10

ENGLISH
QUARTER 3
MODULE 1-8

DO_Q3_ENGLISH_GRADE_10_MODULE1-8
1
English – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 1-8
First Edition, 2020

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Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module

Writers: Ma. Theda D. Lim, Jerico D. Ignacio, Richelle S. Sison, Wilfred A. Tatoy,
Phillip Karl S. Sison, Kim E. Abcede

Editor: Ma. Emilie B. Yumang

Reviewer: Mary Ann A. Dofredo, Precious Grace B. Li

Illustrator:

Layout Artist: Jade R. Valentin, Raphael A. Lopez

Division Management Team:

MELITON P. ZURBANO, Assistant Schools Division Superintendent (OIC-SDS)
FILMORE A. CABALLERO, CID Chief
JEAN A. TROPEL, Division EPS In-Charge of LRMS
WINNIE F. TUGADE, EPS for English and Journalism

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Departmen of Education –Valenzuela

Office Address: Pio Valenzuela St., Marulas, Valenzuela City
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2
Hello young learners!

Spend time with me as we explore the world of writing. As Grade Ten students in
Junior High School, I’m quite sure that you are frequently asked by your subject
teachers to write a paragraph about a topic and often, you find it difficult to start
and gather your thoughts.

I am here to help so let us work on this material together and explore possibilities.

After going through this module, you are expected to:

Most Essential Learning Competency ( MELC ):

Compose an argumentative essay EN10WC-IIh-13;

Sub skills:
1. Identify parts and features of argumentative essays
EN10WC-IIa-13.1;
2. Evaluate the accuracy of given information
EN10RC-IVe-15.1;
3. Use patterns and techniques of developing an argumentative claim
EN10WC-IIc-13.3;
4. Draw conclusions from the set of details
EN10RCIV-f-2-12

I. Directions: Read the following statements. Write T if the statement is True

and F if it is False then write your answer on a separate sheet of paper.
1. The claim is where the writer shows what he is trying to prove.
2. Background information helps the writer to have more information about
the topic.
3. The main purpose of an argumentative essay is to entertain.
4. An argumentative essay is composed of two paragraphs.
5. An opinion is a statement of fact.

Lesson
Argumentative Essay
1-2
This material in English is your guide in writing. You will be engaged in a
process where simple tasks will lead you to a goal-to write an argumentative text.
Your opinions matter most, and you will be guided on how to express how you feel
about a particular topic. The idea is to help you discover the power to convince people
and you will be surprised to find out that you can develop this writing skill.

1 DO_Q3_ENGLISH_GRADE10_LESSON1-2
Argument Defined
Argument -a coherent series of reasons, statements, or facts intended to support or
establish a point of view. https://www.merriam-webster.com/dictionary/argument
Let us simplify this lesson by focusing on this particular situation. Your friends want
you to sign up for a camping trip in Bulacan. You need to convince them that this is
not the best time to go because of the COVID 19 pandemic. A possible argument may
arise during your conversation. How will you convince them to believe in what you
believe in?
The techniques that you will use to win an argument are just like the
techniques that you need to remember when you write an argumentative essay.
The first thing that you must do is to highlight your belief that this is not the best
time to go on a camping trip. Then be ready to give the reasons why you believe so.
Enumerate and explain these reasons one by one. You should expect your friends to
present their counterarguments so make sure that you are armored with authentic
data. Lastly, restate your belief and be assertive to convince your friends.
Winning an argument in a friendly conversation is just like writing an argumentative
essay.

TASK: CONVINCE ME FIRST

Directions: Choose the statements that will convince people to stop the
discrimination against the front liners. Copy the numbers of the five correct
answers. Do it on a separate sheet of paper. (2 pts. for every correct answer.)

1. We heal as one so respect and appreciate the sacrifices of our front liners.
2. Health front liners are putting their lives at risk just to serve us!
3. I have the right to avoid nurses. This is what I call self-preservation.
4. Have we lost our humanity because of fear?
5. How would you feel if you were in their shoes?
6. Life has its twists and turns. You might need the help of doctors and
nurses that you harass.
7. This is a free country. I can discriminate workers who may be infected.
8. This is the time when compassion and understanding should rule in
the society.
9. I will never need the help of front liners.
10. They are exposed to the virus. They should stay in the hospitals.

How to Outline an Argumentative Essay in 4 Steps

Argumentative essays should have a straightforward structure, so they are easy for
readers to follow. The goal of an argumentative essay is to clearly outline a point of
view, reasoning, and evidence. A good argumentative essay should follow this
structure:

2 DO_Q3_ENGLISH_GRADE10_LESSON1-2
Introductory paragraph. The first paragraph of your essay should outline the topic,
provide background information necessary to understand your argument, outline the
evidence you will present and states your thesis.
The thesis statement. This is part of your first paragraph. It is a concise, one-
sentence summary of your main point and claim.
Body paragraphs. A typical argumentative essay comprises three or more
paragraphs that explain the reasons why you support your thesis. Each body
paragraph should cover a different idea or piece of evidence and contain a topic
sentence that clearly and concisely explains why the reader should agree with your
position. Body paragraphs are where you back up your claims with examples,
research, statistics, studies, and text citations. Address opposing points of view and
disprove them or explain why you disagree with them. Presenting facts and
considering a topic from every angle adds credibility and will help you gain a reader’s
trust.
Conclusion. One paragraph that restates your thesis and summarizes all the
arguments made in your body paragraphs. Rather than introducing new facts or
more arguments, a good conclusion will appeal to a reader’s emotions. In some cases,
writers will use a personal anecdote explaining how the topic personally affects them.
https://www.masterclass.com/articles/how-to-write-a-good-argumentative-essay
last updated: Nov 8, 2020

TASK 1: HOOK THE READERS

Directions: The following statements are possible introduction entries for an
argumentative text. Identify the technique used to catch the attention
of the readers. Choose your answers from the pool of words inside the
box and write your answers on a separate sheet of paper.
1. How a doctor diagnoses diseases is like how a
detective investigates crimes.
2. Would you risk your future for just a few
minutes of fun in the streets during a
Data/statistics
pandemic?
Analogy (comparison)
3. “Health is wealth” is indeed real during this
Interesting question
difficult challenge of beating COVID19. Quotation
4. “Learning to love yourself-is the greatest love Excerpt from a
of all” and to love yourself means to take song/poem
charge of your health.
5. The 92% approval rating of Mayor Gatchalian
in the Publicus Asia Inc. Online Survey is a
great achievement for a public servant.

Amazing!
You are learning fast.
Now let us move on to the next
task.

3
DO_Q3_ENGLISH_GRADE10_LESSON1-2
TASK 2: SENTENCE CLUSTER
Directions: One technique before writing a text is to form sentence clusters to
gather your ideas. Write seven sentences that are related to the main
topic at the center of the coronavirus. The first one is done for you. Do
it on a separate sheet of paper.

Stay at home
to save lives.

Surviving
the
COVID19
Pandemic

TASK 3: WRITE YOUR HEART OUT (10 POINTS)

Directions: Follow the 3 steps in performing this task:

Step 1. Choose one introduction from Task 1
(Example: “Health is wealth” is indeed real during this difficult challenge of beating
COVID19).

Step 2: Follow it up with your argument/thesis statement

(Example: As responsible citizens, we must take charge of our well- being.)

Step 3: Give two reasons to support your statement.

Guide Question: How will you CONVINCE the readers to take charge of their
health during COVID19 pandemic? What should people do?

Step 4: Write a concluding statement.

Introduction____________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.

Body____________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________.

4 DO_Q3_ENGLISH_GRADE10_LESSON1-2
 Conclusion______________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________.
3 pts. 5 pts. 10 pts.
Introduction Opening statement is Opening statement Opening statement is catchy and
not related to the topic slightly catches attention the thesis statement is clear.
and the thesis but the thesis statement
statement is unclear. is clear.
Body Argument is not well One reason is given to Reasons to support the
explained. support the argument. argument are well explained.
Conclusion Concluding paragraph Conclusion restates why Conclusion is strong, restates
contains ideas that are the topic is important but why the topic is important and
not given in the thesis there is no provides a recommendation
statement. recommendation

Directions: Write a short argumentative essay about this topic: “Has the internet
positively or negatively impacted human lives?” Start with the
introductory paragraph that contains the thesis statement. Follow it up
with the body that contains your reasons, proofs, and counter
arguments. End it with the conclusion which restates the belief that you
mentioned in the thesis statement.
3 pts. 5 pts. 10 pts.
Introduction Opening statement is Opening statement Opening statement is
not related to the topic slightly catches attention catchy and the thesis
and the thesis but the thesis statement statement is clear.
statement is unclear. is clear.
Body Argument is not well One reason is given to Reasons to support the
explained. support the argument. argument are well
explained.
Conclusion Concluding paragraph Conclusion restates why Conclusion is strong,
contains ideas that are the topic is important but restates why the topic is
not given in the thesis there is no important and provides a
statement. recommendation recommendation

I. Directions: Read the following statements. Write T if the statement is True and F
if it is False then write your answer on a separate sheet of paper.
_____ 1. An argument is a coherent series of reasons, statements, or facts intended
to support or establish a point of view.
_____ 2. Body paragraphs are where you back up your claims with examples,
research, statistics, studies, and text citations.
_____ 3. An opinion is a statement of fact.

5 DO_Q3_ENGLISH_GRADE10_LESSON1-2
_____ 4. The goal of an argumentative essay is to clearly outline a point of view,
reasoning, and evidence.
______5. Logical connectives help writers to connect ideas in an argumentative text.

This module was designed and written with you in mind. It is here to help you
master the features of persuasive texts. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

After going through this module, you are expected to:

Most Essential Learning Competency ( MELC ):

Use variety of informative, persuasive, and argumentative writing techniques.

EN10WC-IIIB12.1.2
Sub skills:
1. identify features of persuasive texts – EN10WC-Ia-12.1
2. compose a persuasive text of three paragraphs expressing one’s stand on an
issue - EN10WC-Ie-12.3

Directions: Read each item carefully. Write the letter of your correct answer on a
separate sheet of paper.
1. The purpose of persuasive writing is _______.
A. to inform B. to entertain C. to convince D. to describe
2. The following are examples of persuasive texts EXCEPT ________.
A. a photograph of a political figure C. a political speech
B. an advertisement D. an editorial
3. This type of evidence/detail to support one’s opinion or claim is usually a short
narrative of an interesting, amusing, or biographical incident.
A. anecdote B. statistics C. expert opinion D. interview
4. This type of persuasive text is an article in a newspaper written by or on behalf
of an editor that gives opinion on a topical issue.
A. political speech B. advertisement C. public speech D. editorial
5. This refers to a reason or set of reasons given with the aim of persuading others
that an action or idea is right or wrong.
A. emotional appeal B. anecdote C. argument D. exaggeration

Lesson
Features of Persuasive Texts
3
As words leave one’s lips, their journey through the world has just begun.
“Please” might end up getting your parents to buy the latest mobile phone for you.

6 DO_Q3_ENGLISH_GRADE10_LESSON3
“Let’s go!” might bring your friends to the nearest computer shop. “Great,”
“Awesome,” or “Superb” might send others to try out the newest craze. When your
words change people’s thinking or influence their actions, you are using persuasion.
Great speakers and writers who use their powers of persuasion help nations
overcome tremendous challenges. Through persuasion, we may unite people in a
common action, viewpoint, or lifestyle – we can have a say to which road people
choose.

Activity 2: True or False

Directions: On a separate sheet of paper, write T if the statement is True and F if
the statement is False.

________1. In writing a persuasive text, you may use exaggeration such as I, you, we,
our, us to make the audience think you are talking to them.
________2. You are presenting an argument whenever you write a persuasive text.
________3. Expert opinions may be used to serve as evidence on both sides of your
issue.
________4. Be too neutral, too informational, too expository in persuading someone
to believe what you are saying.
________5. In writing a persuasive text, you may give examples and even incidents
from real life which will help your audience connect with you on a personal
level.

Persuasion is a type of discourse that usually appeals to the audience’s emotions,

convincing them to accept the idea presented. In persuading readers or listeners, you
try to change their behavior, arouse them to action, or even generate enthusiasm for
a cause. You may persuade them to be concerned about issues like environmental
pollution, social discrimination, sexual harassment, urban crime, or even health-
related issues. Although most people try to persuade using emotional means, it is
best able to use logic and reasoning to persuade people as well.

A persuasive text has:

● an issue with more than one side.

● a clear organization that builds toward a conclusion.
● a clear statement of the writer’s position.
● evidence supporting the writer’s position, including arguments, statistics,
expert opinions, and personal observations.
● powerful images and language.
Types of Persuasive Writing
A. Editorials. These are brief persuasive essays, intended for publication in a
newspaper, magazine, or other medium, that state and defend an opinion on
a current issue.
B. Political speeches. These are persuasive speeches intended to win support
for a policy, law, or reform.
C. Public-service announcements. These are radio or television commercials
written to persuade and educate the public.

7 DO_Q3_ENGLISH_GRADE10_LESSON3
Purposes of Persuasive Texts
⮚ to make a change
⮚ to prove something is wrong
⮚ to support a cause
⮚ to urge people to action
⮚ to get people agree with you
⮚ to create interest
⮚ to stir up sympathy

Features of a Persuasive Text

1. Argument. A persuasive text presents a strong argument or claim which is a

logically sound discussion of an issue or topic.
2. Pros and cons. A persuasive text presents the topic from both sides of the coin
which can help the audience see the writer’s own point of view. Also, by
presenting both pros and cons, the writer makes himself/herself appear
unbiased.
2. Emotive words. These are more descriptive and accurate words that appeal to
the emotions and can really make a huge difference to one’s writing. These may
include powerful verbs, strong adjectives and adverbs.
3. Connectives and Conjunctions. These are linguistic devices that join
sentences together and connect ideas in logical ways in order to present precise
factual information, develop ideas to persuade more convincingly and express
more complex relationships in writing.
4. Repetition/Repetitive words or phrases. These are used to make an
emphasis and to push one’s point of view.
5. Facts and statistics. These are pieces of information, data, figures serving as
support to the text. Facts and statistics can actually make one’s material more
believable.
6. Anecdote. This is a usually short narrative of an interesting, amusing, or
biographical incident. This is usually used to help support a persuasive
argument which creates an emotional or sympathetic response.
7. Words with High Modality. These words, like must, ought to, shall, has to, are
used to show a high degree of certainty that may express strong position or
argument.
8. Personal pronouns. The pronouns ‘we,’ ‘you,’ ‘our,’ and ‘us’ make the audience
believe that you are speaking only to them. The use of personal pronouns can
draw the readers into your text and make them feel more involved immediately.
9. Rhetorical question. This is a type of question that creates a dramatic effect
or makes a point rather than gets an answer.
10. Exaggeration. In writing a persuasive text, exaggeration creates a worse or
better image or situation that it really is. This reinforces the writer’s point and
gives it greater importance.
How to write a persuasive text/essay?
To develop a persuasive paragraph:
● Provide at least three reasons that explain your opinion.
● Support each reason with details (facts, statistics, examples, anecdotes etc.).

8 DO_Q3_ENGLISH_GRADE10_LESSON3
● If possible, respond to arguments against your opinion.
● Arrange the reasons and their supporting details in order of importance, from
least important to most important.
● Think about your purpose and audience.
● Plan to use a serious, unemotional tone.

Below is the framework for writing a persuasive text/essay:

Introduction
Attention grabber + Statement of opinion
(A clear, concise, and defined thesis statement occurs in the first paragraph.)

Reason and evidence

Emotional appeal (possibly)
(Some factual, logical, statistical, or anecdotal evidence should support the
thesis.)

Reason and evidence

Emotional appeal (possibly)
(Some factual, logical, statistical, or anecdotal evidence should support the
thesis.)

Possibly more reasons/evidence/emotional appeals

Conclusion
Restatement of opinion + Call for action (possibly)

Guidelines for Evaluating Persuasive Paragraphs

Is the topic a debatable issue? Does the topic sentence state

Topic sentence
an opinion directly and precisely?
Topic Are at least three reasons given to explain the opinion in the
development topic sentence? Is each reason supported by accurate details?
Does the clincher sentence either summarize the argument or
Conclusion
specify a course of action?
Are the reasons directly related to the opinion in the topic
Unity
sentence?
Are the reasons arranged from least important to most
Order
important?
Relationships
Is the line of reasoning obvious and easy to follow?
between ideas
Word choice Have fallacies been left out?
Tone Is the tone consistently serious and unemotional?

9 DO_Q3_ENGLISH_GRADE10_LESSON3
Activity 3: CHECK IT OUT!
Directions: Below are passages taken from persuasive texts. Identify the prevailing
feature of each passage. Write your answers on a separate sheet of paper.

1. The current coronavirus disease, Covid-19, has been called a once-in-a-century

pandemic. But it may also be a once-in-a-century evidence fiasco.
A. repetition B. strong argument C. rhetorical question
2. Globally, more than 4.5 billion people – half the world’s population – have been
living under social distancing measures, according to the AFP news agency’s
estimates.
A. exaggeration B. facts and statistics C. expert opinion
3. If its systemic illness continues to worsen, and to spread by contagion, the world
may have to face the existential questions that the illness raises: Can civilization
survive without trust? Can government that lacks legitimacy survive indefinitely?
A. rhetorical question B. Personal pronoun C. facts and statistics
4. The elements needed for existence and even progress are all in place, the lands
and the seas, the mountains and the fields, and most of all – us human beings.
A. examples B. anecdote C. facts and statistics
5. If we decide to jump off the cliff, we need some data to inform us about the rationale
of such an action and the chances of landing somewhere safe.
A. personal observation B. rhetorical question C. exaggeration

Directions: After studying the art of persuasion, it is expected that you are now
ready to compose a persuasive text/essay of three paragraphs expressing
your stand on the given issue below.
Issue: DepEd’s “No-face-to face classes” for School Year 2020-2021
First paragraph – Introduction
Second paragraph – Body
Third paragraph - Conclusion
Rubric:

Criteria 5 4 3 2 1 Total

Focus/Content (states clear position

at the beginning until the end of the
work

Persuasive Techniques Used (uses

strong and effective persuasive

10 DO_Q3_ENGLISH_GRADE10_LESSON3
 techniques, and details support the
thesis and the stand of the writer)

Development/Organization (has
strong organizational plan; has
logically arranged statements from the
most important to the least important
or vice versa; develops the topic
thoroughly with examples and
supports)

Clarity of Ideas (presents clear and

sound arguments, and pieces of
evidence are authentic)

Emphasis (has interesting and

attention-grabbing introduction; has
strong conclusion that includes a call
to action)

Language Mechanics and

Convention (displays minor error in
spelling, punctuation, grammar, and
they varied in structure)

Total

Source: Celebrating Diversity through World Literature – English 10 Learner’s Material pages 106-107

Directions: Read each item carefully. Write the letter of the correct answer on a
separate sheet of paper.
1. A persuasive text ________.
A. explains an idea
B. asks questions and answer them
C. explains a topic or an action
D. sways the audience’s thinking or action
2. The conclusion of a persuasive text should ________.
A. leave the reader satisfied C. include a call to action
B. provide a new strong idea D. leave the reader wondering
3. The following describe a persuasive text EXCEPT ________.
A. fictional ideas C. clear organization or structure
B. supporting ideas and arguments D. thesis statement
4. It is a persuasive writing technique that is a short account of a real event that
often creates an emotional or sympathetic effect.
A. exaggeration C. anecdote
B. rhetorical question D. repetition

11 DO_Q3_ENGLISH_GRADE10_LESSON3
5. This is the road sign that tells your reader where you want to go and how you
will get there.
A. conclusion C. thesis statement
B. introduction D. body of supporting paragraphs

This module was designed and written with you in mind. It is here to help you master
the features of persuasive texts. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
After going through this module, you are expected to:
Most Essential Learning Competency ( MELC ):
Use variety of informative, persuasive, and argumentative writing techniques.
EN10WC-IIIB12.1.2
Sub skills:
1. use words and expressions that affirm or negate.- EN10G-III-28
2. compose an argumentative essay.- EN10WC-Iii-13

Read each item carefully. Write the letter of your answer on a separate sheet of paper.
1. It expresses the truth or validity of an idea.
A. questions B. affirmation C. negation D. argumentation
2. It expresses a denial or falsity of an idea.
3. A. questions B. affirmation C. negation D. argumentation
4. Affirmation and negation are often used in conversations, particularly as
responses to_______.
5. A. questions B. affirmation C. negation D. argumentation
Classify each of the following words as words for affirmation or for negation.
4. Not A. affirmation B. negation
5. sure A. affirmation B. negation
6. nowhere A. affirmation B. negation
7. definitely A. affirmation B. negation
8. Which of the following is not an informative text?
A. advertisement C. announcement bulletin
B. newspaper article D. textbook content
9. Which of the following is not a characteristic of a persuasive text?
A. factual C convincing
B. influential D. verifiable
10. ________ is intended to convince the readers to believe in or do something.
A. persuasive text C. informative text
B. argumentative text D. narrative text

12 DO_Q3_ENGLISH_GRADE10_LESSON4-5
 Lesson
WRITING TECHNIQUES
4-5
What is a text? Can you give examples of texts? Why do you think an author
would write a certain text? What are the different purposes for writing a text?
Authors and writers have a purpose in writing specific texts. In reading
pieces of texts, it is important to understand the author’s purpose. That way, one
can have a deeper understanding of the text.
Authors use literature and texts either to persuade, entertain or inform their
readers.

Identify the author’s purpose based on the given text. Write the letter of your
correct answer on a separate sheet of paper.

______1. Bathed in the sunlight of a morning that made the waters of the river
sparkle and the breezes rustle in the bending bamboo on its banks, there she goes
with her white silhouette throwing out great clouds of smoke—the Ship of State, so
the joke runs, also has the vice of smoking!
A. inform B. persuade C. entertain D. argue
______2. Three soldiers died in an encounter with rebels in the secluded town of
Parang in Maguindanao early morning Tuesday.
A. inform B. persuade C. entertain D. argue
______3. Mr. Candelaria has a good track record as a public servant. He started as
a humble office worker in the Department of Agriculture before he moved up the
ranks through hard work. He is currently vying for a position as chairman of the
Commission on Grains and Seeds. If you are a farmer who wants to see change in
the industry, Mr. Candelaria is the change you are looking for.
A. inform B. persuade C. entertain D. argue
______4. Go straight to First Avenue and walk for 100 meters. Once you reach the
police station, turn left. Walk for another 100 meters. You’ll find the clinic on the
left side of the chapel.
A. inform B. persuade C. entertain D. argue
______5. Irene was asked to help create a poster for the volleyball tryouts. What
should be the purpose of the poster?
A. inform B. persuade C. entertain D. argue

Writing is an essential skill that all of us need to learn and develop. Effective
writing skills contribute to effective communication. Aside from being able to write
properly, one must also learn that there are different techniques employed in
different types of writing. These techniques, when properly utilized, will make one an
effective writer.

Informative
Informative essays are a type of writing that explains a certain issue or a topic.
An informative writer should always maintain an objective, neutral tone throughout
the essay, or they shouldn’t try to argue one side over another. The author of an

13 DO_Q3_ENGLISH_GRADE10_LESSON4-5
informative essay is kind of like a reporter at a newspaper: only there to state the
facts, not to offer any sort of opinion. In this type of an essay, the writer should
refrain from pointing out his personal ideas and beliefs.
Examples:
recipes, instruction booklets, academic books

In writing Informative or Expository Texts, you need to:

• Get to know your topic or the concept very well.
• Consider your readers.
• Write the main idea.
• Search for and verify the supporting information.
• Organize the supporting information in logical order.
• Be concise.
Persuasive
This type of writing is intended to persuade or convince the readers to
believe in or do something. It aims to influence the readers' point of view.
Examples:
campaign speeches, advertisements

In writing Persuasive Texts, you need to:

• Be clear about your view.
• Consider your readers.
• Use different kinds of appeals and devices.
• Provide convincing evidence.
• Write a strong concluding paragraph that will convince your readers or make
them change their view about the topic.
Argumentative
An argumentative essay is a type of writing in which the writer tries to
convince his audience that his opinion is valid. An argumentative essay contains a
combination of facts and writer’s personal ideas. A writer preparing to start an
argumentative essay must do a lot of research and gather evidence to prove and
defend his point.
An argumentative essay is a type of writing in which points of view about a
particular topic are presented, and the writer aims to establish his position and
persuade the reader to side with him.
Features of Argumentative Essay
• Debatable claim that can be supported by empirical data.
• It changes the reader's perception on a specific issue.
• It expresses logical and thought-provoking ideas.
Parts of Argumentative Essay:
➢ Introduction and Thesis Statement - The introduction part always states the
context of your paper.
➢ Body and Supporting Statements - The body of your essay always contains
the most important details.
➢ Conclusion - The conclusion part serves as a generalization statement that
contains the main claim or arguments and their supporting details.
Writing an Argumentative Essay
Writing an argumentative essay requires logical and verifiable support. The
content of an argumentative essay always focuses on a claim that is stated in a
thesis statement. A thesis statement is a statement of a writer's point on a
particular issue and is usually debatable. The primary feature of an argumentative
essay is to convince and prove that the writer's statement warrants a logical and
verifiable claim.

14 DO_Q3_ENGLISH_GRADE10_LESSON4-5
Tip
Each time you must write a specific type of text, think about how best you can
achieve your purpose. This will help you improve your work and make your writing
more effective.

What expressions are used to affirm something? What words are used to
negate something?
Affirmation and negation are often used in conversations, particularly as responses
to questions.
Affirmation
An affirmation, also called an affirmative or positive statement, expresses the truth
or validity of an idea.
Negation
A negation, also called a negative statement, expresses a denial or falsity of an idea.
Affirming Words or Phrases
Among the commonly used words for affirming are adverbs of affirmation.
These include words such as yes, truly, definitely, certainly, and surely, among
others.

Example:
Yes, I can attend the party on Saturday night.
I will be able to finish this by tonight.

Explanation:
In the first sentence, the adverb yes adds emphasis to the affirmative statement. In
the second sentence, there is no adverb of affirmation used, but the sentence is still
affirmative because there is nothing in it that indicates negation, and the word will
be considered positive.
Negating Words or Phrases
Adverbs may also be used for expressing negation. Adverbs of negation
include the words no, not, nowhere, no longer, and never. Expressions that may be
used to emphasize or express negation include I'm sorry and I'm afraid.

Examples:
I'm afraid I cannot leave the house on Saturday night.
No, I will not be able to finish this by tonight.

Explanation:
The words cannot and not in the two examples have already expressed negation.
The expression I'm afraid and the word no are added to emphasize the negativity of
the statement.
Key Points
• Affirmation and negation are often used in conversations, particularly as
responses to questions.
• An affirmation, also called an affirmative or positive statement, expresses the
truth or validity of an idea.
• A negation, also called a negative statement, expresses a denial or falsity of
an idea.

15 DO_Q3_ENGLISH_GRADE10_LESSON4-5
A. Read the sentences below and choose the word that leads to either affirmation or
negation. Write your chosen word on a separate sheet of paper.
Example:
scarcely 1.Water is so scarcely found in some parts of Rajasthan that you have to
walk for miles to get it.
_______1. She is certainly going through hard time.
_______2. There was no visibility during the rains.
_______3. Teachers should never agree to the illogical demands of the students.
_______4. Eager to know his son’s progress, he will definitely attend the parent’s
teacher meeting.
_______5. The moon is very clearly visible from the terrace of my house.
_______6. Things turned out to be exactly the same as expected.
_______7. On all my visits to the forests, I rarely spotted a tiger.
_______8. I had hardly gone for few miles when the car broke down.
_______9. The generator I have is scarcely ever used.
_______10. With the kind of dedication, he has, he will surely be rewarded at work.
AFFIRMATION NEGATION
scarcely

______5. Does our democracy is indeed a genuine one? Does it provide a fair and
square opportunity to be heard? Does congress is really providing representation of
the people from different places with different needs, interests, culture and faith? Do
people beyond the poverty line are being provided the most needed attention not by
the government alone but also by the entire stakeholders of the society? These
questions are seeking the promptest answer from everyone. We should remember
that we are all responsible to one another, as the saying states that no man is an
island.
_____6. Now, the darkest days and nights of our lives comes to an end as the most
reliable, most durable, most energy efficient, and unlike the leading brand, the
brightest yet the cheapest LED LIGHT is now born.
The following sets of passages are taken from different essays that bring out the
writing techniques, such as; INFORMATIVE, PERSUASIVE, AND ARGUMENTATIVE.
Identify the writing technique used in each number. Write your answers on a
separate sheet of paper.
________1. CEBU CITY, Philippines — Local officials in Cebu City have reiterated their
reminders to the public not to let their guard down just yet against the coronavirus
disease 2019 (COVID-19) now that December is just one sleep away. This as they
discovered that most of the new confirmed cases of the infection has happened to be
asymptomatic or infected individuals showing no symptoms of the disease.

16 DO_Q3_ENGLISH_GRADE10_LESSON4-5
________2. According to statistics, there is a 60.78% of the Filipino parents want their
children to finish their studies, while 30.23% of them are saying that they just want
their children to get a decent and permanent job someday, and the remaining 8.99%
are believing that skills will lead their children to a better day. From the presented
figure, it is seen that majority of the parents do have the strongest faith and hope in
education. For they all consider education to be the best game changer in life. This
should serve as an eye opener to all, especially to the youths, that education should
be their priority, for this is the real avenue that will lead them to success.
________3. MANILA, Philippines — Health Secretary Francisco Duque III is urging the
public to limit their family celebrations at home with immediate family members,
attend online mass services instead, and defer plans to return to their home
provinces this coming Christmas and New Year. Duque warned that the risk of
contracting the coronavirus disease 2019 (COVID-19) increases when they mingle
with family members from other areas. He also encouraged the use of
teleconferencing instead to meet other family members.
______4. You get to follow to what our good leader is telling you for he is a man of
faith, words, and action. Those who refuse not to side with him will sure regret
his/her ever biggest mistake of his/her life.

Read each item carefully. Write the letter of your answers on a separate sheet of
paper.

1. Which of the following is not a statement of negation?

A. You should not say that about yourself.
B. I would be happy to go with you.
C. I am afraid I am not able to do that.
D. I am sorry, but I cannot make it.
2.Which of the following best completes the given analogy?
truth: affirmation :: ____________ : ____________
A. Falsity: Concurrence C. Denial: Negation
B. Negation: Validity D. Agreement: Negation
3. Ross was invited by Marie to attend a group study session at the library, but
Ross already has a band practice session at that time. Which of the following
expressions should he use to show that he would not be able to make it?
A. Sure…. C. I will ….
B. I am afraid…. D. I can ….
4. Which of the following presents an affirmative version of the sentence below?
Harold can never walk again.
A. Harold cannot walk again. C. Harold may not walk again.
B. Can Harold walk again? D. Harold can walk again.
5. Which of the following situations would require you to give a statement of
affirmation?
A. when you disagree to someone’s opinion
B. when you would like to say you cannot make it to an event
C. when you believe in what is being said
D. when you cannot decide yet

17 DO_Q3_ENGLISH_GRADE10_LESSON4-5
This module was designed and written with you in mind. It is here to help you master
writing a critique paper. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
The main goal of this lesson as stated in the most essential learning competency is
to compose an independent critique of a chosen selection. After going through this
module, you are expected to:

MELC: Compose an independent critique of a chosen selection (EN10WC-IIIg-14)

3. Expand ideas using principles of cohesion (EN10WC-IIIa-14.1.1)
4. Use a variety of informative, persuasive, and argumentative writing techniques
(ENWC10-IIIb-14.1.2)
5. Show respect for intellectual property rights by acknowledging citations made
in the critique (EN10SS-IIIc-1.6)

Part I Matching Type. Match the words in column A with the description in
Column B. Write the letter that corresponds to your answer on a separate sheet of
paper.
Column A Column B
______1. citation A. It is a brief paragraph indicating the overall
evaluation of the work.
______2. critique
It is a statement about where the facts come
B.
from.
______3. cohesion C. It is a genre of academic writing that
critically evaluates a work.
______4. conclusion D. It is a fact that supports a claim.
______5. evidence E. It concerns with the flow of sentences or
paragraphs from one another

Part II True or False. Identify whether the following statements are true or not. Write
TRUE if it expresses correct ideas and FALSE if otherwise. Write your answer on a
separate sheet of paper.
______6. A critique paper uses a formal, academic style and has a clear structure.

18 DO_Q3_ENGLISH_GRADE10_LESSON6
 ______7. Writing a critique paper only involves pointing out the mistakes of a
certain work.
______8. A critique paper requires you to provide significant and relevant pieces of
evidence.
______9. Typically, the introduction of a critique paper is long and describes the
main argument.
______10. The critical evaluation gives a systematic and detailed assessment of the
work.

Lesson
Writing a Critique Paper
6

TASK 1 CROSSWORD PUZZLE

Directions: Solve the puzzle below using the given clues. Bear in mind that these
words will provide you with additional information on writing a critique
paper. Write your answer on a separate sheet of paper.

7 8

E
6 2 A I
A

A
1 A M N

3 E N

9
E N

4 S E

1 a thing that is 10
accepted as true
2 having sound basis in
fact E
5 O
3 making judgment
4 enough or adequate
5 arrange into structure

6 detailed examination
7 body of facts
V
8 a quotation from a
reference
G
9 action of thinking
10 appropriate to what
is being done 19 T

DO_Q3_ENGLISH_GRADE10_LESSON6
 When you engage yourself with a critique paper, you must use relevant and
significant evidence from the work or text to demonstrate your point.
The critique paper performs two related tasks when dealing with the evidence.
First, it will analyze the evidence, and then it will evaluate it. Below is a detailed
discussion for your better understanding.

Analysis of Evidence Evaluation of Evidence

It involves identifying It focuses whether the

which pieces of evidence pieces of evidence are
are more important or less sufficient, relevant, or
important valid.

Remember the difference between evidence (facts that support a claim) and citation
(a statement about where the facts are from). Let’s try to look and study the given
example critique paper published in essaypro.com.

Why Have There Been No Great Female Artists?

The article “Why Have There Been No Great
Female Artists?” was written by a famous American art
historian named Linda Nochlin. Throughout my
reading of this article, it became clear that it focuses on
the history and theory of feminist art. The author begins Evidently, the writer of this
the piece with a declaration of her will to take a different critique paper expresses that
feminist stance from the recent feminist activities. the pieces of evidence
Linda Nochlin drives most of her argument by appealing presented are sufficient and
to the emotions of the reader and providing historical relevant.
investigations.
In the article, Linda begins by pointing out
several important issues that women face in modern On the other hand, this part of
society. She then states that we should avoid judging the critique paper helps you
women and instead look at the history of how female understand how the writer
artists are perceived in the art industry (Nochlin and identifies important evidence
Linda 54). Linda also talks about the semi-religious from the article that he read.
commencements of artists up until the 19th Century.

20 DO_Q3_ENGLISH_GRADE10_LESSON6
 TASK 2 READ TO DISCOVER
Directions: You are going to read an article from journals.sagepub.com. Study the
information presented in the text by answering the questions that follow.
Write your answer on a separate sheet of paper.

Journalism, public health, and COVID-19: some preliminary insights from the
Philippines
Jan Michael Alexander C. Bernadas

Similar to other countries, the public health system in the Philippines was
unprepared for and overburdened by COVID-19. The first case was reported on January
30 when a Chinese woman reached the country from Wuhan, China, and then a few days
later, her male companion died of the virus – making it the first recorded death outside of
China (Department of Health (DOH), 2020b; Ramzy and May, 2020; World Health
Organization (WHO), 2020a). By March 7, the first case of local transmission was
confirmed (DOH, 2020a; WHO, 2020a). To date, there are 112,593 confirmed cases, 6,263
new cases, and 2,115 deaths in the country (WHO, 2020b) – making the Philippines as
one of the most highly impacted in Southeast Asia and the Western Pacific Region. Equally
alarming is the number of doctors, nurses, and other hospital staff who get infected and
die of COVID-19 (CNN Philippines, 2020a; McCarthy, 2020). Recently, professional
medical and allied medical associations have called for a unified and calibrated response
and temporary quarantine of the country’s capital to avoid a total collapse of the
healthcare system (Batnag, 2020). Critical but seldom discussed are the challenges of
journalism in making sense of the rapid spread and devastating impact of COVID-19 in
the Philippines and how the pandemic is also gradually transforming journalism in the
country.

NOTE: Read the full version of this article using the following website:
https://journals.sagepub.com/doi/full/10.1177/1329878X20953854

1. Is the article’s title clear and appropriate?

2. Is the article’s purpose made clear?
3. Are there any errors in the author’s facts?
4. Are all statements of the author clear?
5. What are the author’s core assumptions?
6. Is the elaboration relevant and valuable?
7. Is there any duplicated or repeated content?
8. Has the author cited valid and trusted sources?
9. Is the author of the article objective in his statements?
10. Do you find any ideas that were overemphasized or underemphasized in the
article?

Self-Reflection Check:
Did I spend enough time to answer this activity? Explain.
______________________________________________________________________________

At this point of the module, you have to understand that in writing a critique
paper, you need to achieve cohesion which is an important feature in any academic
writing.

21 DO_Q3_ENGLISH_GRADE10_LESSON6
 Cohesion concerns with the flow of sentences or paragraphs from one another,
or in other words, the parts of the written text should be connected; thus, it will be
easier for your reader to follow your main idea. To achieve good cohesion, you need
to use cohesive devices or transitional devices. Below is a chart that will give you a
list of examples of these transitional devices.

Addition and, also, besides, moreover, in addition, in addition to

Contrast although, despite, but, however, yet, still, though, otherwise

Emphasis certainly, indeed, in fact, of course

Example for example, for instance, in fact, in other words

Relationship therefore, so, consequently, for this reason, since

TASK 3 DARE TO CONNECT

Directions: Complete the sentences below by supplying the appropriate transitional
device. Write the letter of your answer on a separate sheet of paper.

For numbers 1-5:

A. Although D. Otherwise
B. Despite E. However
C. Therefore

1. COVID-19 virus continues to spread across the world. ____________, a large

demand for COVID-19 vaccines is expected this year.
2. Twelve COVID-19 vaccine manufacturers have announced their plans for
vaccine production. _____________, the existing annual production capacity is
too limited
3. __________ Food and Drug Administration does not have the role in developing
COVID-19 vaccines, FDA has been working closely with health department.
4. The public is advised to sustain strong health measures. __________, the
number of positive cases might strike again.
5. COVID-19 deaths could nearly double in the United States ______ rollout of
vaccines.

For numbers 6-10:

A. But D. However
B. Consequently E. In addition
C. Despite

6. Few pharmaceutical companies monopolize the production of the COVID-19

vaccines ____________ charge high prices.
7. The global rush to buy coronavirus vaccines is underway. _____ wealthier
countries have already done deals with manufacturers.
8. The Philippines plans to buy 25 million doses of Sinovac vaccine. __________,
the private sector agreed last month to acquire 2.6 million shots of AstraZeneca
vaccine.
9. Low vaccine confidence threatens the Philippine effort against COVID-19.
________, there is no vaccine that is 100 percent side-effects free

22 DO_Q3_ENGLISH_GRADE10_LESSON6
10. ________ consultations with numerous vaccine makers, the Philippines has so
far signed only one supply deal.

Self-Reflection Check:
Was the activity easy, quite challenging, or very difficult? Explain.
______________________________________________________________________________

TASK 5 THINK TO CRITIQUE

Directions: Now, you are going to read an article published on www.mClinica.com.
You have to access this website: https://www.mclinica.com/southeast-
asias-role-in-the-quest-for-a-covid-19-vaccine/. Then, evaluate the
article by writing your critique paper on a separate sheet of paper.
INTRODUCTION
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________
BODY
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
______________
CONCLUSION
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
23
__________________________________________________________________________
DO_Q3_ENGLISH_GRADE10_LESSON6
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
 SCORING RUBRIC

10 6 2

Introduction Introduce the claim Introduces the claim Fails to present the
of the writer of the of the writer of the claim of the writer of
article using article effectively. the article.
appropriate and
descriptive
language.

Body Provides accurate Summarizes main Fails to summarize

and descriptive, points of the articles articles effectively
concise summary of competently and due to omission of
article information, accurately. key points or
effectively inaccurate
summarizing main characterization of
points of articles. information.

Critique Thoughtfully Critiques author(s)’ Fails to effectively

critiques author(s)’ main points, using present critique;
main points, using evidence to back up and/or fails to use
evidence to back up arguments. evidence to back up
arguments. Critique arguments; and/or
is insightful and uses flawed logic to
thorough. support statements.

Conclusion Conclusion presents Effective conclusion Missing or

particularly strong is presented that inconsistent
or compelling corresponds with conclusion.
closing statement introduction.
that ties closely to
introduction.

Organization Information is Information is Missing or

organized in a fully organized ineffective elements.
effective manner; competently, with
presents strong thesis, supporting
introduction, information and
expressive body, conclusion.
and purposeful
conclusion

Sentence Sentences effectively Sentences effectively Repeated errors in

Structure constructed with no constructed with 1‐2 sentence structure
grammatical errors minor grammatical or grammar
errors

TOTAL

24 DO_Q3_ENGLISH_GRADE10_LESSON6
 Part I Matching Type. Match the words in Column A with the description in
Column B. Write the letter that corresponds to your answer on a separate sheet of
paper.
Column A Column B
______1. critique paper A. It refers to the logical flow and connection
in a written text.
______2. introduction
It is a statement indicating the overall
B.
evaluation of the work.
______3. body C. It briefly summarizes the main points of
the writer and objectively describes them.
______4. conclusion D. It is a general overview of the topic, and it
presents the summary of the writer’s
argument.
______5. cohesion E. It is an academic writing which involves a
careful analysis of the work.

This module was designed and written with you in mind. It is here to help you master
the features of persuasive texts. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using. After going through this module,
you are expected to:

MELC: Critique a literary selection based on the following approaches: structuralist,

formalist, moralist, Marxist, feminist (Code:__________)
1. Evaluate the text content, elements, features, and properties using a set of
criteria (EN10RC-Iii-2.22)
2. Evaluate overall artistic value of the structure and elements of the selection
(structuralist/ formalist) (EN10RC-IIIa-22.1)
3. Explain how the elements specific to a genre contribute to the theme of a
particular literary selection (EN10LT-IIIa2.2)
4. Evaluate the information contained in the material viewed in terms of accuracy
and effectiveness (EN10VC-IIIc-10)

25 DO_Q3_ENGLISH_GRADE10_LESSON7
Directions: Read each item carefully, then supply or give what is being asked.
Write the letter of the correct answer on a separate sheet of paper.
1. It is a body of ideas used for studying literature.
A. literary theory C. structuralism
B. formalism D. Marxism
2. What is an analytical method that focuses on literary form and the study of
literary devices within the text?
A. literary theory C. structuralism
B. formalism D. Marxism
3. Which of the following is true?
A. Formalism and structuralism are the same.
B. Formalism takes the author into account when analyzing the text.
C. Both formalism and structuralism focus on the text itself and not on cultural
influences.
D. Structuralism puts emphasis on the grammar of the text.
4. Which of the following is not a characteristic of structuralism?
A. it sets objective criteria for analyzing a text
B. it looks at the patterns within the text
C. it relates literary texts to a larger structure
D. it put emphasis on the historical context of a text
5. ________refers to the social, political, and economic theories of Karl Marx,
including the belief that struggles between social classes are a major force in
history and that in the future, there should be a society with no social classes.
A. literary theory C. structuralism
B. formalism D. Marxism

Lesson A WALKTHROUGH TOWARDS THE

7 HORIZON OF LITERARY CRITICISM

LITERARY THEORY
Literary theory is the body of ideas and methods we use in the practical
reading of literature. By literary theory, we refer not to the meaning of a work of
literature but to the theories that reveal what literature can mean. Literary theory
is a description of the underlying principles; one might say the tools, by which we
attempt to understand literature. All literary interpretation draws on a basis in
theory but can serve as a justification for very different kinds of critical activity. In
other words, when we try to understand literature, we use certain methods to help
us understand the meaning, and those methods comprise the literary theory.

LITERARY CRITICISM
Literary criticism, on the other hand, is the practical application of those
theories or methods to particular works of literature. The actual use of a method to
better understand a text’s meaning is what we call literary criticism. Literary
criticism is the study, analysis, evaluation, and interpretation of literature. In other
words, it judges the value of a work. In literary criticism, a particular work or a
body of work is evaluated according to its aesthetic value, historical/cultural/social
significance of the work, use of language, and insights and insights of the work.

26 DO_Q3_ENGLISH_GRADE10_LESSON7
 A literary theory is a body of ideas used for studying literature. It is also a
method used to analyze literary texts.
Among the many literary theories are structuralist and formalist theories.
Long before the birth of formalism and structuralism, the meaning and value of a
literary piece were based on the author’s reason for creating the text, the message
he is trying to communicate, and its historical context instead of its structure and
use of the English language.
Both formalism and structuralism reduce the importance of taking the
meaning from social and cultural influences. They focus more on taking the
meaning of the literary text from the way it was written or formed.
Formalism
Formalism is an analytical method that focuses on literary form and the
study of literary devices within the text. The work of the formalists had a great
influence on the development of structuralism and other literary theories.
Formalism, like structuralism, studies literature scientifically. It analyzes the
devices, techniques, and other functions of a literary work objectively.
Formalists have put aside the importance of influences coming from culture,
biography, and history. They even put aside the importance of the author. They
have instead put focus on the grammar, the structure of the plot, the character
roles, and syntax. Simply put, they concentrate on what defines a piece of work as
literature, its structural characteristics.
Structuralism
Structuralism relates literary compositions to a larger structure such as a
genre or a system of recurrent patterns or motifs. It brought a set of objective
criteria for analysis and a new intellectual accuracy to literary studies.
Asking how the text is classified into a specific genre or what patterns in the
text tell us about the human experience are some of the ways to incorporate
structuralism in literary analysis.

Have you ever read a piece of literature that became very influential to you?
Are you familiar with Marxism?

Marxism
Marxism refers to the social, political, and economic theories of Karl Marx,
including the belief that struggles between social classes are a major force in
history and that in the future, there should be a society with no social classes.
Marx believed that the division between capitalists and laborers should not
exist, that everyone should be equal, giving everyone the same rights, the same
education, equal share of food, properties, and money, totally eliminating
capitalism or free market.
Marxist literary theories show class conflict and class distinctions with
the use of literature. Marxist theorists employ traditional techniques of literary
analysis but put the focus on the social and political content and meaning of
literature.
Marxist theory favors authors that are supportive of the working classes
and question the so-called economic inequalities of capitalist societies.
Marxism literary theories keep up with new ways of understanding the
relationship between economic production, literature, and cultural

27 DO_Q3_ENGLISH_GRADE10_LESSON7
production. The analysis of society and history has made a great impact on how
Marxists developed their literary theory and criticism.

Marxist Literature
Authors influenced by the Marxist theory write about power struggles
between characters, creating stories that revolve around themes such as
revolution, sexism, and racism.
Marxist literature depicts the fight between the oppressors and the
oppressed, and the main characters in these works are often women, the poor, or
slaves.
These works of literature shed light on social injustice, and they will surely
continue to exist and influence people.
What is a moralist literary criticism?

Literary criticism is defined as an informed evaluation and analysis of a

work of literature. It interprets and studies a written piece based on specific
guidelines or criteria.
Literary criticism is important, as writing needs to be improved, and authors may
benefit from having others evaluate their work.
There are many different types of literary criticism, one of which is moralist
criticism.
Moralist criticism, also called Christian humanism, examines literature
against civil and ethical criteria. It judges works based on their ethical teachings or
morals.
Basically, when using the moralist approach to critique a piece of literature, a work
that encourages virtue and promotes ethics is praised, while literature that
misguides or may contribute to moral decay is condemned.

Critiquing Using the Moralist Approach

Below are some questions you should ask yourself and answer when writing a
moralist criticism.
1. Does the author's subject or theme present virtues such as honesty,
courage, sincerity, maturity, and sensitivity?
2. What are the moral teachings that the author presented through the plot,
characters, or theme of the piece?
3. How do the characters, plot, or setting represent ethical principles?
4. Does the text aim to manipulate the reader or prompt him to do negative
things? How so?
Are you familiar with feminism? Have you read any texts that are considered
feminist literature?

Feminism is a term used for the variety of beliefs, movements, and ideas
regarding a common goal, which is to define and achieve equal rights for
women in terms of personal, political, cultural, economic, and social concerns.

Feminist literature is fiction or nonfiction work that supports the goals of

feminism. Often, these works identify the roles of women as being unequal to those
of men, especially when it comes to power, status, and privilege.

Characteristics of Feminist Literature

• Authors of feminist literature portray gender roles as something that may be
altered over time.
• The aim of feminist literature is to alter the perception of society and prompt
change that would lead to gender equality.

28 DO_Q3_ENGLISH_GRADE10_LESSON7
 • Some works of feminist literature, particularly nonfiction ones, emphasize
women's demand for equality when it comes to their social, economic, and
political rights.
• Feminist literature is not written only by women authors. There are also men
who write feminist literature and understand the needs of women.
Characters in Feminist Literature
• The protagonists in feminist literature are always women characters.
Usually, these characters do not readily mold themselves into the traditional
role of women that society dictates they must adhere to.
• These women characters make their own decisions, are not afraid to express
their own opinions, and are ready to deal with the consequences of doing so.

Key Points
• A literary theory is a body of ideas used for studying literature. It is also a
method used to analyze literary texts.
• Formalism is an analytical method that focuses on literary form and the
study of literary devices within the text.
• Structuralism relates literary compositions to a larger structure such as a
genre or a system of recurrent patterns.
• Marxism refers to the social, political, and economic theories of Karl Marx,
including the belief that struggles between social classes are a major force in
history and that in the future, there should be a society with no social
classes.
• When you read a text, think about how it may affect or influence its readers.
Will it encourage them to do good? Will it cause them to do negative acts?
Asking yourself these will help you with making a moralist criticism of the
work.
• Feminism is a term used for various beliefs, movements, and ideas regarding
a common goal, which is to define and achieve equal rights for women in
terms of personal, political, cultural, economic, and social concerns.
• Feminist literature is fiction or nonfiction work that supports the goals of
feminism.

Directions: Identify the literary approaches used in the following lines. Write your
answer on a separate sheet of paper.

___________1. “Women, they have minds, and they have souls, as well as just
hearts. And they’ve got ambition, and they’ve got talent, as well as just beauty. I’m
so sick of people saying that love is all a woman is fit for.” — Louisa May Alcott,
Little Women

___________2. “The society we have described can never grow into a reality or see
the light of day, and there will be no end to the troubles of states, or indeed, my
dear Glaucon, of humanity itself, till philosophers become rulers in this world, or
till those we now call kings and rulers really and truly become philosophers, and
political power and philosophy thus come into the same hands.” ― Plato, Plato's
Republic

__________3. “Capitalizing a capital on our heads through the sweat of our brow. It's
debt for nature exchange, read in between the nature of words and see what I'm
trynna explain.” ― Jose R. Coronado, The Land Flowing with Milk and Honey

29 DO_Q3_ENGLISH_GRADE10_LESSON7
__________4. “The scientist is not a person who gives the right answers, he's one
who asks the right questions.” ― Claude Levi-Strauss

__________5. “Let the ruling classes tremble at a Communistic revolution. The

proletarians have nothing to lose but their chains. They have a world to win.
Workingmen of all countries unite!” ― Karl Marx, The Communist Manifesto

Directions: Supply the missing letter by answering the questions below. Write the
corresponding letter of your answer in the appropriate numbered box to
complete the words. Copy and answer this on a separate sheet of paper.

1 2 3 4 5
L E R
AP R A E
6 7 8 9 10

I author P women
T the message of the O housewife
author
R structuralism C capitalism
A Christian humanism H revolution, sexism, racism
Y feminist literature S a slave, poor
1. Which of the following is not the focus of formalism?
2. Before the existence of formalism and structuralism, ________ was used to
determine the meaning and value of a literary piece?
3. What relates literary compositions to a larger structure such as a genre or a
system of recurrent patterns or motifs?
4. Moralist criticism is also called ______.
5. What kind of literature supports the goals of feminism?
6. The protagonists in feminist literature are always _______ characters.
7. What is the traditional role of women in society?
8. Joaquin agrees with Marxist principles and theories.
What economic system do you think he would be against? __________
9. What are the themes of Marxist literature?
10. The main characters in Marxist literature are mostly ______.

Directions: Read the following items carefully. Write the letter of the correct
answer on a separate sheet of paper.
1. Yuri is going to analyze a text using structuralism.
Which of the following questions should he answer in the analysis?
A. What are the cultural influences reflected in this text?

30 DO_Q3_ENGLISH_GRADE10_LESSON7
 B. How did historical events affect the writing of this text?
C. What makes this text part of its genre?
D. How does this text affect its readers?
2. Julie wrote a literary analysis. In it, she focused on the meaning of the literary
text based on how it was formed or written, and she did not consider its social and
cultural influences. Which of the following could she have used in her analysis?
A. feminism
B. structuralism
C. moralist
D. new historicism
3. Robert is analyzing a text using formalism. Which of the following questions
should he answer?
A. Does the structure of the plot help convey the meaning of the piece?
B. How does grammar contribute to the quality of the work?
C. Was the author able to make the piece reflect current events during his
time?
D. What may be the cultural and social influences that led to the writing of the
text?
4. Which of the following will happen if social classes no longer exist?
A. The poor will be rich because there are a lot of jobs.
B. The rich will give their money to the poor.
C. Capitalism or free market will be eliminated.
D. Authors would not have to write about Marxism anymore.
5. Which of the following would be considered a good piece of work by someone
evaluating it using a moralist approach?
A. A story in which the characters are honest individuals
B. An essay that defends cheating
C. A poem that encourages readers to be rude
D. A novel that influences readers to do negative acts

What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the lesson on literary approaches. Literary approaches help you learn how to
think, not what to think, and engaging in literary analysis provides a set of
skills.
After going through this module, you are expected to:
MELC: Critique a literary selection based on the following approaches: structuralist,
formalist, moralist, Marxist, feminist (Code:__________)
1. Evaluate the text content, elements, features, and properties using a set of
criteria (EN10RC-Iii-2.22)
2. Evaluate overall artistic value of the structure and elements of the selection
(structuralist/ formalist) (EN10RC-IIIa-22.1)
3. Explain how the elements specific to a genre contribute to the theme of a
particular literary selection (EN10LT-IIIa2.2)
4. Evaluate the information contained in the material viewed in terms of
accuracy and effectiveness (EN10VC-IIIc-10)

31 DO_Q3_ENGLISH_GRADE10_LESSON8
 What I Know

Activity 1: PRE-TEST
Directions: Choose the letter of the correct answer. Write your answer on a separate
sheet of paper.
1. What do we call the different reader’s point of view when reading a literary
text?
A. literature C. observing
B. literary Approaches D. literary text
2. What is the other term for critical approaches?
A. criticism C. lenses
B. literary text D. literary criticism
3. Which of the following is NOT an example of a literary approach?
A. Marxist C. colonialist
B. feminist D. structuralist
4. Which of the following statement is NOT the main function of literary
approaches?
A. To understand the importance of the formal elements of literary
structure
B. To determine the characters, setting, conflict, and the solution of the
story.
C. To formulate relationships among an author, a reader, and a literary
work.
D. To evaluate the role of historical context in the interpretation of
literature.
5. How important is an author’s work in determining its intent?
A. It is often central to understanding the main idea of the text.
B. It is the understanding of the author’s work to have a psychological
game.
C. The reader’s mind always matters.
D. The reader’s intention comes first.
6. What are the common criticisms of literary theory?
A. The reasoning of the theory is almost similar to the other theories.
B. Theories are accepted in different literary texts.
C. The theory has replaced literary appreciation with devices for
understanding.
D. All of the above.
7. Which of the following descriptions best defines the literary theory known as
structuralism?
A. An approach that emphasizes the historical context of a text
B. An approach that emphasizes the biographical intent of a text
C. An approach that emphasizes literary devices in a text
D. An approach that emphasizes racial issues in a text
8. Who is the father of the linguistic theory known as structuralism?
A. Ferdinand de Saussure
B. Sigmund Freud
C. Cleanth Brooks
D. Toni Morrison
9. It has been written by men, for men, and dominating women in literature.
What approach can be used in this kind of literary text?

32 DO_Q3_ENGLISH_GRADE10_LESSON8
 A. masculinity C. gender-based content
B. feminist D. feminine
10. What critique question is NOT included in the structuralist approach?
A. How is the work’s structure unified?
B. How do various elements of the work reinforce its meaning?
C. What figures of speech are used?
D. Who are the characters in the story?

Lesson
LITERARY APPROACHES
8

What’s New

Read the poem “Miserable Soul” by Kim E. Abcede.

Activity 3: Analyze the Poem!

Directions: Answer the following questions. Write your answer on a separate sheet
of paper.
Miserable Soul 1. What is the poem all about?
By Kim E. Abcede ______________________________________
2. In stanza 1, what is the meaning of “the
The dancing papers in the sky dancing papers in the sky”?
Glimpse like an owl amazingly ______________________________________
Leading to his home, like a spy 3. In stanza 2 line 1, what is the meaning of
Praising him powerlessly
“bluest face”?_______________________
Shadow facing in my bluest face 4. What are the rhyming words in stanza 2?
Thinking of how he controls my life _____________________________________
Sight my soundless scream of trace
5. What are the figures of speech used in the
I am an open soul who can’t strife
poem? Write at least two (2) examples.
What have you done to me?
I become the purest evil of my soul Many writers use their experience in writing a
Drowning myself in papers, let me freeliterary text; thus, the readers analyze and
Realizing my wrong, is this my goal?
evaluate their works using the different
approaches. Literary criticism helps us to
appreciate the relationship between authors, readers, and texts. The act of literary
criticism improves the enjoyment of our reading of the literary work.

What is It

Literary criticism focuses on the discussion, evaluation, and interpretation of

literature. This includes classification by genre, analysis of structure, and judgment
of value.
Literary criticism helps us to understand what is important about the text:
1. its structure

33 DO_Q3_ENGLISH_GRADE10_LESSON8
 2. its context
3. how the text manipulates the reader
Critical Approaches are different perspectives we consider when looking at a piece of
literature. It seeks to give answers to these questions and also to aid the readers in
interpreting literature.
1. What do we read?
2. Why do we read?
3. How do we read?

Critical Approaches used in Literature

1. Structuralist - focuses on the structure of language, not in art nor the
reader’s mind. It interprets a text or part of a text by taking its language apart.
➢ Elements to examine:
o Word Analysis
o Word derivation
o Sentence syntax
o Rhythm
o Grammar of literature (simile, metaphor, personification, etc.)
➢ Examples:
o “Between the lower east side tenements sky is a snotty
handkerchief.” (Marge Piercy, “The butt of Winter”) - In this line, it
used figures of speech.
o “The streets were a furnace, the sun an executioner.” (Cynthia
Ozick, “Rosa”) - In this line, it used figures of speech.

Winter’s Tale
By William Shakespeare
It is for you we speak, not for ourselves:
You are abused and by some putter-on
That will be damn’d for’t; would I knew the villain,
I would land-damn him. Be she honour-flaw’d,
I have three daughters; the eldest is eleven
The second and the third, nine, and some five;
If this prove true, they’ll pay for it. Be mine honour.
(Act II, sc.i:142-148)

- In this line, the caesura is used in poetry,

and it functions within the poetic line to add
a more natural rhythm to a poem.

2. Feminist - focuses on the roles, positions, and influences of women within

literary texts. It focuses on the ways female consciousness is written by both
female and male authors.
➢ Elements to examine:
o to understand the representation from a woman’s point of view and
analyze women’s writing strategies in the context of their social
conditions.
o to employ a broad range of disciplines, such as history, psychology,
sociology, and linguistics.
o to create a perspective that considers feminist issues.

34 DO_Q3_ENGLISH_GRADE10_LESSON8
 ➢ Examples:
o “Human rights are women’s rights, and women’s rights are human
rights. Let us not forget that among those rights are the right to
speak freely – and the right to be heard.” Hillary Clinton
o The Lion King’s Scene – Nala, the mother of Simba, couldn’t fight
the villain in the movie. Why do they need a man to save the day? It
shows that the movie marginalizes women and demonstrates the
sexism inherent in modern literature.

3. Marxist - emphasizes economic and social conditions. It examines the

literature to see how it reflects in society.
➢ Elements to examine:
o the way in which dominant groups exploit the subordinate groups.
o concerned with understanding the role of power, politics, and
money in literary texts
➢ Example:
I Wandered Lonely as a Cloud
By William Wordsworth
o The author places a value on the
daffodils. It provides a wealth that is
(1)I wandered lonely as a cloud metaphysical and not material.
That floats on high o'er vales and hills, o The poem can be considered a
When all at once I saw a crowd, criticism of materialistic
A host, of golden daffodils commodification.
Beside the lake, beneath the trees, o It also turns to the nature of
Fluttering and dancing in the breeze. escaping from the world of capitalism
and commerce.
(3) The waves beside them danced; but they
4. Moralist – judges the value of
Out-did the sparkling waves in glee:
A poet could not but be gay,
the literature based on its moral
In such a jocund company: lessons or ethical teachings. It
I gazed—and gazed—but little thought determines the worth of literature by
What wealth the show to me had brought encouraging the reading to do the right
thing.

➢ Elements to examine:
o It is ethically sound and encourages virtue to be praised.
o It evaluates the maturity, sincerity, honesty, sensitivity, and
courage to literary text.
➢ Examples:
o The Bible
o Fables

What’s More

Activity 5: Link my ideas!

Directions: Determine if the statement shows structuralist, feminist, Marxist, or
moralist approach. Write your answer on a separate sheet of paper.
1. “The connections between and among women are the most feared, the most
problematic, and the most potentially transforming force on the planet.” –
Adrienne Rich, Poet
2. “Right is right and wrong is wrong, and a body ain’t got no business
doing wrong when he ain’t ignorant and knows better.” – Mark Twain,
Author

35 DO_Q3_ENGLISH_GRADE10_LESSON8
 3. “A window of opportunity can also turn into a disaster if large numbers
of ill-trained young people enter a labor market that is unable to absorb
them.” – Bruce Campbell, Entrepreneur
4. “While I nodded, nearly, napping, suddenly there came a tapping…” – The
Raven, Edgar Allan Poe
5. “The bigger the government, the less the citizens do for one another. If
the state will take care of me and my neighbors, why should I? This is
why Western Europeans, people who have lived in welfare states for
longer than Americans have, give less to charity and volunteer less time
to others than do Americans of the same status.” -Dennis Prager, Author

Activity 7: I am a POET!
Directions: Construct a 3-stanza poem with 4 lines each using any of the literary
approaches. Write your answer on a separate sheet of paper.

_______________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

RUBRICS IN POEM WRITING

_________________________________________________________________________
4 3 2 1
_________________________________________________________________________
Content Presents Presents Presents some There is no
organized many organized clear ideas
ideas related organized ideas related related to the
to the topic ideas related to the topic topic
to the topic
Creativity Has very Has many of Has some No creativity
creative ideas creative ideas creative ideas at all
Handwriting Handwriting is Handwriting is Handwriting is Handwriting
neat with no mostly neat somewhat needs
eraser marks. with some neat with improvement
eraser marks. more eraser
mark

36 DO_Q3_ENGLISH_GRADE10_LESSON8
 Assessment

Activity 8: POST TEST

Directions: Determine the literary approach used in the statements below. Write
the letter of the correct answer on a separate sheet of paper.

A. Structuralist C. Moralist
B. Feminist D. Marxist

1. It derives from the existence and the value from the distribution and
oppositions in texts or discourse.
2. “I am not free while any woman is unfree, even when her shackles are very
different from my own” – Audre Lorde
3. Don’t judge the book by its cover.
4. It includes both the development and discovery of female tradition of writing
and rediscovering of old texts.
5. It believes that there was a real contradiction between human nature and the
way that the people must work in a capitalist society.
6. It is a literary theory that develops the significance of race, class, and gender
for literary study.
7. It is to judge literary works according to moral rather than formal principles.
8. It develops in part because people need more than political instinct to steer by
when they want to improve their situation.
9. It describes or evaluates a literary work in terms of the ideas and values it
contains.
10. In this approach, it argues that there must be a structure in every text.

37 DO_Q3_ENGLISH_GRADE10_LESSON8
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