
Directions: Study the Concept Notes and accomplish the given exercise on your Learning Activity Sheet.

LEARNING ACTIVITY SHEET

Lesson Title: In FACT...But based on my OPINION...
Learning Target/Competency: The learners will be able to form opinions based on facts. (DepEd,
CS_EN11/12A-EAPP-Id-f-11)
Values/Graduate Attributes: The learners will become reflective and critical thinkers, eloquent
communicators, purposeful and decisive, ethical and morally upright, globally competitive and locally
active individuals who use their knowledge and skills to exercise fair judgment and to see situations
with silver lining.
Reference(s) & Author(s): Miciano, M. Z. & Miciano, R. Z. (2016). ENHANCED ENGLISH
ENGAGEMENT English for Academic and Professional Purpose – Senior High School. Makati City,
Metro Manila, Philippines: Don Bosco Press, Inc.
Tandoc, Shiella D. (2016). APPLIED ENGLISH for Academic and Professional Purposes. Manila:
MINDSHAPERS CO., INC. Module No.: ______6______
Concept Notes:
FACTS VERSUS OPINIONS
Facts are verifiable statements, which means something can be done to determine whether the
information presented is true or false (McWhorter, 2001). These can be tested through direct experience,
in which we observe and conduct our own experiment, or by indirect experience, in which we consult
research sources (Ohman and Martin as cited in Dadufalza, 1996).
On the other hand, opinion is an expression of a person’s “feelings, attitudes, or beliefs that are neither
true nor false” (McWhorter, 2001, p. 100). It leaves much room for disagreement. It may be difficult to
prove as true or false because of ambiguous wording.

Comparison Chart
Basic Comparison Fact Opinion
Fact refers to something that can be Opinion refers to a judgment or
Meaning
verified or proved to be true. belief about something.
Based on Observation or research Assumption or personal view
What is it? Objective reality Subjective statement
Verification Possible Not possible
Represents Something really happened A perception about something
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 Change Universal Differs from person to person
Words Shown with unbiased Expressed with biased words
Debatable No Yes
Facts has the power to influence Opinion does not have the power to
Influence
others. influence others.
Source: S, S. (2016). Difference Between Fact and Opinion (with Comparison Chart) - Key Differences. Retrieved 23 June 2020, from
https://keydifferences.com/difference-between-fact-and-opinion.html

(For a more in-depth and detailed discussion of this lesson, read the lesson from pages 40-41 of your
textbook entitled, ENHANCED ENGLISH ENGAGEMENTS English for Academic and Professional
Purposes – Senior High School or you may watch the video-recorded instruction provided by your
subject teacher or from your account in the Aralinks or MS Teams.)

Exercise 1
Directions: Read and analyze the following statements carefully. Identify whether each statement is a
FACT or OPINION. Write your answer on the space provided before each number.
Example:
FACT 1. COVID-19 is an infectious disease caused by a newly discovered coronavirus.

1. Drinking too much coffee can cause insomnia and restlessness.

2. Marriage should be for everyone, including homosexual couples.
3. We should have a bigger government for it is in the best position to solve many problems.
4 Abortion should be illegal or restricted only to rare situations such as when the mother’s
life is in danger.
5. Under the Constitution of the Philippines, the government is divided into executive,
legislative, and judicial departments.

DAY 2
LESSON 2:
THE ROLES OF FACTS AND OPINIONS
Directions: Study the Concept Notes and accomplish the given exercise on your Learning Activity Sheet.

LEARNING ACTIVITY SHEET

Lesson Title: The ROLES of FACTS and OPINIONS
Learning Target/Competency: The learners will be able to form opinions based on facts. (DepEd,
CS_EN11/12A-EAPP-Id-f-11)
Values/Graduate Attributes: The learners will become reflective and critical thinkers, eloquent
communicators, purposeful and decisive, ethical and morally upright, globally competitive and locally
active individuals who use their knowledge and skills to exercise fair judgment and to see situations
with silver lining.
Reference(s) & Author(s): Miciano, M. Z. & Miciano, R. Z. (2016). ENHANCED ENGLISH
ENGAGEMENT English for Academic and Professional Purpose – Senior High School. Makati City,
Metro Manila, Philippines: Don Bosco Press, Inc.
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Tandoc, Shiella D. (2016). APPLIED ENGLISH for Academic and Professional Purposes. Manila:
MINDSHAPERS CO., INC. Module No.: ______6______
Concept Notes:
THE ROLES OF FACTS AND OPINIONS
Facts and opinions have to work together in order to present a convincing evaluation of an idea or
a piece of work. Our opinions have to be supported by relevant factual details to ensure the acceptability of
our judgments. If you are giving judgment on a film’s story, for instance, the supporting details should be
factual details from the film’s story, as shown below.
Example:
Opinion: The story is confusing as there are many gaps in the narrative.
Supporting Facts: The audience is not told about how the problem was resolved in the end.
The motive for the crime was not explained.
One character that had been killed inexplicably came back to life in the middle.

As previously stated, the judicious use of factual details to support our opinions make our evaluations
convincing and acceptable to the reader. It also assures our audience that we were paying careful attention
to the details of the thing evaluated, and this is what makes a good critic.

Questions to Identify Facts

1. Can the statement be proved or demonstrated to be true?
2. Can the statement be observed in practice or operation? Can you see it happen?
3. Can the statement be verified by witnesses, manuscripts, or documents?
Types of Opinions
1. Positions or controversial issues
2. Predictions about things in the future
3. Evaluations of people, places, and things
Words to Identify Opinions
1. Biased Words (bad, worse, worst, good, better, best, worthwhile, worthless, etc.)
2. Qualifiers (all, always, likely, never, might, seem, possibly, probably, should, etc.)

(For a more in-depth and detailed discussion of this lesson, read the lesson from pages 41-42 of your
textbook entitled, ENHANCED ENGLISH ENGAGEMENTS English for Academic and Professional
Purposes – Senior High School or you may watch the video-recorded instruction provided by your
subject teacher or from your account in the Aralinks or MS Teams.)

Exercise 2
Directions: Cite at least three (3) factual details that will be needed to prove or support the following
evaluative statements. Write the details on the space provided for each statement.
Example:
Statement: Ralph is an outstanding student.
Supporting Facts: Ralph’s general weighted average is 98.
He has no absences and no tardy marks.
He manifests love for God by serving the church.

1. Smartphones are better than tablets.

Fact 1:
Fact 2:
Fact 3:

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 2. Women can contribute to the development of the society faster.
Fact 1:
Fact 2:
Fact 3:

3. Poverty is more than the lack of income and resources.

Fact 1:
Fact 2:
Fact 3:

DAY 3
APPLY WHAT YOU HAVE LEARNED!
Activity Number: 6.1 Date: _______________
Time Started: _______________ Time Finished: _______________

A. Formulating Opinions (25 points)

Directions: Accomplish the given table below by choosing one among the following topics. Identify a specific
issue from the topic you have chosen and formulate a particular opinion about it. Then, provide at least three
(3) factual details that may be relevant or may support your opinion to make it convincing and acceptable.

Topics:
1. The 2022 Presidential Election in the Philippines
2. The Education System in the Philippines
3. The Healthcare System in the Philippines

Identified Issue Formulated Opinion Relevant Facts

Chosen Topic
(5 points) (5 points) (15 points)

1. 1. 1. 1.

2.

3.

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DAY 4
Let’s do some moRe!
(ENRICHMENT)
A. Facts and Opinions (20 points)
Directions: Fill out the table below with questions that will elicit factual details and opinions about the movie
you have watched recently. Provide at least five (5) questions for each column of the table.

Title of the Movie:

Fact Questions Opinion Questions
Example:
1. What is the movie’s plot or story? 1. Did I find the plot exciting?

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

DAY 5
Let’s see how much you HAVE LEARNED!
(POST-Assessment)
I. KNOWLEDGE
A. Locating Judgment Words (5 points)
Direction: Read and analyze each sentence carefully. Locate the judgment words used in each sentence by
underlining the biased or qualifying words.

1. Purchasing a brand-new car is a terrible waste of money.

2. Many wonderful vegetarian cookbooks are available in bookstores.
3. The introductory biology textbook comes with an amazing CD-ROM.
4. Volunteers for Habitat for Humanity are engaged in a worthwhile activity.

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5. Of all the film version of Victor Hugo’s novel Les Miserables, the 1935 version starring Charles Laughton
is the best.

II. PROCESS
A. Identifying Facts and Opinions in a Paragraph
Direction: Read the given text carefully. Identify whether each sentence in the paragraph is a form of fact or
opinion. Write F if the sentence conveys a certain fact and O if it is an opinion. Write your answer on the
space provided for each number.

[1] Flowering plants that are native to the South include purple coneflower and rose verbena. [2]
In the view of many longtime gardeners, these two plants are an essential part of the Southern landscape.
[3] Trees that are native to the South include a variety of oaks, as well as flowering dogwoods and redbuds.
[4] Dogwoods are especially lovely, with their white, pink, or coral blossoms announcing the arrival of
spring. [5] For fall color, the deep red of the Virginia willow makes a spectacular show in the native
Southern garden.

1. 3. 5.

2. 4.

“Judgment is critical, but observation is educational.”

–Anurag Mehra

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

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

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 MY NOTES

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 MY NOTES

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 MY NOTES

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 MY NOTES

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CHECK your understanding!
ANSWERS FOR PRE-ASSESSMENT
Responses to questions in pre-assessment may vary.
Checking of responses may based on the criteria used by/conclusion of the subject teacher.

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

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