Nglish For: Riting THE Reaction/ Review/Critiq UE Paper

E NGLISH for
ACADEMIC and PROFESSIONAL PURPOSE
W
THE
RITING
REVIEW/CRITIQ
REACTION/
PAPER
UE
CONTENT CONTENT STANDARDS PERFORMANCE LEARNING
STANDARDS COMPETENCIES
Writing the Reaction The learner The learner … The learner …
Paper/Review/ understands the principles
Critique and uses of a reaction produces an objective 1. forms opinions based on facts
(Weeks 4 to 6) paper/ review/ critique assessment of an event, a 2. cites specific sources to
person, a place or a thing. support claims
writes a comprehensive
review /reaction paper 3. presents ideas convincingly
 Performance Arts, Play,
Dance, Sports, etc. 4. uses the appropriate language
for a specific discipline
 Film
 Participation in a religious 5. raises legitimate, contrary
or community festival views in an appropriate manner
 Art Exhibit
6. uses appropriate critical
critiques designs such as approaches* in writing a critique
industrial design objects or such as formalism, feminism,
etc.
craft objects, furniture,
fashion designs based on a 7. applies the principles of
set criteria writing effective reviews and
critiques graphic design critiques
communication materials
such as posters, billboards, 8. writes an objective/balanced
review or critique of a work of
commercials, digital and art, an event or a program
other media
E NGLISH for
ACTIVITY
REACT ON WHAT YOU SEE
English for Academic and
R
Professional Purposes
EACTION PAPERS, WRITING THE
REACTION PAPER,
REVIEWS & REVIEWS & CRITIQUES
CRITIQUES
THESE ARE SPECIALIZED FORMS OF WRITING
IN WHICH A REVIEWER OR READER
•EVALUATES
a scholarly work ANY OF THE
(e.g. academic FOLLOWING:
books and articles)
• a work of art (e.g. performance art, play, dance, sports, film,
exhibits)
• designs (e.g. industrial designs, furniture, fashion design)
• graphic designs (e.g. posters, billboards, commercials, and digital
media)
R
EACTION PAPERS, WRITING THE
REACTION PAPER,
REVIEWS & REVIEWS & CRITIQUES
CRITIQUES
• usually range in length from 250-750 words.
• not simply summaries but are critical assessments, analyses or
evaluation of different works.
• reviewers do not simply rely on mere opinions; rather, they use
both proofs and logical reasoning to substantiate their comments.
F
ACT VS. OPINION WRITING THE
REACTION PAPER,
REVIEWS & CRITIQUES
FACT
Facts are statements that can be proven.
Facts may be true or false.
But facts can be proven.
Examples
1. Statistically, women live longer than men.
2. Most buses weigh more than most cars.
3. There are ten inches in a foot (false).
F
ACT VS. OPINION WRITING THE
REACTION PAPER,
REVIEWS & CRITIQUES
OPINION
Opinions are statements that cannot be proven.
Opinions can be argued.
Opinions may be supported with facts.
Opinions cannot be proven.
Examples
1. Golf is boring.
2. Pizza is delicious.
3. Math is the hardest subject.
E NGLISH for
ACTIVITY
FACT OR OPINION?
1
The Family Guy is not appropriate to watch
during school.
OPINION
2
There are fewer panda bears in the world than
grizzly bears.
FACT
3
Drinking orange juice right after brushing your
teeth tastes bad.
OPINION
4
Justin Bieber deserved to win the Grammy for
best new artist.
OPINION
5
Chicken that has not been properly prepared
and cooked may cause salmonella.
FACT
6
Cheating on your boyfriend or girlfriend is
wrong.
OPINION
7
The Xbox came out before the Wii.
FACT
8
Super Mario is one of the greatest video game
characters of all time.
OPINION
9
Chocolate milk tastes better than regular milk.
OPINION
10
Charter school students are scheduled to attend
school more often than students who attend
neighborhood schools.
FACT
C
RITICAL APPROACHES WRITING THE
REACTION PAPER,
IN WRITING A REVIEWS & CRITIQUES
CRITIQUE
LITERARY CRITICISM
• A disciplined activity that attempts to study, analyze, interpret and
evaluate work of art.
• The reader and the text transact or interact, creating meaning, for
meaning does not exist either solely within the reader’s mind or solely
within the text. (Rosenblatt)
• These critical approaches or standpoints by which you can analyze and

critique a certain material.
Bressler, Charles E. (1994) Literary Criticism: An Introduction to Theory and

Practice
C
REACTION PAPER,
CRITIQUE
NEW CRITICISM/FORMALISM
• Formalism – examination of the work itself and not its historical context
or biographical elements.
• A poem can be analyzed to discover its true or correct meaning

independent of its author’s intention or emotional state, or the values and
beliefs of either its author or its reader.
• Proponents: T.S. Eliot and I.A. Richards

C
REACTION PAPER,
CRITIQUE
NEW CRITICISM/FORMALISM
Methodology:
• Believing in the thematic and structural unity of a poem, new critics
begin their search for meaning within the text’s structure by finding the
tensions and conflicts that are eventually resolved into harmonious whole.
• Poetic diction often has multiple meanings and can immediately set up
series of tensions in a poem.
• Many words have both a denotation (dictionary meaning) and a
connotation (implied meaning).
• These two may be in direct conflict with one another.
• This tension or conflict is called ambiguity.
• All these activities must be resolved.
C
REACTION PAPER,
CRITIQUE
Sample FORMALIST Critique if Dead Stars by Paz
Marquez
The title of the work already Benitez
gives an idea as to what it means. In
Physics, it is stated that the light and energy of the stars have to travel light
years to reach us. Since they are millions of miles away and light has to
travel this large distance, it is highly possible that the star has already
exploded while its light is still travelling towards us. Therefore it is possible
that a bright light we see at night actually comes from a dead star. In the
story, this metaphor is used to refer to Alfredo’s love for Julia., a woman he
meets and falls for one fateful summer.
C
REACTION PAPER,
CRITIQUE
Sample FORMALIST Critique if Dead Stars by Paz
“He rose and quietly wentMarquez Benitez
out of the house. He lingered a moment on the
stone steps; then went down the path shaded by immature acacias,
through the little tarred gate which he left swinging back and forth, now
opening, now closing, on the gravel road bordered along the farther side
by madre cacao hedge in tardy lavender bloom.
The gravel road narrowed as it slanted up to the house on the hill, whose
wide, open porches he could glimpse through the heat-shrivelled
tamarinds in the Martinez yard.”
C
REACTION PAPER,
CRITIQUE
READER RESPONSE
•
CRITICISM
This is concerned with the viewer’s reaction as an audience of a
work.
• This allows for so much diversity in theory and methods, many
twentieth –century schools of criticism declare their membership in
this broad classification.
• This may be divided into three groups/methodologies:
• FIRST GROUP: Structuralism Approach (TEXT EMPHASIS)
• SECOND GROUP: Phenomenological Approach (READER+TEXT)
• THIRD GROUP: READER EMPHASIS
C
REACTION PAPER,
CRITIQUE
READER RESPONSE
Structuralism Approach
CRITICISM
• A reader brings to the text a predetermined system of ascertaining
meaning (a complex system of signs or codes) and applies these
signs to the text.
• The text becomes important because the it contains signs or signals

to the reader that have established and acceptable interpretations.
• Linguistic theory of communication and interpretation.
• Proponents: Roland Barthes, Claude Levi-Strauss, etc.

C
REACTION PAPER,
CRITIQUE
READER RESPONSE
CRITICISM
Phenomenological Approach (READER+ TEXT)
• A reader brings to the text a predetermined system of ascertaining

meaning (a complex system of signs or codes) and applies these
signs to the text.
• The text becomes important because the it contains signs or signals

to the reader that have established and acceptable interpretations.
• Linguistic theory of communication and interpretation.
• Proponents: George Poulet, Wolfgang Iser, Hans Robert Jauss, etc.

C
REACTION PAPER,
CRITIQUE
READER RESPONSE
READER EMPHASIS
• CRITICISM
The reader’s thoughts, beliefs and experiences play a greater part in
shaping a work.
• Proponents: Norman Holland and David Bleich
“Young Goodman Brown” and Me
Nathaniel Hawthorne’s “Young Goodman Brown” evoked strong negative

emotions from me. Finding a basis for my reactions in my past
experiences with my father, I dislike the harsh depiction of “religious”
people and, by implication, God; and I identify with the character
Goodman Brown, but by story’s end reject that identification.
C
REACTION PAPER,
CRITIQUE
STRUCTURALISM
• There are so many methodologies for this literary approach.
• It emphasizes form and structure , not actual content.
• How texts mean, not what texts mean, is the chief interest.
C
REACTION PAPER,
CRITIQUE
STRUCTURALISM
• Claude Levi Strauss
• Myth has a structure like language
• Mythemes are the recurrent themes or basic structures of a

myth.
• Out of the structural pattern will come the myth’s meaning.
• ROLES: Hero, Villain, Helper, Dispatcher, False Hero

C
REACTION PAPER,
CRITIQUE
STRUCTURALISM
• Narratology by Vladimir Propp
• How a story’s meaning develops from its overall structure.
• Propp investigated on fairy tales and found 31 fixed elements

that will occur in sequence
• Initial situation; complication; combat cycle; reward cycle

C
REACTION PAPER,
CRITIQUE
STRUCTURALISM
• Jonathan Culler
• The voice of structuralism who presented a theory of reading.
• He introduced the binary oppositions (light/dark; good/evil)
• How the reader organizes the various binary oppositions found
in the text but is already existing in the mind of the reader will
determine the interpretation of the text.
• WHAT ARE THE BINARY OPPOSITES IN DR. JEKYLL AND MR

HYDE? IN HARRY POTTER?
• CAN YOU IDENTIFY SOME LITERARY WORKS WITH BINARY
OPPOSITES?
C
REACTION PAPER,
CRTIQUE
FEMINIST CRITICISM
• FEMINISM focuses on how literature presents women as subjects of
socio-political, psychological and economic expression.
• It also reveals how aspects of our culture are patriarchal.
• When using feminism, look into how gender equality (or lack of it) is
presented in the text.
C
REACTION PAPER,
CRTIQUE
FEMINIST CRITICISM
• GYNOCRITICISM’S 4 AREAS OF INVESTIGATION:
• Images of female body in a text
• Female language
• Female psyche
• Culture
“There was a breeze from the water. It blew the hair away from her forehead, and whipped the
tucked-up skirt around her straight, slender figure. In the picture was something of eager
freedom as of wings poised in flight. The girl had grace, distinction. Her face was not notably
pretty; yet she had a tantalizing charm, all the more compelling because it was an inner quality,
an achievement of the spirit. The lure was there, of naturalness, of an alert vitality of mind and
body, of a thoughtful, sunny temper, and of a piquant perverseness which is sauce to charm.”
C
REACTION PAPER,
CRTIQUE
FEMINIST CRITICISM
“Just before Holy Week, Don Julian invited the judge and his family to
spend Sunday afternoon at Tanda where he had a coconut plantation and
a house on the beach. Carmen also came with her four energetic children.
She and Doña Adela spent most of the time indoors directing the
preparation of the merienda and discussing the likeable absurdities of
their husbands--how Carmen's Vicente was so absorbed in his farms that
he would not even take time off to accompany her on this visit to her
father; how Doña Adela's Dionisio was the most absentminded of men,
sometimes going out without his collar, or with unmatched socks.”
–Dead Stars
C
REACTION PAPER,
CRTIQUE
FEMINIST CRITICISM
• GUIDE QUESTIONS:
• Is the author male or female?
• Is the author narrated by a male or a female?
• What type of roles do women have in the text?
• What are the attitudes towards women held by male
characters?
• Is feminine imagery used?
C
REACTION PAPER,
CRTIQUE
MARXIST CRITICISM
• This is concerned with differences between economic classes and
implications of a capitalist system (working class vs. elite)
• Look into the social class as represented in the work; social class of
the writer; social class of the characters.
• The study of literature and the study of society are intricately bound
together.
C
REACTION PAPER,
CRTIQUE
NEW HISTORICISM
• Assumes that language shapes and is shaped by the culture that
uses it.
• A text is like any other social discourse that interacts with its culture
to produce meaning; it is a social production.
• Author+Text+Reader
• APPLY THIS IN CIRILO BAUTISTA’S SONG OF THE TEARGASSED MAN

INTERTEXTUALITY
“Every text is a
mosaic of
quotations”
– Julia Kristeva
WHAT IS INTERTEXTUALITY?
• The modelling of a text’s meaning by another text.
• This is when the author borrows and transforms prior

text, or when you read one text and you reference
another.
• More specifically, it is when a book refers to a second

book by title, scene, character, or storyline.
• The modelling of a text’s meaning by another text.
• This is when the author borrows and transforms prior

text, or when you read one text and you reference
another.
• More specifically, it is when a book refers to a second

book by title, scene, character, or storyline.
• Virgil in Dante’s Divina Comedia and Virgil the Roman
writer.
• Harry Potter’s Fluffy and Cerberus (character)
• Percy Jackson’s descent to the underworld and

Hercules, Perseus, Aeneas, Odysseus, Orpheus (scene)
• It is also the retelling of an old story or rewriting of a
popular story.
• Examples:
– The Odyssey (Homer) and Ulysses (James Joyce)
– Pride and Prejudice (Jane Austen) and Pride and Prejudice and
Zombies (Seth Grahame-Smith)
– Cantata of the Warrior Woman and The Legend of the Mayon
Volcano
Intertextuality vs. Allusion
• an allusion is a brief and concise reference that a
writer uses in another narrative without affecting
the storyline.
• Intertextuality, on the other hand, uses the
reference of the full story in another text or story
as its backbone.
Possible Activities
• Make Connections
– after reading a story or a book find similar events
that you have read from other books or watched
from a movie
• Creative Writing
– Freewrite a short story with intertextuality.
S
TRUCTURE of the WRITING THE
REACTION PAPER,
CRITIQUE PAPER REVIEWS & CRITIQUES
INTRODUCTION
• Basic details
• Title, director/artist/writer, etc.
PLOT SUMMARY/DESCRIPTION
• Gist/simple description of the work
ANALYSIS/INTERPRETATION
• Employ critical approach here
• Use guide questions here:
• What aspects of the work make you think it is a success or failure?
• Does the work remind you of other things you have experienced?
CONCLUSION/EVALUATION
• Reinforcement of the main assessment
• Comparison to a similar work
• Recommendation of the material (if you like it)
E NGLISH for
ACTIVITY
CRITIQUE THE VIDEO
RUBRIC FOR A REACTION PAPER
Legend: VGE – To a very great extent; GE – To a great extent; LE – To a little extent; N – Not at all
VGE GE SE LE N
(5) (4) (3) (2) (1)
CONTENT (35%)
Main idea is clear.
Explanation is comprehensive and sufficient.
Explanation has depth.

Supporting details are directly linked to the main idea.
Introduction states the title, director, and main idea of the reviewed
movie.
Paper presents the summary of the reviewed movie.
Paper presents different perspectives of the issues raised.
Paper clearly points out the weakness of the movie.
Explanation and opinion are supported by evidence.
Ideas are presented convincingly.

Conclusion states the overall impression of the work.
ORGANIZATION (25%)
Paper employs an organizational pattern and structure appropriate for

the genre.
Cohesive devices are effectively used.
Ideas are correctly placed which improves the paper’s organization.
Flow of ideas is smooth and easy to read.
STYLE (20%)
Paper showcases the writer’s voice.
Paper uses a variety of sentence structure.
Paper eliminates sexist language.
Paper uses language appropriate to context.
Paper eliminates wordiness.
GRAMMAR AND MECHANICS (10%)
Grammar is accurate.
Spelling, capitalization, and punctuation are correctly used.
Word choice is appropriate.
Sentence s are well structured.
TOTAL
E NGLISH for
WRITING THE
REACTION PAPER,
REVIEWS & CRITIQUES
Summarize your general evaluation using the table below.
CRITERIA EVALUATION
Good features of the review
Bad features of the review
Revisions needed
E NGLISH for
W RITING A
CONCEPT
PAPER
Writing Concept Paper The learner The learner produces a The learner…
1. defines what a concept paper is
(Weeks 7 to 10) understands the well-balanced concept
principles and uses of a paper in a specific discipline 2. determines the ways a writer can
elucidate on a concept by definition,
Exam concept paper. explication and clarification
3. identifies situations in which a
concept paper may be effectively used
to improve our society
4. comprehends various kinds of

concept papers
5. explains and clarifies concepts in

fields such as:
a. Art
b. Business
c. Law
d. Philosophy
e. Politics
f. Religion
g. Science
h. Sports
i. TechVoc
Home Economics
Agri. fishery
I.A
ICT
6. presents a novel concept or project

with accompanying visuals/ graphic aids
A piece of cloth (1)
Used as a garment (2)
for the foot and lower
part of the leg (3)
typically knitted from wool,
cotton, or nylon (4)
SOCKS
Kind of cosmetic (1)
Make-up (2)
a flesh-toned (3)
used to cover facial
blemishes and conceal dark
circles under the eyes.(4)
CONCEALER
Gadget (1)
Mobile device (2)
with a touchscreen
display (3)
designed to be worn on the
wrist. (4)
SMART WATCH
An accessory (1)
Chain-like structure (2)
Kind of bracelet (3)
Worn around the ankle (4)
ANKLET
A piece of paper(1)
with written/printed text
and numbers (2)
Used in financial
transactions (3)
proves that money or goods
have been received(4)
RECEIPT
WHAT IS A
CONCEPT
PAPER ?
C
ONCEPT PAPER WRITING A
CONCEPT
PAPER
WHAT IS IT?
• This is a summary of what the project is about prior to
the submission of a project proposal.
• This provides an overview of the project, and helps
funding agencies eliminate proposals that are likely ti be
disapproved.
• This must show a preview of the improvements that the
proponent would like to have implemented.
• This can be helpful in addressing social issues aiming
for solutions.
C
ONCEPT PAPER WRITING A
CONCEPT
PAPER
USES
• It serves as a foundation of the full proposal.
• It helps determine whether a certain project is feasible
or not.
• It is used to pique the interest of the potential funding
agencies.
• It is used to obtain informal feedback on the ideas prior
to preparing the full proposal.
T
HREE WAYS IN WRITING A
EXPLAINING A CONCEPT
CONCEPT PAPER
Before writing your concept paper, you have to
learn how to explain your concept first. You
•can accomplish using:
Definition
• Explication
• Clarification
T
CONCEPT PAPER
1. DEFINITION
• The method of identifying a given term and making its
meaning clearer.
• This mode of explanation contains the term to be
defined and the detailed exposition of the term through
the use of illustrations, examples, and description
Ex. Hashish-marijuana
D
EFINITION WRITING A
TECHNIQUES CONCEPT
PAPER
There are 3 ways in presenting

A. Informal definition:
B. Formal
C. Extended
D
EFINITION WRITING A
TECHNIQUES CONCEPT
PAPER
“ A. INFORMAL DEFINITION
• This is done through a parenthetical or
”
brief explanation.
Ex. Tocopheral (Vitamin E) is naturally found in

vegetable oil, fish and nuts.
D
EFINITION WRITING A
TECHNIQUES CONCEPT
PAPER
B. FORMAL DEFINITION
“
• This explains a term by incorporating the term to
be defined (species), the general category of the
term (genus), and the quality that makes the term
different from other terms in the same category
”
(differentia).
Ex. Vitamin E is a light-yellow fat-soluble vitamin
that acts as an anti-oxidant.
D
EFINITION WRITING A
TECHNIQUES CONCEPT
“
PAPER
C. EXTENDED DEFINITION
• Detailed way of defining a term and is usually composed of
at least one paragraph.
• This incorporates various patterns of development (e.g.
formal and informal definition, comparison & contrast,
narration, description, classification, analogy, cause & effect).
D
EFINITION WRITING A
TECHNIQUES CONCEPT
PAPER
Example:
Subsequent to materials design is the preparation of learning
materials. Learning materials refer to both printed and non-
printed objects or items that teachers and learners use to
facilitate language learning. Nowadays, materials are becoming
more and more sophisticated, incorporating authentic language
samples and realias that help make a connection between
classrooms and real-life activities. They also incorporate
information and communication technology (ICT), role-plays,
information-gap activities, songs, taped transcripts, integrated
macro-skills, and explicit rubrics.
D
EFINITION WRITING A
CONCEPT
PAPER
Signal Words for Definition
As defined For instance Means To define
For example Is defined as Such as To illustrate
T
CONCEPT PAPER
2. EXPLICATION
• A method of explanation in which sentences, verses,
quotes, or passages are taken from a literary or
academic work and then interpreted and explained in a
detailed way.
• Present your thesis clearly in the introduction & follow it
up with a detailed analysis of a passage or text.
• Begin the body by analyzing & explaining how the text
was constructed.
• This should end with a concise conclusion by restarting
your thesis and major arguments.
E
XPLICATION WRITING A
CONCEPT
PAPER
Example:
The poem titled “The Road Not Taken” by Robert Frost is
about a man reflecting on a choice he once made. While the
outcome of this choice us not implied to be positive or negative
the speaker notes that the choice in itself and the consequences
of that choice have made a huge difference in the way his life has
unfolded.
The poem is about the importance of choices. The poem
begins with the speaker regretting that he could not have been
two people so he could have at some point in his life taken two
roads instead of being confined to one…
T
CONCEPT PAPER
3. CLARIFICATION
• A method in which the points are organized from a
general abstract idea to specific and concrete examples.
• It entails the analysis of the concept by looking at the
examples and specifying some of its characteristics to
arrive at one working definition which can be used
throughout the paper.
C
LARIFICATION WRITING A
CONCEPT
PAPER
Signal Words for Clarification
After all For instance namely That is
As an example In other words Put another way To be specific
Consider the In particular specifically To clarify
following
For example In short Stated differently To illustrate
C
LARIFICATION WRITING A
CONCEPT
PAPER
Example:
Justice is a broad concept which encompasses a wide set of
ideas, most of which also branch out into similar notions. For
instance, it can refer to the sentencing of a criminal based on due
process. When an individual gets when he deserves, even
outside the hands of the law, it is also considered justice in some
contexts. This may come in the form of vigilante justice, in which
a person dissatisfied with the system doles out punishment to
wrong-doers.
S
TRUCTURE of the WRITING A
CONCEPT PAPER for a CONCEPT
PROJECT PAPER
COVER PAGE
• State the name of the proponents; addresses, contact nos. & email address;
head of the agency; date of submission
INTRODUCTION
• Information about the funding agency to show that you understand its
mission; provide reasons why you think the agency should fund the project
RATIONALE/BACKGROUND
• State the gap in knowledge to be addressed by the project; problems to be
solved; project’s significance
PROJECT DESCRIPTION
• State the goals & objectives of the project.
• Present the methodology; timeline.
• State the benefits or outcomes & how these will be evaluated.
PROJECT NEEDS & COST
• Outline main budget with item description & amount
• Explain how the budget will be used
• List personnel or equipment needed
S
TRUCTURE of the WRITING A
CONCEPT PAPER for CONCEPT
ACADEMIC PAPER
TITLE PAGE
•
RESEARCH
State the research title; name & school; date of submission
BACKGROUND OF THE STUDY
• Current state of the field; gap in knowledge & problems to be addressed;
provide statistics; reasons for the conduct; implications
PRELIMINARY LITERATURE REVIEW
• Theoretical framework; related literature that supports topic; related
studies; synthesis
STATEMENT OF THE PROBLEM/OBJECTIVES
• General problem in one sentence; specific research questions or objectives
ABRIDGED METHODOLOGY
• Context & participants; instruments; data collection procedure; data analysis
TIMELINE
• Gantt chart set in months and year
REFERENCES
• List of all books, journals & other resources cited
RUBRIC FOR THE CONCEPT PAPER
VGE GE SE LE N
(5) (4) (3) (2) (1)
CONTENT (35%)
Paper clearly provides an overview of the project or research
Introduction provides a brief background on the project.
Paper states the gap in knowledge that the project will address.
Paper states the significance of the project.
Project or search goals and objectives are clear.
Methodology is logically and accurately presented.
Timeline is accurate and aligned to methodology.
Budget details are complete and aligned to methodology and timeline.
Claims are supported by facts and statistics.
Length is appropriate.
ORGANIZATION (25%)

the genre.
STYLE (20%)

VGE GE SE LE N
(5) (4) (3) (2) (1)
DOCUMENTATION AND SOURCES (10%)
Paper uses correct citation and reference format.
Sources used are reliable.
Sources used are relevant to the topic.
TOTAL
E NGLISH for
WRITING THE
CONCEPT PAPER
CRITERIA EVALUATION
Revisions needed
E NGLISH for
W RITING THE
POSITION
PAPER
Writing the Position Paper The learner understands the The learner presents a The learner…
(Weeks 11 to 14) principles and uses of a convincing position paper
position paper. based on properly cited 1. defines what a position
factual evidence; paper is
(2 days);
The learner produces an
insightful statement of 2. identifies situations in
principles and reasons for which a position paper may
establishing a student be effectively used in our
organization, coming up present society
with a group exhibit of (3 days);
creative works, etc.
3. gathers manifestoes and
analyzes the arguments
used by the writer/s (3
days);
4. defends a stand on an
issue by presenting
reasonable arguments
supported by properly-cited
factual evidences (4 days);
5. writes various kinds of

position papers
(4 days).
E NGLISH for
ACTIVITY
FAST TALK
P
OSITION PAPER WRITING A
POSITION
PAPER
WHAT IS IT?
• This is an essay that presents a stand/position about an
issue.
• The goal is to convince the audience that your position is
valid.
• It ranges from simple to complex formats.
• It is an essential tool for social change.
E NGLISH for
WRITING THE
POSITION PAPER
Reaction Paper
VS.
Position Paper
REACTION PAPER POSITION PAPER
Reaction papers are opinion papers. The Position papers are supported by
opinion presented can, on occasion, be reasonable preponderance of empirical
supported by empirical evidence, though evidence. Conclusions drawn in the paper
more often the opinion is supported not by are dictated by the evidence, though the
empirical evidence, but by intellectual logic interpretation of the evidence may be
and emotional engagement. skewed by the personal agenda of the
writer.
SOURCE: http://www.genuinewriting.com/opinion_vs_position_papers.html
E NGLISH for
WRITING THE
POSITION PAPER
Concept Paper
VS.
Position Paper
CONCEPT PAPER POSITION PAPER

Objective. Subjective, because you basically make a
stand.
The discussion of the topic is almost The discussion of the topic may only deal
complete with the stand the writer is trying to
defend.
E NGLISH for
WRITING THE
POSITION PAPER
Report Survey
VS.
Position Paper
REPORT SURVEY POSITION PAPER

It follows a strict outline and must be Its format is flexible.
created with a high level of
professionalism.
The discussion of the topic may delve on The discussion of the topic may only deal
almost all parts of it. with the stand the writer is trying to
defend.
E NGLISH for
ACTIVITY
TOPICS
GROUP TOPIC
1 FAST FOOD: FEEDING OR KILLING?
2 DO YOU AGREE WITH MANDATORY DRUG TESTING?
3 TECHNOLOGY: A FRIEND OR A FOE?
4 DO YOU AGREE WITH AN EYE OF AN EYE BASIS FOR PUNSIHMENT?
5 WHO MAKES A BETTER LEADER: SOMEONE WHO IS LOVED OR SOMEONE
WHO IS FEARED?
Sample Outline
TOPIC Have CPs and Social Media made families closer
or not?
STAND/POSITION No, I believe that CPs and Social Media have NOT
made families closer.
EXPLANATION There is less talk and more text nowadays; less

touch and more tweets.
EVIDENCE The report, entitled Bringing Families Closer

Together, provides a snapshot of the impact of
communication technology on families…
CONCLUSION Einstein has predicted, “I fear one day that

technology will surpass our human interaction.
The world will have a generation of idiots.”
Cellularphones and Social Media have made a rift
in the relationships among family members.
P
OSITION PAPER WRITING A
POSITION
PAPER
SAMPLES
• Letter to the Editor
• Manifesto
• Persuasive essay
• Complex Position papers for academe, business, etc.
RUBRIC FOR THE POSITION PAPER
VGE (5) GE (4) SE (3) LE (2) N (1)
CONTENT (35%)
Paper clearly states the position of the writer.

Opening statement captures the readers’ interest.
Issue is debatable, fresh, relevant, and somehow original.
Arguments reflect higher level of thought.
Paper uses evidence from reputable sources.
There are sufficient pieces of evidence to support the claim.
Paper considers all possible counterarguments.
Paper refutes the opposing arguments logically.
Paper aligns the arguments to the target readers’ beliefs, attitude, values,
and motivations.
Paper employs appropriate method in presenting arguments.
Paper appropriately applies logical, ethical, and or emotional appeals.
Paper is free from logical fallacies.
Conclusion restates the position of the writer.
Conclusion presents feasible course of actions.
Closing statement is powerful.

ORGANIZATION (25%)

the genre.
STYLE (20%)

VGE GE SE LE N
(5) (4) (3) (2) (1)
DOCUMENTATION AND SOURCES (10%)
Paper uses correct citation and reference format.
Sources used are reliable.
Sources used are relevant to the topic.
TOTAL
E NGLISH for
WRITING THE
CONCEPT PAPER
CRITERIA EVALUATION
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E NGLISH for

ACADEMIC and PROFESSIONAL PURPOSE

• These critical approaches or standpoints by which you can analyze and

Bressler, Charles E. (1994) Literary Criticism: An Introduction to Theory and

• A poem can be analyzed to discover its true or correct meaning

• Proponents: T.S. Eliot and I.A. Richards

• The text becomes important because the it contains signs or signals

• Linguistic theory of communication and interpretation.

• Proponents: Roland Barthes, Claude Levi-Strauss, etc.

• A reader brings to the text a predetermined system of ascertaining

• The text becomes important because the it contains signs or signals

• Linguistic theory of communication and interpretation.

• Proponents: George Poulet, Wolfgang Iser, Hans Robert Jauss, etc.

“Young Goodman Brown” and Me

Nathaniel Hawthorne’s “Young Goodman Brown” evoked strong negative

• It emphasizes form and structure , not actual content.

• Myth has a structure like language

• Mythemes are the recurrent themes or basic structures of a

• Out of the structural pattern will come the myth’s meaning.

• ROLES: Hero, Villain, Helper, Dispatcher, False Hero

• Propp investigated on fairy tales and found 31 fixed elements

• Initial situation; complication; combat cycle; reward cycle

• WHAT ARE THE BINARY OPPOSITES IN DR. JEKYLL AND MR

• It also reveals how aspects of our culture are patriarchal.

• APPLY THIS IN CIRILO BAUTISTA’S SONG OF THE TEARGASSED MAN

• This is when the author borrows and transforms prior

• More specifically, it is when a book refers to a second

• This is when the author borrows and transforms prior

• More specifically, it is when a book refers to a second

• Harry Potter’s Fluffy and Cerberus (character)

• Percy Jackson’s descent to the underworld and

Main idea is clear.

Explanation is comprehensive and sufficient.

Explanation has depth.

Paper presents different perspectives of the issues raised.

Paper clearly points out the weakness of the movie.

Explanation and opinion are supported by evidence.

Ideas are presented convincingly.

Paper employs an organizational pattern and structure appropriate for

Ideas are correctly placed which improves the paper’s organization.

Flow of ideas is smooth and easy to read.

Paper showcases the writer’s voice.

Paper uses a variety of sentence structure.

Paper eliminates sexist language.

Paper uses language appropriate to context.

Paper eliminates wordiness.

GRAMMAR AND MECHANICS (10%)

Spelling, capitalization, and punctuation are correctly used.

Word choice is appropriate.

Sentence s are well structured.

Bad features of the review

4. comprehends various kinds of

5. explains and clarifies concepts in

6. presents a novel concept or project

Chain-like structure (2)

Kind of bracelet (3)

Worn around the ankle (4)

There are 3 ways in presenting

Ex. Tocopheral (Vitamin E) is naturally found in