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READING AND WRITING SKILLS

Quarter 3 – Module 7
Book Review/Article Critique
English – Grade 11
Alternative Delivery Mode
Quarter 3– Module 7 -Reading and Writing Skills on Book Review/ Article
Critique
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.

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
Reviewer: Ellen E. Edrial EdD
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD, Ph Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
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: negros.oriental@deped.gov.ph
 11
Reading and
Writing
Quarter 3 – Module 7

Book Review/ Article Critique

Introductory Message
For the Facilitator:
Welcome to the Reading and Writing Alternative Delivery Mode (ADM) Module 7
on Book Review/ Article Critique!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

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:

“A person who won’t read has NO advantage

over the one who can’t read”.
Mark Twain

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.

For the Learner:

Welcome to Reading and Writing Skills Alternative Delivery Mode (ADM) Module 7
on Book Review/ Article Critique! 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.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

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 This part includes an activity that aims to check
what you already know about the lesson to take.
What I Know
If you get all the answers correct (100%), you may
decide to skip this module.

This is a brief drill or review to help you link the

What’s In current lesson with the previous one.

In this portion, the new lesson will be introduced

to you in various ways; a story, a song, a poem, a
What’s New
problem opener, an activity, or a situation.

This section provides a brief discussion of the

What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent practice

to solidify your understanding and skills of the
What’s More
topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled into process what
you learned from the lesson.
This section provides an activity which will help
What I Can Do you transfer your new knowledge or skill into real
life situations or concerns.
This is a task which aims to evaluate your level of
Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to you

Additional Activities to enrich your knowledge or skill of the lesson
learned.

Answer Key This contains answers to all activities in the

module.

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 At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

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.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it.
this module.

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 TABLE OF CONTENTS
CONTENT PAGES

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

INTRODUCTORY MESSAGE ------------------------------ --- ii

For the Facilitator --------------------------------- ii
For the learner ----------------------------------------- ii

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 KEYS ------------------------------------------------ 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

Direction: 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.

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_____ 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.

WHAT’S IN

Task 2

Set A
Direction: 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
Direction: 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.

2
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  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.

Reading Actively Gathering of Evidence Formatting the

Book Review

WHAT’S NEW

Task 3

Direction: 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?

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 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.
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

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Below is a sample article review.
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

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 WHAT’S MORE

Task 4

Direction: 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 on 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…

116
What new or additional ideas have you had after taking up this
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
Direction: 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. Do this in a bond paper. 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 th e 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, accountabil ity, 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 D epEd 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.

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

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 ASSESSMENT

Task 7

Direction: 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

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 ANSWER KEY

Task 1

1. True 5. True 8. False

2. False 6. True 9. True

3. False 7. True 10. False

4. False

Task 2

The students may vary their output

Task 3

The students may vary their answer

Task 4

The students may vary their output

Task 5

The students may vary their answer.

Task 6

1. True 5. True 8. False

2. False 6. True 9. True

3. False 7. True 10. False

4. False

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 REFERENCES

“Article Critique”. (2017, March 19). SlideShare.

https://www.slideshare.net/ariandeisecalalang/article-critique-73299809

“How to Write a Book Review, Definition, Structure, Examples”. (n. d).

https://essaypro.com/blog/book-review

“RWS 11 Vdg12 Book Review”. (n. d).

https://www.scribd.com/document/416136528/RWS11-IVdg-12-Book-Review

“Writing Advice Home”. (n. d).

https://advice.writing.utoronto.ca/types-of-writing/book-review/

“WRTG-Article and Book Reviews”. (n. d).

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.

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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: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net