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G12SLM4-Q1English-Final For Teacher
G12SLM4-Q1English-Final For Teacher
Creative Nonfiction
Quarter 1 – Module 4:
CRITIQUING NONFICTION
English – 12-HUMSS
Alternative Delivery Mode
Quarter 1 – Module 4: Critiquing Nonfiction
First Edition, 2020
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.
Creative
Nonfiction
Quarter 1 – Module 4:
CRITIQUING NONFICTION
Introductory Message
For the facilitator:
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.
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For the Learner:
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.
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competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned.
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.
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TABLE OF CONTENTS
CONTENT PAGES
ASSESSMENT ------------------------------------------------ 10
GLOSARY ------------------------------------------------ 12
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WHAT I NEED TO KNOW
In this module, you will shape letters into words and words into
stories. Being a replica of human speech to which we “lend our ears”,
writing seeks to borrow the reader’s eyes. What the readers see is the
product of our hands. Your hands reach out a pen and paper to write. Your
hands key in letters to the computer, which has the word processor as its
most common software. Say hello to those hands. Now, let’s see the eyes
that make us read.
In deciding what words to keep or throw away, you need to learn how
to critique. This is the systematic method of examining a written word. A
French word derived from the Greek kritiké, critique means the ability to
discern the worth of something. It is a feedback and personal assessment of
what you read. It is a way of helping fellow writers improve, which is better
than being a critic.
In order for you to be guided, you need to familiarize yourself to our
competency and our objectives.
Below is a short paragraph. Can you check with “What’s Wrong” in it?
How many errors can you find? Write your answers on your notebook.
WHAT’S IN
Below are words that can be found in the story. Identify the meaning of the
italicized words by writing the letter in your notebook.
1. A person who is viable of work can work successfully.
a. capable b. hardworking c. incapable
WHAT’S NEW
“Private, the Army has spent thousands of dollars and man hours to
produce this document. Do you get my message, Soldier?”
“Obviously some of you have forgotten what I told you. You will evaluate its
content, not judge. Do I make myself clear?”
He folded his arms and began slowly nodding his head. Taking a deep
breath he looked around the room. “That, gentlemen, is a critique. Don’t just
tell me what’s wrong. Tell me how to fix it easily, and without rewriting the
entire book.”
WHAT’S MORE
3
4 2 1
Features (Accomplishe
(Expert) (Capable) (Beginner)
d)
Overall Piece is Piece is Piece is a Piece has
Impressions written in an written in little bit no style
extraordinar an interesting Gives no
y style interesting Gives some informati
Very style few on and
informative Somewhat information poorly
and well- informative but poorly organize
organized and organized d
organized
The Virtually no Few A number So many
Mechanics spelling, spellings of spelling, spelling,
punctuation and punctuatio punctua-
and punctuatio n, or tion and
grammar n errors, grammatical grammatic
errors minor errors -al errors
Ideas are grammatic Ideas are that it
presented al errors poorly interferes
perfectly Ideas are presented with
somewhat meanin
presented No ideas
presented
Memoirs of My Life and Writings (an excerpt)
by Edward Gibbon
As soon as the use of speech had prepared my infant reason for the
admission of knowledge, I was taught the arts of reading, writing, and
arithmetic. So remote is the date, so vague is the memory of their origin in
myself, that, were not the error corrected by analogy, I should be tempted to
conceive them as innate. In my childhood I was praised for the readiness
with which I could multiply and divide, by memory alone, two sums of
several figures; such praise encouraged my growing talent; and had I
persevered in this line of application, I might have acquired some fame in
mathematical studies.
After this previous institution at home, or at a day school at Putney, I
was delivered at the age of seven into the hands of Mr. John Kirkby, who
exercised about eighteen months the office of my domestic tutor. His
learning and virtue introduced him to my father; and at Putney he might
have found at least a temporary shelter, had not an act of indiscretion
driven him into the world. One day reading prayers in the parish church, he
most unluckily forgot the name of King George: his patron, a loyal subject,
dismissed him with some reluctance, and a decent reward; and how the
poor man ended his days I have never been able to learn. Mr. John Kirkby is
the author of two small volumes; the Life of Automathes (London, 1745),
and an English and Latin Grammar (London, 1746); which, as a testimony
of gratitude, he dedicated (Nov. 5th, 1745) to my father. The books are
before me: from them the pupil may judge the preceptor; and, upon the
whole, his judgment will not be unfavourable. The grammar is executed with
accuracy and skill, and I know not whether any better existed at the time in
our language: but the Life of Automathes aspires to the honours of a
philosophical fiction. It is the story of a youth, the son of a ship-wrecked
exile, who lives alone on a desert island from infancy to the age of manhood.
A hind is his nurse; he inherits a cottage, with many useful and curious
instruments; some ideas remain of the education of his two first years; some
arts are borrowed from the beavers of a neighbouring lake; some truths are
revealed in supernatural visions. With these helps, and his own industry,
Automathes becomes a self-taught though speechless philosopher, who had
investigated with success his own mind, the natural world, the abstract
sciences, and the great principles of morality and religion. The author is not
entitled to the merit of invention, since he has blended the English story of
Robinson Crusoe with the Arabian romance of Hai Ebn Yokhdan, which he
might have read in the Latin version of Pocock. In the Automathes I cannot
praise either the depth of thought or elegance of style; but the book is not
devoid of entertainment or instruction; and among several interesting
passages, I would select the discovery of fire, which produces by accidental
mischief the discovery of conscience. A man who had thought so much on
the subjects of language and education was surely no ordinary preceptor:
my childish years, and his hasty departure, prevented me from enjoying the
full benefit of his lessons; but they enlarged my knowledge of arithmetic,
and left me a clear impression of the English and Latin rudiments.
My studies were too frequently interrupted by sickness; and after a real or
nominal residence at Kingston School of near two years, I was finally recalled (Dec.,
1747) by my mother's death, in her thirty-eighth year. I was too young to feel the
importance of my loss; and the image of her person and conversation is faintly
imprinted in my memory. The affectionate heart of my aunt, Catherine Porten,
bewailed a sister and a friend; but my poor father was inconsolable, and the
transport of grief seemed to threaten his life or his reason. I can never forget the
scene of our first interview, some weeks after the fatal event; the awful silence, the
room hung with black, the mid-day tapers, his sighs and tears; his praises of my
mother, a saint in heaven; his solemn adjuration that I would cherish her memory
and imitate her virtues; and the fervor with which he kissed and blessed me as the
sole surviving pledge of their loves. The storm of passion insensibly subsided
into calmer melancholy. At a convivial meeting of his friends, Mr. Gibbon
might affect or enjoy a gleam of cheerfulness; but his plan of happiness was
for ever destroyed: and after the loss of his companion he was left alone in a
world, of which the business and pleasures were to him irksome or insipid.
After some unsuccessful trials he renounced the tumult of London and the
hospitality of Putney, and buried himself in the rural or rather rustic
solitude of Beriton; from which, during several years, he seldom emerged.
The curiosity, which had been implanted in my infant mind, was still
alive and active; but my reason was not sufficiently informed to understand
the value, or to lament the loss, of three precious years from my entrance at
Westminster to my admission at Oxford. Instead of repining at my long and
frequent confinement to the chamber or the couch, I secretly rejoiced in
those infirmities, which delivered me from the exercises of the school, and
the society of my equals. As often as I was tolerably exempt from danger and
pain, reading, free desultory reading, was the employment and comfort of
my solitary hours. At Westminster, my aunt sought only to amuse and
indulge me; in my stations at Bath and Winchester, at Beriton and Putney, a
false compassion respected my sufferings; and I was allowed, without
controul or advice, to gratify the wanderings of an unripe taste. My
indiscriminate appetite subsided by degrees in the historic line: and since
philosophy has exploded all innate ideas and natural propensities, I must
ascribe this choice to the assiduous perusal of the Universal History, as the
octavo volumes successively appeared. This unequal work, and a treatise of
Hearne, the Ductor historicus, referred and introduced me to the Greek and
Roman historians, to as many at least as were accessible to an English
reader. All that I could find were greedily devoured, from Littlebury's lame
Herodotus, and Spelman's valuable Xenophon, to the pompous folios of
Gordon's Tacitus, and a ragged Procopius of the beginning of the last
century. The cheap acquisition of so much knowledge confirmed my dislike
to the study of languages; and I argued with Mrs. Porten, that, were I master
of Greek and Latin, I must interpret to myself in English the thoughts of the
original, and that such extemporary versions must be inferior to the
elaborate translations of professed scholars; a silly sophism, which could
not easily be confuted by a person ignorant of any other language than her
own. From the ancient I leaped to the modern world: many crude lumps of
Speed, Rapin, Mezeray, Davila, Machiavel, Father Paul, Bower, &c., I
devoured like so many novels; and I swallowed with the same voracious
appetite the descriptions of India and China, of Mexico and Peru.
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WHAT I CAN DO
Follow the same rubric used in “What’s More”. Write the output in the
journal.
ASSESSMENT
1. informal – ______________________________________________________
2. casual – ______________________________________________________
3. consultative – ___________________________________________________
4. formal – _________________________________________________________
5. frozen - _________________________________________________________
Additional Activities
Are you a good critique?
Paragraph 1 Paragraph 2
https://www.gutenberg.org/files/6031/6031-h/6031-h.htm
https://slulibrary.saintleo.edu/c.php?g=367733&p=2485890
https://www.thoughtco.com/essay-rubric-2081367
https://thewritingplace.wordpress.com/2009/09/28/guidelines-for-
nonfiction-critiques/
https://thereadywriters.com/critiquing-non-fiction-6-points-to-note/
http://colelearning.net/rw_wb/module5/page5.html
https://en.wikipedia.org/wiki/Memoir