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READING AND WRITING SKILLS

Quarter 3 – Module 7
Book Review/Article Critique

NegOr_Q3_RWS_Module7_v2
English – Grade 11
Alternative Delivery Mode
Quarter 3– Module 7 -Reading and Writing Skills on Book Review/ Article Critique
Second Edition, 2021

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

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

Published by the Department of Education

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

Development Team of the Module

Writer: Jevie J. Gantalao
Editor: Ellen E. Edrial EdD / Grace A. Cimafranca
Reviewer: Ellen E. Edrial EdD
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Joelyza M. Arcilla EdD Maricel S. Rasid

Marcelo K. Palispis EdD Elmar L. Cabrera

Nilita L. Ragay EdD
Anna Lee A. Amores EdD

Printed in the Philippines by

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]

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 Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your
studies and learn while at home. Activities, questions, directions, exercises, and discussions
are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you
discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell
you if you need to proceed on completing this module or if you need to ask your facilitator or
your teacher’s assistance for better understanding of the lesson. At the end of each module,
you need to answer the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our
facilitators and parents for strategies and reminders on how they can best help you on your
home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use
a separate sheet of paper in answering the exercises and tests. And read the instructions
carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Thank you.

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 TABLE OF CONTENTS
CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE ------------------------------ ---

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 1

Task 1 1

WHAT’S IN ------------------------------------------------ 2
Task 2 2

WHAT’S NEW ------------------------------------------------ 3

Task 3 3

WHAT IS IT ------------------------------------------------ 4

WHAT’S MORE ------------------------------------------------ 6

Task 4 6

WHAT I HAVE LEARNED --------------------------------- 6

Task 5 ------------------------------------------ 6

WHAT I CAN DO ---------------------------------------- 8

Task 6 8

ASSESSMENT ------------------------------------------------ 10

GLOSSARY ------------------------------------------------ 10

ANSWER KEY ------------------------------------------------ 11

REFERENCE LIST -------------------------------------------- 12

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 WHAT I NEED TO KNOW

This lesson presents the features and requirements in composing a book

review or article critique. This will guide you in understanding the different
steps towards your attainment in producing your own book review or article
critique.

Learning Competency
➢ Identify the unique features and requirements in composing texts that are
useful across disciplines: Book Review or Article Critique. EN11/12RWS-IVdg-
12

Learning Objectives:
At the end of this module, you should be able to:

1. Identify the unique features and requirements of a book review or

article critique;
2. Write a book review or article critique; and
3. Show fairness in writing book review or article critique.

WHAT I KNOW

Task 1

Directions: Identify whether the statement is true or false about book review or article
critique. Write your answer in your activity notebook.

_____ 1. Article critique is not only a criticism.

_____ 2. In article critique, the author’s purpose is not important.
_____ 3. Negative responses are not allowed in making an article critique.
_____ 4. Your critique must be supported with instincts and emotions only.
_____ 5. You must fully understand what the argument is about.
_____ 6. There are certain steps to follow in writing a book review or article critique.

1 NegOr_Q3_RWS_Module7_v2
_____ 7. Providing evidence to arguments is vital in article critique.
_____ 8. Writing a book review or article critique is self-centered.
_____ 9. A book review or article critique is a process.
_____10. Recognition of sources of evidence to support an argument is not
important.

WHAT’S IN

Task 2

Set A
Directions: Inside the box are the three main steps in writing a book
review or article critique. In your activity notebook, draw a
flow chart on these three steps.

• Reading Actively
• Gathering of evidence
• Formatting the book review or
article critique
Set B
Directions: Below are the jumbled steps in writing a book review or article
critique. Arrange them according to which of the three main steps in writing an
article critique they should belong. Follow the format below and do this in your
activity notebook.

• Read through the article to get the main idea.

• Mark up the text as you read it through again.
• Create a legend for your markings.
• Take some longer notes during subsequent readings.
• Ask question whether the writer’s overall message is logical.
• Search the article for any biases.
• Consider the author’s interpretations of other texts.
• Dig deeply by using your existing knowledge or any research
you can gather to support or disagree the author’s article.
• Begin with introduction that outlines the argument.
• Provide evidence for your argument.
• Conclude the critique by summarizing the argument and
suggesting potential implications.

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 Reading Actively Gathering of Evidence Formatting the
Book Review

WHAT’S NEW

Task 3

Directions: Answer the following questions based on your activity in task 2

set B. Write your answer in your activity notebook.

1. What are the main steps in making an article critique? Give your
idea in each of the step.
2. Why is gathering evidence important in doing an article critique?
3. How is the formatting of the article critique done?

WHAT IS IT

A book review or article review is a critical analysis of a book or article. A

review is a means of going beyond the literal content of a source and is a tool for
connecting ideas from a variety of academic sources. A review provides an objective
analysis of ideas, support for opinions, and a way to evaluate your own opinions.

Reviews let you relate to book or article authors and agree or disagree with their
ideas. A review allows you to examine your understanding of a subject area
considering the ideas presented in the reviewed book or article and interact with the
author and his or her ideas. It helps you broaden your knowledge and understanding
of a topic. Also, a book or article review helps your instructor evaluate your
understanding of the subject matter and your ability to think competently in your
discipline.

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 There are three main steps in writing a book or article review. First is the reading of
the article actively. Next is the gathering of evidence and lastly is the formatting of the
book or article review. Each of these main steps contains specific steps which you can
read below.

Source: https://www.umgc.edu/current-students/learning-resources/writing-center/online-guide-to-
writing/tutorial/chapter8/ch8-
13.html#:~:text=A%20book%20review%20or%20article,and%20understanding%20of%20a%20topic

Reading Actively

1. Read through the article to get the main idea.

2. Mark up the text as you read it through again.
3. Create a legend for your markings.
4. Take some longer notes during subsequent readings.

Gathering of Evidence
5. Ask question whether the writer’s overall message is logical.
6. Search the article for any biases.
7. Consider the author’s interpretations of other texts.
8. Dig deeply by using your existing knowledge or any research you can
gather to support or disagree the author’s article.
Formatting the book review or article
9. Begin with introduction that outlines the argument.
10. Provide evidence for your argument.
11. Conclude the critique by summarizing the argument and suggesting
potential implications.
Source: https://www.slideshare.net/ariandeisecalalang/article-critique-73299809

Below is a sample article review.

NegOr_Q3_RWS_Module7_v2
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 Book review of Kenneth Grahame’s “The Wind in the Willows”
Introduction

Kenneth Grahame’s ‘The Wind in the Willows’ is a novel aimed at youngsters. The plot, itself, is not
American humor, but that of Great Britain. In terms of sarcasm, and British-related jokes. The novel illustrates a
fair mix of the relationships between the human-like animals, and wildlife. The narrative acts as an important
milestone in post-Victorian children’s literature.

The characters featured in this book are Mole, Rat, Toad, Badger, & Otter. Toad showing big-headed &
childlike traits. Mole shows traits of reasoning and sensible behavior patterns.
Badger shows traits of kindness and hospitality. Otter possesses traits of intelligence. All these characters
participate equally in the narrative of both thrilling and neo-noir.

Body
“When are you going to be sensible, and think of your friends, and try and be a credit to them?” One of
the problems with Toad is that he enjoys crashing motor vehicles. As a result, Rat tries to talk some sense into
him. Though, this doesn’t work. Toad is illustrated as a child stuck in an adult’s body. Furthermore, Rat always
re- enforces the act of growing up onto Toad, and not to be careless for others.

As a result of Toad’s motorcar crimes, he is sent to a deepest, darkest dungeon to pay for his crimes.
“Toad Hall is an eligible self-contained gentleman's residence replete with every modem convenience.” Toad,
being the character showing the most affluence owns his own manner house. Having regained his big-
headedness. During his sentence, he started to boast about this mansion and great wealth. While being chained to
a black weight. Furthermore, surviving on a diet of bobilit and squeak.

“Now then, follow me! Mole first, 'cos I'm very pleased with him; Rat next; Toad last.” Badger starts an
invasion at Toad Hall. With this in mind, Molebegins to show traits of maturity. As a result of this invasion, Toad’s
behavior illustrates the opposite of Mole. His ordeal is going back to the dungeon, like a child being anxious about
going to their bedroom for misbehaving.

“For it has roused a longing in me that is a pain.” While in search of a missing infant otter, Rat becomes
faced with noise coming from a piper. The quote focuses on the main idea of the author’s intention in writing
the novel. The focuses being: The reasons which cause life to be worthwhile. The sounds travel through Rat likes
Conclusion
blades. With this in mind, the focus is intended to be answered between the lines.
The characters having a variety of different personalities and views of the world. Their human-like
features are included with their animal-like traits. In terms of Mole has a good sense of smell. The book is aimed
at showing animals living British life, in the summer-time. The animals have a justice system, hence Toad was
sent to pay for his motor-car crimes. The mansion was invaded by the other animals while Toad was imprisoned
and during his escape. Toad’s behavior is terrible and affects the rest of the animals.

file:///C:/Users/jvg/Downloads/Book-review-of-Kenneth-Grahame-The-Wind-in-the-Willows.pdf

NegOr_Q3_RWS_Module7_v2
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 WHAT’S MORE

Task 4

Directions: Using the given sample of an article review, identify what

information is written in the introduction, body, and
conclusion. The first one is given to serve as guide.

Introduction
• Title of the novel
•
•
•
•

Body
•
•
•

Conclusion
•
•

WHAT I HAVE LEARNED

Task 5

Directions: Reflect the learning that you gained after taking up this lesson
by completing the given chart. Do this in your activity notebook.

What were your thoughts or ideas about the topic before taking up
the lesson on book or article review?
I thought that…

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NegOr_Q3_RWS_Module7_v2
 6 had after taking up this
What new or additional ideas have you
lesson on communicative strategy?
I learned that…

How are you going to apply your learning from this lesson?
I will apply…

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 WHAT I CAN DO

Task 6
Directions: Below is an article about the New Normal in Basic Education. Write a
critique of this article by following the steps in making a book review or article
critique. You will be graded according to the rubrics below.

The New Normal in Basic Education

ACCRALAW- Jenny Ann A. Pimentel-Tibon

As the country continues to confront different issues brought about by the coronavirus disease 2019 (COVID-19) pandemic, the Department
of Education (DepEd) is addressing the challenges in the basic education for the school year 2020-2021 through its Basic Education Learning
Continuity Plan (BE-LCP) under DepEd Order No. 012, s. 2020.

The BE-LCP is consistent with the mandate of Section 1, Article XIV of the 1987 Constitution for the state to protect and promote the right of
all citizens to quality education at all levels, and to take appropriate steps to make such education accessible to all. Under Section 6, Chapter
1 of Republic Act No. 9155, or the Governance of Basic Education Act of 2001, DepEd is vested with the authority, accountability, and
responsibility for ensuring access to, promoting equity in, and improving the quality of basic education.

Hence, the BE-LCP aims to ensure the health, safety, and well-being of the learners, teachers, and personnel in the time of COVID-19, while
finding ways for education to continue amidst the crisis. In particular, the BE-LCP has been designed with a legal framework responsive to
the “new normal,” keeping in mind the constitutional mandate to uphold the right of all citizens to quality education at all times.

In line with this, the learning delivery modalities that schools can adopt may be one or a combination of the following, depending on the local
health conditions, the availability of resources, and the particular context of the learners in the school or locality:

1. Face-to-face. This refers to a modality where the students and the teacher are both physically present in the classroom, and there are
opportunities for active engagement, immediate feedback, and socio-emotional development of learners. Notably, this modality is feasible
only in very low risk areas with no history of infection, easily monitored external contacts, and with teachers and learners living in the vicinity
of the school.

2. Distance learning. This refers to a modality where learning takes place between the teacher and the learners who are geographically
remote from each other during instruction. This modality has three types, namely: Modular Distance Learning, Online Distance Learning, and
Television/Radio-Based Instruction. This is most viable for independent learners, and learners supported by periodic supervision of parents or
guardians.

3. Blended Learning.This refers to a learning delivery that combines face-to-face with any, or a mix of, Modular Distance Learning, Online
Distance Learning, and Television/Radio-Based Instruction. Blended learning will enable the schools to limit face-to-face learning, ensure
social distancing, and decrease the volume of people outside the home at any given time.

4. Homeschooling. This modality aims to provide learners with quality basic education that is facilitated by qualified parents, guardians, or
tutors who have undergone relevant training in a home-based environment. However, this modality will be the subject of a later DepEd
issuance since there remain several issues in its implementation, including the supervision of licensed teachers and alignments with the
standard curriculum.

In application, however, the BE-LCP is confronted with different challenges.

First, in the implementation of the various learning delivery modalities, the challenge will be in dealing with learners under any of the modes of
distance learning or blended learning who are not capable of learning independently, or who are not periodically supported by their parents or
guardians. Also critical for the implementation will be the mass production of the needed teachers and learners’ learning materials, as well as
the support of media institutions like TV and radio stations.

Second, DepEd will need substantial and additional financial resources in order to meet the objectives of the BE-LCP. This is where the
support of the respective local government units, civil society organizations, and other stakeholders become indispensable.

Third, the holistic development of students will likely be affected. With the BE-LCP in place, the students will have limited opportunities for
interaction with their teachers and classmates. Thus, their learning outcomes may be affected, and there may be negative impacts on the
students who cannot easily cope with the change. This is where support interventions not only by DepEd but also by the family becomes
relevant to mitigate this effect.

Verily, the learning environment amidst the COVID-19 pandemic will be very different. Yet, the DepEd is optimistic that despite the various
socio-economic situations of families which affect the provision of learning support in the home, and the peculiar needs of different learners,
the BE-LCP could be the key to providing quality basic education which is accessible and responsive in the new normal.
NegOr_Q3_RWS_Module7_v2
https://www.lexology.com/library/detail.aspx?g=f4c146a9-7ef0-4bc1-8d6d-e6516a4a14ff

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https://www.google.com/search?q=rubrics+for+scoring+article+critique&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjHuqSc4p
LvAhUHfXAKHfWkBwkQ_AUoAXoECAQQAw&biw=1517&bih=708#imgrc=wC3EBWP2ZqsAdM

9 NegOr_Q3_RWS_Module7_v2
 ASSESSMENT

Task 7

Directions: Identify whether the statement is true or false about book review or article
critique. Write your answer in your activity notebook.

1. Article critique is not only a criticism.

2. In article critique, the author’s purpose is not important.
3. Negative responses are not allowed in making an article critique.
4. Your critique must be supported with instincts and emotions only.
5. You must fully understand what the argument is about.
6. There are certain steps to follow inwriting a book review or article critique.
7. Providing evidence to arguments is vital in article critique.
8. Writing a book review or article critique is self-centered.
9. A book review or article critique is a process.
10. Recognition of sources of evidence to support an argument is not
important.

GLOSSARY

Book review/ Article review - a critical analysis of a book or article

NegOr_Q3_RWS_Module7_v2

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 REFERENCES

2017. Article Critique slideshare. March 19. Accessed December 14, 2021.
https://www.slideshare.net/ariandeiscalalang/article-critique-73299809.
n.d. How to Write a Book Review, Definition, Structure, Examples. Accessed December 13,
2021. https://essaypro.com/blog/book review.
n.d. RWS 11 Vdg 12 Book Review. Accessed December 14, 2021.
https://www.scribd.com/document/416136528/RWS11-IVdg-12-Book-Review.
n.d. Writing Advice Home. Accessed December 15, 2021. https://advice-writing-
utoronto.ca/types-of-writing/book-review/.
n.d. WRTG- Article and Book Reviews. Accessed December 15, 2021.
https://www.utogc.edu/current-students/learning-resources/writing-center/online-guide-to-
writing/tutorial/ chapter8/ch8-13.html.

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net