English 11 Quarter 2
English 11 Quarter 2
Page No.
OVERVIEW 1
MODULE CONTENT 1
PRETEST 3
Lesson 1
Activity 1 7
Activity 2 12
Activity 3 13
Activity 4 16
Activity 5 17
Lesson 2
Activity 1 19
Activity 2 27
Activity 3 28
Activity 4 29
Lesson 3
Activity 1 33
Activity 2 35
Activity 3 35
Activity 4 36
Activity 5 37
Lesson 4
Activity 1 39
Activity 2 43
Activity 3 47
Activity 4 48
POST TEST 50
REFERENCES 53
WHAT I NEED TO KNOW
ule will let you try to write different technical or scientific reports applicable to your strand. This is already the last part of
Module Content
This is where you start to write reaction papers and concept papers which are
needed in your future careers. These will also allow you to become critical thinkers
and creative writers.
These are the competencies covered in the lessons:
1
To do well in this module, you need to remember the following:
1. Please DO NOT write anything in this module. Write your answers in your
notebook.
2. Read texts carefully so that you can easily comprehend what you are
reading.
3. Answer questions with all honesty. Success does not come from copying
from others. It is made possible by trying hard on your own so that you
can learn even from your mistakes.
4. Review your answers. It is safe to go back and think about what you have
written. This can help you lessen if not avoid errors.
5. Follow instructions given and ask if there is something that you did not
understand.
6. Do the tasks given and do not delay in submitting requirements. This can
help you avoid having a pile of unfinished activities.
7. Feel free to communicate with your teacher. There is no harm in asking
for clarification so that you will not be lost in confusion.
8. Remember to review every time you are done answering the activities.
9. Have fun as you learn. This course is very important no matter what your
strand is. When you have fun, you can easily learn the lessons.
2. What approach to literary criticism requires the critic to know about the author's
life and times?
A. All of these
B. Mimetic
C. Historical
D. Formalist
3. Formalist critics believe that the value of a work cannot be determined by the
author's intention. What term do they use when speaking of this belief?
A. The intentional fallacy
B. The affective fallacy
C. The pathetic fallacy
D. The objective correlative
4. Which poet popularized the term objective correlative, which is often used in
formalist criticism?
A. Virginia Woolf
B. C.S. Lewis
C. T.S. Eliot
D. Matthew Arnold
8. This feminist critic proposed that all female characters in literature are in at least
one of the following stages of development: the feminine, feminist, or female stage.
A. Virginia Woolf
B. Ellen Mores
C. Mary Wolstencraft
D. Elaine Showalter
10. One archetype in literature is the scapegoat. Which of these literary characters
serves that purpose?
A. Billy Budd
B. Hamlet
C. Captain Ahab
D. Ophelia
11. One of the disadvantages of this school of criticism is that it tends to make
readings too subjective.
A. Reader Response Criticism
B. Formalist Criticism
C. Historical Criticism
D. These are all equally subjective
13. Michael Foucault was the major practitioner of this school of criticism.
A. Structuralism
B. Mimetic Criticism
C. Deconstructionism
D. Formalist Criticism
14. This critical approach assumes that language does not refer to any external
reality. It can assert several, contradictory interpretations of one text.
A. Structuralism
B. Deconstructionism
C. Formalist Criticism
D. Mimetic Criticism
15. A critic examining John Milton's "Paradise Lost" focuses on the physical
description of the Garden of Eden, on the symbols of hands, seed, and flower, and
on the characters of Adam, Eve, Satan, and God. He pays special attention to the
epic similes and metaphors and the point of view from which the tale is being told.
He looks for meaning in the text itself, and does not refer to any biography of Milton.
He is most likely a critic.
A. Formalist
B. Mimetic
C. Reader Response
D. Feminist
16. This literary critic warned: "We must remember that the greater part of our
current reading matter is written for us by people who have no real belief in a
supernatural order . . . And the greater part . . . is coming to be written by people
who not only have no such belief, but are even ignorant of the fact that there are still
people in the world so 'backward' or so 'eccentric' as to continue to believe."
A. Matthew Arnold
B. C.S. Lewis
C. T.S. Eliot
D. G.K. Chesterton
17. A critic of Thomas Otway's "Venice Preserv'd" wishes to know why the play's
conspirators, despite the horrible, bloody details of their obviously brutish plan, are
portrayed in a sympathetic light. She examines the author's life and times and
discovers that there are obvious similarities between the conspiracy in the play and
the Popish Plot. She is most likely a critic.
A. Tory
B. Historical
C. Feminist
D. Psychological
18. This poet might be described as a moral or philosophical critic for arguing that
works must have "high seriousness."
A. T.S. Eliot
B. Virginia Woolf
C. Elizabeth Browning
D. Matthew Arnold
19. A critic examining Pope's "An Essay on Man" asks herself: How well does this
poem accord with the real world? Is it accurate? Is it moral? She is most likely a
critic.
A. Mimetic
B. Formalist
C. Feminist
D. Reader Response
20. One of the potential disadvantages of this approach to literature is that it can
reduce meaning to a certain time frame, rather than making it universal throughout
the ages.
A. Historical
B. Feminist
C. Formalist
D. Mimetic
LESSON 1
CRITICAL APPROACHES IN WRITING A CRITIQUE
Learning Objectives: At the end of the lesson, the learners shall be able to
1. define critique;
2. identify the various approaches writing a critique;
3. criticize the texts using the different approaches of criticism; and
4. apply the appropriate critical approaches in writing your critique.
WHAT'S NEW
Directions: Take a look at this picture and give at least five (5) points that you see in
the picture. Write your answers in your notebook.
2. By looking at the picture, are you thinking about the beautiful nature?
4. Did it cross to your mind who is responsible of taking care of the nature?
5. What about the feeling of the lady jumping onto the water?
8. Have you not wondered how God created the beautiful world?
WHAT IS IT
What is critique?
Like an essay, a critique uses a formal, academic writing style and has a clear
structure, that is, an introduction, body and conclusion. However, the body of a
critique includes a summary of the work and a detailed evaluation. The purpose of
an evaluation is to gauge the usefulness or impact of a work in a particular field.
Read about the critical approaches. You can highlight some important ideas.
You can use these in expressing your views.
2. Gender Criticism: This approach “examines how sexual identity influences the
creation and reception of literary works.” Originally an offshoot of feminist
movements, gender criticism today includes a number of approaches, including the
so-called “masculinist” approach recently advocated by poet Robert Bly. The bulk of
gender criticism, however, is feminist and takes as a central precept that the
patriarchal attitudes that have dominated western thought have resulted, consciously
or unconsciously, in literature “full of unexamined ‘male-produced’ assumptions.”
3. Feminist criticism attempts to correct this imbalance by analyzing and
combatting such attitudes—by questioning, for example, why none of the characters
in Shakespeare’s play Othello ever challenge the right of a husband to murder a wife
accused of adultery. Other goals of feminist critics include “analyzing how sexual
identity influences the reader of a text” and “examining how the images of men and
women in imaginative literature reflect or reject the social forces that have historically
kept the sexes from achieving total equality.”
Now, you have learned the basic principles of writing criticisms. Let’s apply
our skill by doing these activities.
WHAT I CAN DO
ACTIVITY 2
Directions: Summarize what you have read by completing the table with what you
understood. Write your answers in your notebook.
APPROACHES IN
LITERARY WHAT IT IS HOW IT IS DONE
CRITICISM (DEFINITION) (TECHNIQUE IN WRITING)
Example: This approach regards A primary goal for formalist
literature as “a unique form critics is to determine how
Formalism of human knowledge that elements of form (style,
needs to be examined on structure, tone, imagery,
its own terms.” etc.) work together with the
text’s content to shape its
effects upon readers.
You have just been given several approaches in literary criticism that you can
use when you make your own review or critique. You can use this in the following
activities. Just remember to apply which is easy for you to do and follow the
techniques in using it.
Activities 1-3 gave you ideas about the manner and approaches to use in
expressing views. Let us learn more about this skill by reading a text which is an
excerpt of the homily of the Catholic Archbishop of Manila, Jaime Cardinal Sin. But
before you read it, let us define these words first.
Directions: Get the meaning of these words from any dictionary so that you can
understand what you are reading better: Write your answer in your notebook.
(1) Five years later, we might ask ourselves; has Ninoy’s dream been fulfilled? Have
we succeeded in building a new nation, by “transcending our petty selves,” by setting
aside our differences by working together in a spirit of true self-giving, loving our
country first, above our own interest? Bayan muna, bago and sarili. It is a question
we must ask ourselves, as we remember Ninoy’s gift.
(2) It has been said that the truest motto of our people is “K.K.K”. No, not Katipunan,
shaping unity out of our diversity. How we wish that were our authentic name! But
rather:
Kanya-Kanya’ng Katwiran,
Kanya-Kanya’ng Kagustuhan,
Kanya-Kanya’ng Kabig (or
worse) Kanya-Kanya’ng
Kurakot...
or whatever else each one “specializes” in!
(3) Cynics among us say that K.K.K is the definition of our national character, the
predominant strain in our national culture. It’s what we are when we are “most
natural”, most ourselves. “Bayan muna, Bago and Sarili” is an abstract, non-
operative ideal, good for speeches, good for posters, goo for classroom rhetoric but
not for real, not for real life. For real is K.K.K.
(5) Ninoy himself said: “We must criticize in order to be free, because we are free
only when we criticized.” We may not, at our own peril, forget that. But we must
remind ourselves that criticism is not an end in itself; it is not the absolute. It is meant
to help us to become free, but if it becomes the all-encompassing output of our days,
a way of life... so it takes up most of our energy, most of our time, when we begin to
take delight in tearing down, demoralizing, destabilizing; when we are at each other’s
throats all day long, then we really are engaged in self-destruction, and the
destruction of hope, the creation of despair, especially among the poor who continue
to suffer in our midst.
(6) There is a Latin saying: “Unicuique suum, non praevalebunt.” “Every man for
himself: That’s the formula for disaster.” When Ninoy spoke of “the quest for that
elusive national unity which is imperative for the nation’s survival”-he said “survival”.
He meant “survival”. How can we survive, as a nation and as a people, if we have
made the name of our national game as anarchic free-for-all in a “basket of crabs?”
(7) K.K.K also means, we are told, Kanya Kanyang Kabig, Kanya- Kanyang Kurakot.
Surely I don’t need to dwell on this theme this morning. For weeks, the papers,
radios, TV, have shouted nothing else. It is the talk of the marketplace. I myself have
spoken, often enough, of the 40 big thieves left behind in our midst, and many many
smaller ones which might include . . . even ourselves? Who among us did not re-
echo the sentiments and the work of the beloved Chino Roces when he asked for a
renewed moral order in government and society? It is a problem which must be
addressed, and addressed vigorously and unrelentingly.
(8) I am sure this will be increasingly done by our president, by consistent personal
example she has set a pattern for others to follow. I know she is bent on pursuing the
battle against corruption with ever more forceful and energetic action. But we know,
we know that she and those around her cannot do this all by themselves. As citizens,
we must go “into an action mode ourselves.” The task cannot be done without us.
(9) We must begin, rather, where we can begin, with ourselves we must ask: What
can we do about it? What in our own heart, in our own attitudes, in our own
practices, must be changed? What sacrifices must we ourselves do to make a
positive contribution of deeds, to put under control this chronic illness in our society,
and in our culture?
(10) If all we do is talk and talk, and throw dirt at each other-forgetting to mind the
ship and its engines, and steer it in mine-filled waters-why, we will still be taking and
quarrelling when our ship goes down into the sea!
(11) If everyone in this church this morning, in Ninoy’s memory, pledge before the
Lord that for one year, “Bayan Muna, Bago ang Sarili”, would really be made an
operative guideline, could it not mark at least a beginning? If for one year, just to get
going, we would make the principle govern our deeds, our conduct in society, would
that not be smart already? How can we “dream the impossible dream” and promise
to follow the stars” if we have become too calloused to do even this?
1. What critical approach did he use? Explain why you think that is the approach.
What you have read is an example of how one expresses opinions using one
approach in criticism. This can be a good model for you to study and follow.
ACTIVITY 4
Directions: Read the poem “Adam”, by Hugh Cook critically. Criticize it using
formalistic and feministic approaches. Write your answers on your notebook.
ADAM
by Hugh Cook
“Eden is boring.
Nothing
explodes.
There are no trains to fall off the tracks.
And Adam finds himself
With something
missing.
Comic books? Broadband? Balsamic vinegar?
Pachinko? Razor blades? Plasma TV?
He's aware of an itch
And scratching
Has yet to be invented.
He eyes the fruit,
The One Forbidden Thing.
"Not yet," says the serpent,
Who's seen the script.
But Adam is engineered for impatience:
Quests, missions, objectives,
Grails unholy or otherwise.
"Out!" says the angel.
And Adam shrugs,
Loses the core,
Strides to the open gate.
Something on two legs
Is running after him.”
Cook, Hugh - Adam. 2003
ACTIVITY 5
Directions: Read or silently sing this song entitled “Bahay” by Gary Granada. Make
your criticism by completing the graphic organizer in the next page. Write your
answers in your notebook.
Bahay
by: Gary Granada
SOCIOLOGICAL
STRUCTURALISM
READER-RESPONSE
LESSON 2
WHAT'S NEW
Directions: Take a look at this picture. What can you say about it? List down what
you think in the dialogue box given below. Write your answers in your notebook.
WHAT IS IT
1. Description. Pure description of the object, piece of work, art, event, etc. It
answers the questions:
2. Analysis. Determining what the features suggest and deciding why the
artist or writers used such features to convey specific ideas. It answers the
questions:
a. artwork - "Why did the artist create it and what does it mean?
b. piece of writing - "Why did the write create it and what does it
mean?
E.g., in this painting, the artist wanted to show us the king’s personality and
achievements.
The interpretation constitutes: (a) Main idea (overall meaning of the work), (b)
Interpretive Statement (Can I express what I think the artwork is about in one
sentence), and (c) Evidence (What evidence inside or outside the artwork supports
my interpretation?).
Here are some points that can help you write your judgment:
How do you think: is the work successful or not?
Does this art object seem original or not?
What do you feel when looking at this piece of artwork?
Go back to your first impression. Has anything changed? What did
you learn?
If nothing changed, explain your first reaction to the work.
What have you learned from this work that you might apply to your
own artwork or your thinking?
As you can imagine, all kinds of masterpieces are subject to art criticism. For
example, you can choose to write about paintings, drawings, sculptures, or even
buildings. And, naturally, all these forms of art have their specific features!
These tips will provide you with an art critique template for anything, be it an
oil painting or a cathedral.
Describe the way the artist applies paint. Are there broad paint strokes,
small points of color, or just a smooth surface? What effect does it help
to achieve?
E.g., Van Gogh’s broad brush strokes help to create a sense of
motion.
Describe how the light is depicted. Where does the light come from? Is
there a strong value contrast? In what way does the shadow function?
What, in your opinion, does it evoke?
E.g., strong contrast makes the central figures stand out.
Speak about the handling of space in the picture. Does it look flat or
three-dimensional? What kind of perspective is used? (e.g., one-point
perspective, or bird’s eye view?)
E.g., in this painting, Picasso uses multi-dimensional
geometrical shapes.
Describe the composition of the sculpture. What does it look like when
you approach it? Did the sculptor provide any instructions on how to
position it?
E.g., the statue is enormous and can be viewed from all sides.
Did one architect complete the building, or were there any alterations?
Why were they made?
E.g., the spire was added to the cathedral much later. It became
the integral part of its image.
What do the exterior and the interior look like? What effect do they
produce? Is there a contrast between them?
E.g., the building has a high ceiling painted like the sky. It also
makes the organ music sound louder.
https://16julianas.weebly.com/art-critique-example.html
Describe:
Analyze:
The colors that the author uses can be considered to be quite different as
each color conveys a separate impression. The light purple that begins at the
bottom top of the woman’s eyes can convey sadness. The other half of the face is
mainly covered in green and yellow; these can be said to interpret other solid
emotions that the painter must have towards this woman as she was a vital
character in Picasso’s life. The painting is created with mainly lines which can
mean that the woman had strong physical features or that her different emotions
were felt passionately as lines are usually seen as strong technical elements. The
only curves that are being used are for her hair and eyes. The eyes look quite
down or depressive. This is because the woman is crying, which goes back to the
main mood which is suffering.
Interpretation:
I believe that Picasso wanted the audience to feel pain and provide a
statement that explains how all women feel and the agony that they are consistently
in. The audience can see that the woman has peeled away her flesh by corrosive
tears to reveal her white bones. The handkerchief she tries to stuff in her mouth
seems as a shard of glass. This vivid image can convey pain and hurting. Picasso
has expressed the behavior of this woman several times and often describes the
constant tears that fall off her eyes. So, the feeling conveyed by the artwork is
definitely suffering. Picasso wanted us to feel her and understand the pain that she
was going through. It was not easy to be a woman during that time since females
where often frowned upon. Picasso demonstrates the appreciation that he has for
her through this painting as he wants the audience to understand her.
Judge:
Finally, the artist’s value may be to evoke pain, as mentioned previously. This
is due to the colors that Picasso used and the shapes that he draws; not only these
technical elements but also the images that the painter uses within the actual face
of the woman. The painting relates to the entire female community. This community
can understand the painting and know what Picasso was trying to portray. Every
woman is able understand and comprehend the message behind this painting as
we all feel the same way at one point in our lives. I believe that this is a strong value
in the painting. The weak value lies in the different colors that the painter chooses. I
found it confusing to interpret other areas of the face as the colors that were used
didn’t seem to match other locations of the face.
The painting depicts a supper of twelve disciples of Jesus Christ and Christ
himself before the prophet is betrayed (Essak, 2013). Jesus Christ gathers all
together in order to eat and drink at a table, which is not so big and where the food
itself is plain. This humble atmosphere allows the viewers to focus more on the
disciples and Christ. In addition to this, Christ tells the assembly that one person who
is present in that supper will betray him. The painting actually shows the first moment
after this statement and the reactions of the disciples to this speech (Saunders,
2011). Leonardo da Vinci artfully depicts shock, surprise and other various human
emotions in his painting. Although every person in the painting possesses unique
features, I believe ”The Last Supper’ can be divided into four symmetrical groups full
of life and motion (Essak, 2013).
The group from the left side of Christ reacts impulsively and is united by one
and the same will. One disciple has even stood up and another has his finger raised.
The group that is on right-hand side is characterized by greater reserve. There is a
huge distance between them and Jesus Christ. Judah who can be found among
these disciples holding a pouch, perhaps with silver.
His dark and harsh appearance contrasts magnificently with the innocent and
light figure of John. Some scientists claim that this is not actually John, but Mary
Magdalene, because his face is feminine and gentle (Welborn, 2013). In thinking
critically, this version is hardly believable, as Christ gathered twelve disciples, not
eleven. Otherwise the symbolism of ‘The Last Supper’ does not make any sense.
Between Judah and John, the head of Peter can be seen and moreover, he holds a
knife in his arm as if he would like to protect Jesus. From his right-hand side, another
group of disciples is portrayed. They are turned in profile and it looks like they are
astonished by the news that was introduced. From the opposite side, we may see
Matthew who is asking the same question to the other men trying to find the clear
explanation of what is happening at that particular moment.
Based on the above discussions and examples, let us have some activities.
The activities you will do will help you go through the journey one step at a time so
you have to accomplish them with care. Have fun!
WHAT I CAN DO
27
ACTIVITY 2
Directions: Below is the painting of “Bayanihan”; take a look at this, study, analyze,
and write a balanced/objective review of the painting considering the elements
discussed. Write your review in paragraph form in your notebook.
https://www.google.com/search?q=bayanihan+sa+bukid+painting+meaning&source
ACTIVITY 3
28
Surfer girl walks along a tropical beach during a brilliant red, pink and orange
sunset. This painting reflects our primal need for beauty, warmth and nature.
Directions: With the use of four (4) techniques in writing, take a look at this painting
and write a balanced/objective critique or review. Write your output in your notebook.
https://www.pinterest.ph/pin/303500462377912511/
ACTIVITY 4
Thank you.
Name: Teacher:
Date : Title of Work:
1 2 3 4
Students will One quarter or less Half of all the Three quarters of All of the relative
examine artworks of all the relative relative elements all the relative elements present in
to form ideas and elements present in present in the work elements present in the work of art are
criteria by which to the work of art are of art are identified the work of art are identified listing
judge/assess identified listing listing factual identified listing factual adjectives;
through the first factual adjectives; adjectives; the tile, factual adjectives; the tile, date,
level of art criticism, the tile, date, date, medium and the tile, date, medium and artist
description in order medium and artist artist name are medium and artist name are identified
to inspire personal name are not identified name are identified accurately.
works and artistic identified accurately. accurately.
growth. accurately.
Students will One quarter of the Half of the relative Three quarters of All of the relative
examine artworks relative principles principles present the relative principles present
to form ideas and present in the work in the work of art principles present in the work of art
criteria by which to of art are identified; are identified; half in the work of art are identified; all
judge/assess One quarter of the of the relative are identified; three the relative
through the second relative principles principles are quarters of the principles are
level of art criticism, are discussed with discussed with relative principles discussed with
analyzation, in reference to the reference to the are discussed with reference to the
order to inspire corresponding corresponding reference to the corresponding
personal works and elements. elements. corresponding elements.
artistic growth. elements.
Students will Either the Either the The The
examine artworks meaning/message meaning/message meaning/message meaning/message
to form ideas and and mood of the and mood of the and mood of the and mood of the
criteria by which to work are all defined work are all defined work are all defined work are all defined
judge and assess using support and using support and using support and using support and
through the third details from one details from half details from three details from all
level of art criticism, quarter or less of relative aspects of quarters of the relative aspects of
interpretation in the relative aspects description and relative aspects of description and
order to inspire of description and analysis; the critic description and analysis; the critic
personal works and analysis; the critic has not categorized analysis; the critic has categorized the
artistic growth. has not categorized the artwork into an has categorized the artwork into an art
the artwork into an art style. artwork into an art style.
art style. style.
Student will The critic’s opinion The critic’s opinion The critic’s opinion The critic’s opinion
examine artworks of the work is of the work is of the work is of the work is
to form ideas and unclear and vague and stated clearly and stated clearly and
criteria by which to supported only one supported in only supported in three supported in all
judge/assess quarter or less of all half of the areas quarters of all areas with reason
through the fourth areas with reason with reason and areas with reason and rationale based
level of art criticism, and rationale based rationale based on and rationale based on previous
judgement in order on previous previous aspects of on previous aspects of the
to inspire personal aspects of the the critique. aspects of the critique.
works and artistic critique. critique.
growth
Teacher Comments:
GETTING DEEPER!
Lesson:
LESSON 3
WHAT'S NEW
ACTIVITY 1. AR GUIDE
Directions: Check the Anticipation column, if you think the statement is correct. If
not, write X. Leave the reaction column blank. We will go back to it later. Write your
answers in your notebook.
WHAT IS IT
A concept paper aims to clarify a concept which can be about any topic from
any fields. It can also be a short summary that tells the reader what the project is,
why it is important, and how it will be carried out. Its aim is to capture the thoughts
and ideas while the research proposal captures the ideas in a structured manner for
approval to research. It is not easy to write a concept paper but with careful study
and research, you can create one.
34
There are many ways a writer can expound a concept. You can use
definition, explication, and clarification.
Definition identifies a term and sets it apart from all other terms that may be
related to it. Often, definitions begin by mentioning the general class to which a term
belongs. Then they provide specifics to distinguish the term from other members of
that class. You can use these techniques:
WHAT'S MORE
35
ACTIVITY 2. AR GUIDE
Directions: Let us go back to AR Guide. This time check the Reaction column.
Write your answers in your notebook.
Directions: Define and explain each concept applying at least three (3)
techniques in definition. Write your answers in your notebook.
A. Humanities
B. Tech-Voc
C. Science
D. Accountancy
E. Engineering
ACTIVITY 4. CLARIFICATION
36
Directions: Clarify what concept paper is by creating a graphic organizer about it.
Give the necessary information. Write your answers in your notebook.
What it is
Concept Paper
..
concept paper is a short summary that tells the reader what the project is, why it is important, and how it will be carried o
ou can use definition, explication and clarification in making your concept paper.
WHAT I CAN DO
37
ACTIVITY 5. APPLY THEM
Directions: Choose one of the concepts in Activity 3 that you want to work on for a
concept paper. Apply definition, explication and clarification in expounding what the
concept is all about. This is only a preparatory stage for the next lesson where you
will write a concept paper. Write your answers in your notebook.
Self-Check!
38
Great job! You have completed Lesson 3 successfully! Before going to the
next lesson, check the icon that best shows your learning experience.
I have understood the lesson well and I can even teach what I learned to others.
I have understood the lesson but there are still other things that I need to review and relearn.
I need to do additional work to be able to master the lesson. I need help in some tasks.
If you checked the first icon, you are ready for lesson 4. If you have checked
the second icon, you need to review the things that you need to relearn. If you have
checked the third icon, it would be best if you read more from the links given above
and ask help from your teacher, parents or peers in clarifying the lessons that you
find difficult. Be honest so that you will truly improve.
LESSON 4
KINDS OF CONCEPT PAPER
39
Learning Objectives: At the end of the lesson, the learners shall be able to:
1. compare and contrast various kinds of concept paper; and
2. present a novel concept or project
WHAT'S NEW
Directions: List them down and tell what they are about in one sentence. If you
have not read one at all, list down the reasons why you have not read any. Write
your answers in your notebook.
1.
2.
3.
4.
WHAT IS IT
There are two kinds of concept paper namely implicit and explicit concept paper.
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2. Explicit – “to fully and clearly express something, leaving nothing implied.”
Something is explicit when it is cleared stated and spelled out and there is no
room for confusion, as in the writing of a contract or statute.
Ketchup
(1) The sauce that is today called ketchup (or catsup) in Western cultures is a
tomato-based sauce that is quite distinct from the Eastern ancestors of this product.
A sauce called ke-tiap was in use in China at least as early as the seventeenth
century, but the Chinese version of the sauce was made of pickled fish, shellfish,
and spices. The popularity of this Chinese sauce spread to Singapore and Malaysia,
where it was called kechap. The Indonesian sauce ketjab derives its name from the
same source as the Malaysian sauce but is made from very different ingredients.
The Indonesian ketjab is made of cooking black soy beans, fermenting them, placing
them in a salt brine for at least a week, cooking the resulting solution further, and
sweetening it heavily; this process results in a dark, thick, and sweet variation of soy
sauce.
(2) Early in the eighteenth century, sailors from the British navy came across
this exotic sauce on voyages to Malaysia and Singapore and brought samples of it
back to England on return voyages, English chefs tried to recreate the sauce but
were unable to do so exactly because key ingredients were unknown or unavailable
in England; chefs ended up substituting ingredients such as mushrooms and walnuts
in an attempt to recreate the special tastes of the original Asian sauce. Variations of
this sauce become quite the rage in eighteenth-century England, appearing in a
number of recipe books and featured as an exotic addition to menus from the period.
(3) The English version did not contain tomatoes, and it was not until the end
of the eighteenth century that tomatoes became a main ingredient, in the ketchup of
the newly created United States. It is quite notable that tomatoes were added to the
sauce in that tomatoes had previously been considered quire dangerous to health.
The tomato had been cultivated by the Aztecs, who had called it tomatl; however,
early botanists had recognized that the tomato was a member of the Solanacaea
family, which does include a number of poisonous plants. The leaves of the tomato
plant are poisonous, though of course the fruit is not.
(4) Thomas Jefferson, who cultivated the tomato in his gardens at Monticello
and served dishes containing tomatoes at lavish feasts, often receives credit for
changing the reputation of the tomato. Soon after Jefferson had introduced the
tomato to American society, recipes combining the newly fashionable tomato with
the equally fashionable and exotic sauce known as ketchap began to appear. By the
middle of the nineteenth century, both the tomato and tomato ketchup were staples
of the American kitchen.
(5) Tomato ketchup, popular though it was, was quite time-consuming to
prepare. In 1876, the first mass-produced tomato ketchup, a product of German-
American Henry Heinz, went on sale and achieved immediate success. From tomato
ketchup, Heinz branched out into a number of other products, including various
sauces, pickles, and relishes. By 1890, his company had expanded to include sixty-
five different products but was in need of a marketing slogan. Heinz settled on the
slogan “57 Varieties” because he liked the way that the digits 5 and 7 looked in print,
in spite of the fact that this slogan understated the number of products that he had at
the time.
From: EAPP Learners’ Material
WHAT'S MORE
MONDAY. In mythology, the moon was the wife of the sun, and so had to
have her day in the week, which in Old English was Mōnandæg, or “moon day,” a
translation of the Latin luane dies, “day of the moon.” In the superstitious England of
those times people believed that the phases of the moon affected crops and
disturbed the potency of medicine, and they were sure too that bacon killed on the
old of the moon would shrivel in the pan.
TUESDAY In Norse mythology, there was a god named Tyr. A wolf spirit
called Fenrir was troubling the world and Tyr volunteered to bind him. He used a
chain made of strange substances, the footsteps of a cat, the beards of women, the
roots of stones, and the breath of fishes. Tyr put his hand in Fenrir’s mouth and
bound him, but his hand, in the process, was bitten off. In Old English the god’s
name Tyr appears as Tiw. He was really a Germanic deity, one very much like Mars,
the Roman god of war, and his name gave us the Old English word Tiwesdæg, “the
day of Tiw,” our Tuesday, which is a rendering of the Latin dies martis, “day of Mars.”
THURSDAY Thor was the strongest and bravest of the Norse deities, and
corresponded in the heavenly hierarchy to the Roman god Jupiter, who also handled
the lightning bolts. Thor, you see, was the god of thunder which he made with a
chariot drawn by he-goats across the sky. Thor owned a massive hammer which the
giant Thrym once stole from him and refused to give up unless Freya, the goddess of
love, world marry him. Thor dressed up in her clothes, wheedled the hammer from
Thrym, and then slugged his host. It was the name of this same Thor that formed the
Old English word thūresdæg, or Thursday, :the day of Thor,” which equals the
Roman dies jovis, or “day of Jupiter.”
FRIDAY In Old English, Friday was frīgedæg, the day of the Norse goddess
Frigg, wife of Woden and the goddess of marriage. She was the Norse counterpart
of the Roman goddess Venus, and her day, Friday, was like the Latin dies Veneris,
or “day of Venus.” Wednesday and Thursday had been named for her husband
Woden and her son Thor, so Friday was assigned to her as appeasement. The
Norsemen regarded Friday as their lucky day, but not so the Christians since the
Crucifixion took place on Friday.
From: Page 332 Word Origins and their Romantic (cited in EAPP Learners’ Material)
(1) When most people think or talk about dangers to our environment, they
focus on general terms like “pollution,” “smog,” and “acidrain.” Also, they often focus
on the impact of supposedly man-made chemicals and compounds. But to truly
understand the risks to our environment, it’s helpful to focus on the danger of specific
chemical, which are often otherwise naturally-occurring elements that have been
spread harmfully by man. One of the largest threats to our environment is mercury:
Hg on the periodic table of elements.
(3) Mercury particles released into the air fall into these waterways and
quickly enter aquatic food chains. First, mercury attaches to sediments (fragments of
organic and inorganic material that settle to the bottom of the body of water).
Second, bacteria change the mercury into methyl mercury, a highly toxic substance.
Third, phytoplanktons feed on the organic matter in sediments and absorb the methyl
mercury. Fourth, fish then eat the mercurycontaminated phytoplankton; the larger the
fish and the longer it lives, the more concentrated the methyl mercury in its system
becomes. The mercury can then move higher up the food chain when humans eat
fish that have absorbed high amounts of mercury.
(4) Studies indicate that mercury levels in U.S. waterways have increased
anywhere from 100 to 400 percent over the course of the last century, and no river,
lake, or ocean seems immune. It is important to note that, thanks to the U.S. Clean
Air Act and efforts by industry to curb unnecessary discharges as well as better
sewage treatment methods, the levels have been in slow decline since the 1970s.
however, this minor decline is relatively miniscule in comparison to the major
increase in the years prior.
(5) If you’ve ever experienced that “rotten egg” smell during low tide at a
coastal area, you’ve seen (or smelled) methylation in action. Methylation is the
conversion of mercury in sediments to methyl mercury by sulphatereducing bacteria.
While this methylation is a natural process, the industrial discharge of mercury has
greatly accelerated the process beyond what the ecosystem is able to absorb safely.
This methylation not only impacts aquatic species, but also harms humans and other
land-based wildlife.
(6) Most of the fish and shellfish that humans eat live solely in coastal areas
or frequent coastal areas and feed on the fish that live there. At the same time, most
methylation takes place in coastal areas. Therefore, methyl mercury moves up the
food chain from plankton to lobster, bluefish, winter flounder, tuna, and many other
species eaten extensively by man. The methyl mercury binds to the protein in fish,
residing in the muscle of the fish. This muscle is exactly what we eat, the fillet.
(8) One of the great wonders of the Earth is the interconnectivity of all the
world’s ecosystems. This interconnectivity gives us the range and diversity of wildlife
that we all enjoy and it also allowed life on the planet to endure through cataclysmic
events, such as asteroid impacts and the ice ages. However, it is this very
interconnectivity that makes our ecosystems so vulnerable. Mercury pollution is
unfortunately one of many examples of an environmental impact far removed from
the source of the pollution; understanding the process by which the pollution spreads
up the food chain is one of many steps to ameliorate the impact of such pollution.
Complete the table with the needed information based on the two samples: Write
your answer in your notebook.
Ways the
Kinds of Concept
Concept Paper Content concept was
Paper
explained
Days of the Week
Mercury Pollution
ACTIVITY 3. COMPARE AND CONTRAST
Directions: Fill in this diagram to show comparison and contrast of the two concept
papers that you have read. Write your answers in your notebook.
https://www.researchgate.net/publication/336150591_How_to_write_a_concept_pap
er_with_practical_sample_by_Dr_Lango
49
Rubric:
Criteria 4 3 2 1
Content and Content is Content is Content is less Content is not
Organization comprehensive, comprehensive, comprehensive, comprehensive,
accurate, and ideas accurate, and ideas and ideas are and ideas are not
are stated clearly are stated clearly stated not very clear and not well
and are well and are well clearly and are well supported.
supported. There supported. supported.
are also specific
ideas added.
Organization and Concepts of the Concepts of the Some concepts of Concepts of the
Structure paragraphs are paragraphs are the paragraphs are paragraphs are not
clear and easy to clear and easy to not clear and easy clear and not easy
follow. There is follow. to follow. to follow.
evidence of
outlining.
References References are References are References are References are not
cited correctly and cited correctly. cited correctly but cited correctly.
show evidence of there are only a
research. few.
Mechanics Rules of grammar, Rules of grammar, Rules of grammar, Rules of grammar,
usage, and usage, and usage, and usage, and
punctuation are punctuation are punctuation are not punctuation are not
followed; spelling followed; spelling all followed; followed; spelling is
is correct. There is correct. spelling is correct. incorrect.
are no typo-
graphical errors.
Self- Check!
Great job! You have finished Lesson 4 successfully! Before going to the next
lesson, check the icon that best shows your learning experience.
I have understood the lesson well and I can even teach what I learned to others.
I have understood the lesson but there are still other things that I need to review and relearn.
I need to do additional work to be able to master the lesson. I need help in some tasks.
50
If you checked the first icon, you are ready for the next module. If you have
checked the second icon, you need to review the things that you need to relearn. If
you have checked the third icon, it would be best if you read more from the links
given above and ask help from your teacher, parents or peers in clarifying the
lessons that you find difficult. Be honest so that you will truly improve.
POST ASSESSMENT
Let us check how well you have mastered the lessons in this module.
Directions: Choose the letter of the best answer. Write your answers in your
notebook.
7. Which critical approach focuses on ways texts reflect, reinforce, or challenge the
effects of class, power relations, and social roles?
A. Reader-response
B. Feminism
C. Historicism
D. Marxist
10. Which critical approach focuses on "objectively" evaluating the text, identifying its
underlying form. It may study, for example, a text's use of imagery, metaphor, or
symbolism?
A. Reader-response
B. Media Criticism
C. Historicism
D. Formalism
A. It expounds a concept.
B. It defines a concept.
C. It clarifies a concept.
D. It is a research paper.
12. Which CANNOT be used in a concept paper?
A. Definition
B. Explication
C. Reaction
D. Clarification
A. history
B. synonyms
C. negation
D. examples
15. Which sample concept paper discussed the history of Filipino language?
A. Boondocks
B. Ketchup
C. Days of the Week
D. Mercury Pollution
References:
Laurel, M., Lucero, A., Bumatay-Cruz, R.. English for Academic and Professional
Purposes Teacher’s Guide. Pasig City: DepEd-BLR. 2016
Laurel, M., Lucero, A., Bumatay-Cruz, R.. English for Academic and Professional
Purposes Reader. Pasig City: DepEd-BLR. 2016
https://writingcenter.unc.edu/esl/resources/writing-critiques/
https://faculty.washington.edu/ezent/el.htm
https://www.aresearchguide.com/appropriate-language-overview.html
https://lrmds.deped.gov.ph/create/download/1773
http://www.offtheropes.com/opinion-based-on-fact-or-fact-based-on-opinion/
https://answershark.com/writing/creating-review/art-review-examples.html
http://www.visual-arts-cork.com/paintings-analysis/weeping-woman.htm
https://www.google.com/search?q=sample+review+of+sculpture+abueva
https://www.proprofs.com/quiz-school/quizreport.php?title=art-
knowledge_1&sid=238361952
http://arthistory.about.com/cs/leonardo/a/last_supper.htm>
https://www.k12albemarle.org/acps/division/fql/Pages/Balanced-Assessment.aspx
https://custom-writing.org/blog/art-critique-writing
https://answershark.com/writing/creating-review/art-review/the-last-supper-by-
leonardo-da-vinci.html
http://sociology.morrisville.edu/perpetual/Writing/What_Is_A_Concept_Paper.htm
Accessed May 30, 2020
https://www.researchgate.net/publication/336150591_How_to_write_a_concept_pap
er_with_practical_sample_by_Dr_Lango
accessed May 30, 2020
https://www.researchgate.net/publication/336150591_How_to_write_a_concept_pap
er_with_practical_sample_by_Dr_Lango
accessed May 30, 2020
https://gerardcambon.net/types-of-concept-paper-introduction/
accessed May 31, 20202
ANSWER KEY
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